Adaptive behavior is a type of behavior that is used to adapt to another type of behavior or situation. Behavior or behaviour (see spelling differences) refers to the actions or Reactions of an object or Organism, usually This is often characterized by a kind of behavior that allows an individual to substitute an unconstructive or disruptive behavior to something more constructive. As commonly used, individual refers to a Person or to any specific object in a collection These behaviors are most often social or personal behaviors. For example a constant repetitive action could be re-focused on something that creates or builds something. In other words the behavior can be adapted to something else.
A maladaptive behavior is a behavior or trait that is not adaptive — it is counterproductive to the individual. A trait is a distinct phenotypic character of an organism that may be inherited environmentally determined or somewhere in between Maladaptivity is frequently used as an indicator of abnormality or mental dysfunction, since its assessment is relatively free from subjectivity. Abnormality is a subjectively defined characteristic assigned to those with rare or dysfunctional conditions Subjectivity refers to a subject's perspective particularly feelings beliefs and desires However, many behaviors considered moral can be apparently maladaptive, such as dissent or abstinence. A moral is a message conveyed or a lesson to be learned from a story or event Dissent is a sentiment or philosophy of non-agreement or Opposition to an Idea (eg Abstinence is a voluntary restraint from indulging a desire or appetite for certain bodily activities that are widely experienced as giving pleasure
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Scope (General Definition)
The William Heward book Exceptional Children defines adaptive behavior, as the effectiveness or degree with which the individual meets the standards of personal independence and social responsibility expected of his age and social group (Heward). Independence is the Self-government of a Nation, Country, or State by its residents and population or some portion thereof generally exercising Moral responsibility can refer to two different but related things In Sociology, a group can be defined as two or more Humans that interact with one another accept expectations and obligations as members of the group and share a Adaptive behavior also refers to the typical performance of individuals without disabilities in meeting environmental expectations. Adaptive behavior changes according to a person’s age, cultural expectations, and environmental demands!
Determination
Behavior scales
To determine a student’s adaptive behavior capacities, professionals focus on the student’s conceptual skills, social skills, and practical skills. To measure adaptive skills, professionals use adaptive behavior scales that have been normed on individuals with and without disabilities. Most adaptive behavior scales are completed by interviewing a parent, a teacher, or another individual who are familiar with the student’s daily activities. A parent is a Father or Mother; one who sires or gives Students may have a combination of strengths and needs in any or all of the areas regarding conceptual, social and practical skills.
Specialized behavior
Tendencies
The adaptive skills exhibited by a person with mental retardation are critical factors in determining the supports he/she requires for success in school, work, community, and home environments. Mental retardation is a generalized triarchic disorder characterized by subaverage cognitive functioning and deficits in two or more adaptive behaviors with onset before the age Children with mental retardation tend to have substantial deficits in adaptive behavior. These limitations can take many forms and tend to occur across domains of functioning. Limitations in self-care skills and social relationships, as well as behavioral excesses are common characteristics of individuals with mental retardation. Individuals with mental retardation who require extensive supports are often taught basic self care skills such as dressing, eating, and hygiene (Heward). A skill is the learned capacity or talent to carry out pre-determined results often with the minimum outlay of time energy or both. Direct instruction and environmental supports, such as added prompts and simplified routines are necessary to ensure that deficits in these adaptive areas do not come to seriously limit one’s quality of life (Heward).
Lifestyle
Most children with milder forms of mental retardation learn how to take care of their basic needs, but they often require training in self- management skills to achieve the levels of performance necessary for eventual independent living. Life is a state that distinguishes Organisms from non-living objects such as non-life and dead organisms being manifested by growth through Metabolism Making and sustaining friendships and personal relationships present significant challenges for many persons with mental retardation. Limited cognitive processing skills, poor language development, and unusual or inappropriate behaviors can seriously impede interacting with others. Teaching students with mental retardation appropriate social and interpersonal skills is one of the most important functions of special education. Students with mental retardation more often exhibit behavior problems than children without disabilities (Heward). Some of the behaviors observed by students with mental retardation are difficulties accepting criticism, limited self control, and bizarre and inappropriate behaviors. Depending on the severity of the mental retardation generally there is a higher the incidence of behavior problems (Heward).
See also
Moral character or character is an evaluation of a particular individual's moral qualitiesDapyx Software network: MP3 Explorer | Ebook Manager | Zenithic