The relation between adaptive behavior and intelligence: Testing alternative explanations |
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| Institution: | 1. Institute of Mathematics and Statistics, Federal University of Bahia - UFBA, Av. Adhemar de Barros, S/N, Ondina - Salvador - BA, Brazil;2. Faculty of Informatics, Pontifical Catholic University of Rio Grande do Sul - PUCRS, Av. Ipiranga, 6681 - Porto Alegre - RS, Brazil;3. Institute of Informatics, Federal University of Rio Grande do Sul - UFRGS, Av. Bento Gonçalves, 9500 - Porto Alegre - RS, Brazil;1. School of Mechanical Engineering, Jiangsu University, Zhenjiang 212013, China;2. School of Mechanical & Materials Engineering, Jiujiang University, Jiujiang 332005, China;3. School of Materials Engineering, Jiangsu University, Zhenjiang 212013, China;4. Department of Mechanical and Aerospace Engineering, North Carolina State University, Raleigh, NC 27606, USA;1. Department of Anatomical, Histological, Forensic Medicine and Orthopedic Sciences, “Sapienza” University of Rome, Rome, Italy;2. Department of Radiology, Campus Bio-medico University of Rome, Rome, Italy;1. Department of Surgery, Codman Center Massachusetts General Hospital, Boston, MA;2. Department of General Surgery, University of Cape Town Trauma Center, Groote Schuur Hospital, South Africa;3. Department of Surgery, University of British Columbia, Canada;1. School of Law, University of California, Davis, Davis, CA, USA;1. Key Lab of Industrial Computer Control Engineering of Hebei Province, Yanshan University, Qinhuangdao 066004, China;2. College of Computer Science, Zhejiang University of Technology, Hangzhou 310023, China |
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| Abstract: | Adaptive behavior has become an increasingly important component of the assessment of children referred for learning and behavioral problems in educational settings. Yet the construct of adaptive behavior remains ill defined, and fundamental questions about the nature of adaptive behavior remain unanswered. As a result, measures of adaptive behavior are often problematic. Among the most important of these fundamental questions is the nature of the underlying relation between adaptive behavior and intelligence. The present study used confirmatory factor analysis and 556 school-age children from the overlap of the standardization sample of the Vineland Adaptive Behavior Scale and the Kaufman Assessment Battery for Children to test three models of the relation between adaptive behavior and intelligence: as identical underlying constructs, as completely unrelated constructs, or as separate but related constructs. The model specifying adaptive behavior and intelligence as separate but related constructs proved significantly better than either competing model. Similar results were obtained for preschool children and low-ability school-age children, further suggesting that adaptive behavior and intelligence should be considered as separate but related constructs. Two plausible models to further explain the nature of this relation are presented. |
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