Adaptive Behavior and Intelligence in Adolescents With Down Syndrome: An Exploratory Investigation.

Sabat et al. (2019) looked at teens with Down syndrome. They gave IQ tests and asked parents to fill out the ABAS-II. The team wanted to see which parts of intelligence and daily-life skills were strongest.

The sample was small. No control group. Just a snapshot of one age band.

Verbal IQ beat non-verbal IQ. Social skills beat daily-living and school skills. The two areas—IQ and adaptive—were only loosely linked.

In plain words: talking and getting along with people are the high points. Math, writing, and self-care lag behind.

Marchal et al. (2016) saw the same social edge in younger kids. Their data stop at age 10. Camila picks up right after, showing the pattern holds into high school.

Channell et al. (2014) found raw non-verbal scores inch up even while standard IQ stays flat. Camila adds that these slow gains still leave non-verbal behind verbal.

Sharp et al. (2010) warned that adaptive skills plateau around 12. Camila’s teens sit just above that ceiling, confirming the plateau but showing social skills stay the relative strength.

Alaimo et al. (2015) looked at adults and saw skill loss with age. Camila’s picture of adolescence is the pre-decline baseline, mapping where the drop starts.

Lean into verbal and social channels when you teach. Use conversation, stories, and peer buddies to deliver new content. For self-care or money skills, break tasks into tiny steps and expect extra practice rounds. Track raw skill growth, not standard scores, to show families real progress.