Influence of Gender on Adaptive Skills of School Age Children of Typical Development
DOI:
https://doi.org/10.59519/mper4004Keywords:
adaptive behavior, typical development, school age, genderAbstract
Adaptive behavior is defined as a set of conceptual, social and practical skills that people learn and use in everyday life. A relatively small number of studies have examined the influence of gender on adaptive functioning, mainly in subjects with autism spectrum disorders (PSA), with opposite data regarding gender differences. The aim of this study was to examine the differences in adaptive functioning between boys and girls of typical developmental (TD), school age.
The sample included 76 children, 50 boys and 26 girls. The age of the subjects ranged from 6 to 14 years (9.72 ± 0.30). The Adaptive Behavior Diagnostic Scale (ABDS; Pearson, Patton & Mruzek, 2016) was used to assess adaptive skills. The research was conducted in two primary schools in Foča, school year 2020/2021.
Although the descriptive analysis indicated that boys achieved higher average values than girls, this difference did not reach statistical significance for any of the examined adaptive domains (conceptual, social, practical), nor for the overall score achieved on the ABDS scale.
Given that the sample in this study included a relatively small number of respondents, it is necessary to conduct a study regarding gender differences in adaptive functioning in a much larger number of boys and girls TD, school age.
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Copyright (c) 2026 Slađana Ćalasan, Nadica Jovanović (Author)
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