TY - JOUR
T1 - Examining the specific effects of context on adaptive behavior and achievement in a rural african community
T2 - Six case studies from rural areas of Southern Province, Zambia
AU - Tan, Mei
AU - Reich, Jodi
AU - Hart, Lesley
AU - Thuma, Philip E.
AU - Grigorenko, Elena L.
N1 - Funding Information:
Acknowledgements We thank the following people for their efforts in the Bala Bbala Project and this study on adaptive behavior in particular: Perity Sinamwenda, Bertha Muntanga, Nchimunya Chaavwa, Loveness Nyirenda, Pebble Moono, Mutinta Moono, Fines Mwaanga, Anthony Moono, and Collence Munsanje. We also thank Bestern Kaani and Diane Goudreau, for their invaluable assistance with the translation, adaptation, and training on the Chitonga version of the Vineland. Most importantly, we express our deep appreciation of Sara Sparrow, whose contributions to the understanding of adaptive behavior, and whose ever present guidance and support, knowledge and wisdom carried us to this shore. The preparation of this manuscript was supported by funding from R01 TW008274 from the National Institutes of Health. Grantees undertaking such projects are encouraged to express freely their professional judgment. This article, therefore, does not necessarily represent the position or policies of the NIH and no official endorsement should be inferred.
PY - 2014/2
Y1 - 2014/2
N2 - Generally accepted as universal, the construct of adaptive behavior differs in its manifestations across different cultures and settings. The Vineland-II (Sparrow et al. in Vineland Adaptive Behavior Scales, Second edn. AGS Publishing, Circle Pines, MN, 2005) was translated into Chitonga and adapted to the setting of rural Southern Province, Zambia. This version was administered to the parents/caregivers of 114 children (grades 3-7, mean age = 12.94, SD = 2.34). The relationships between these children's adaptive behavior, academic achievement and cognitive ability indicators are compared to those usually observed in US samples. Results reflect no association between adaptive behavior and cognitive ability indicators, but a strong relationship between high adaptive behavior and reading-related measures. Six case studies of children with high and low scores on the Vineland-II are presented to illustrate the possible factors affecting these outcomes.
AB - Generally accepted as universal, the construct of adaptive behavior differs in its manifestations across different cultures and settings. The Vineland-II (Sparrow et al. in Vineland Adaptive Behavior Scales, Second edn. AGS Publishing, Circle Pines, MN, 2005) was translated into Chitonga and adapted to the setting of rural Southern Province, Zambia. This version was administered to the parents/caregivers of 114 children (grades 3-7, mean age = 12.94, SD = 2.34). The relationships between these children's adaptive behavior, academic achievement and cognitive ability indicators are compared to those usually observed in US samples. Results reflect no association between adaptive behavior and cognitive ability indicators, but a strong relationship between high adaptive behavior and reading-related measures. Six case studies of children with high and low scores on the Vineland-II are presented to illustrate the possible factors affecting these outcomes.
KW - Adaptive behavior
KW - Reading
KW - Zambia
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U2 - 10.1007/s10803-012-1487-y
DO - 10.1007/s10803-012-1487-y
M3 - Article
C2 - 22391811
AN - SCOPUS:84899065925
SN - 0162-3257
VL - 44
SP - 271
EP - 282
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
IS - 2
ER -