Adaptive behaviors: Difference between revisions
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#REDIRECT [[Adaptive behavior]] {{R from merge}} |
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{{context|date=March 2010}} |
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{{expert-subject|Psychology|date=March 2010}} |
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{{intromissing|date=March 2010}} |
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==Definition== |
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In 2001, the [[United States National Research Council]] published a comprehensive review of effective interventions for children and adults diagnosed with autism. NRC makes the case that interventions based on [[applied behavior analysis]] are well established in many areas of adaptive functions. |
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Adaptive behavior refers to a person’s social responsibility and independent performance of daily activities. |
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Alternative Definition: Concept |
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Adaptive Behaviors |
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• The natural occasion for the response, |
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• the independent performance of the daily activity, |
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• and the natural consequences for the response. |
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• Within the context of the home/host culture. |
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Adaptive skills encompasses range of daily situations and it usually start with a [[task analysis]]. The task analysis will reveal all the steps necessary to perform the task in the natural environment. The use of behavior analytic procedures has been documented, with children, adolescent and adults, under the guidance of a behavior analysts <ref>[[Professional practice of behavior analysis]]</ref> and supervised behavioral technicians. The list of applications has a broad scope and it is in continuous expansion as more research in applied behavior analsysis (see [[Journal of Applied Behavior Analysis]], [[The Analysis of Verbal Behavior]]). |
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==Importance and Relevance== |
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Adaptive skills are stepping stones toward accessing and benefiting from local or remote communities. |
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Adaptive skills allow for safer exploration |
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Adaptive skills may generate more opportunities to engage in meaningful social interactions |
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Adaptive skills are socially acceptable and desirable at any age and regardless of gender (with the exception of gender specific biological differences) |
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Examples of skills targeted by behavior analysts concerned with community access: |
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==Some Domains of Application== |
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*'''Community Access Skills''' |
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1. Bus riding (Neef et al. 1978) <ref>Neef, A.N., Iwata, B.A., Page T.J. et al. (1978). Public Transportation Skills. In vivo versus classroom instruction. Journal of Applied Behavior Analysis. 11, 331-334</ref> |
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2. Independent walking (Gruber et al. 1979) <ref>Gruber, B., Reeser R., Reid, D.H. (1979). Providing a less restrictive environment to retarded persons by teaching independent walking skills. Journal of Applied Behavior Analysis, 12, 285-297.</ref> |
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3. Coin summation (Lowe and Cuvo, 1976; Miller et al. 1977) L<ref>owe, M.L., & Cuvo, A.J. (1976). Teaching coin summation to the mentally retarded. Journal of Applied Behavior Analysis, 9, 483-489.</ref> |
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4. Ordering food in a restaurant (Haring 1987) |
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5. Vending machine use (Sprague and Horner, 1984) |
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6. Eating in public places (van den Pol at al. 1981)<ref>Van den Pol, R.A., Iwata, B.A., Ivancic M.T., Page, T.J., Neef N.A., and Whitley (1981). Teaching the handicapped to eat in public places: Acquisition, generalization, and maintenance of restaurant skills. JABA. 14, 61-69.</ref> |
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7. Pedestrian safety (Page et al. 1976) |
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*'''Peer Access and Retention''' |
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1. Clothing selection skills (Nutter and Reid, 1978) <ref>Nutter D. & Reid D.H. (1978). Teaching retarded women a clothing selection skill using community norms. Journal of Applied Behavior Analysis. 11, 475-487.</ref> |
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2. Appropriate mealtime behaviors (McGrath et Al. 2004,<ref> McGrath, A., Bosch, S., Sullivan, C., Fuqua, R. W. (2003). Teaching reciprocal social interactions between preschoolers and a child diagnosed with autism. Journal of Positive Behavioral Interventions, 5, 47-54.</ref>O’Brien et al. 1972; Wilson et al. 1984) <ref>O’Brien, F., Bugle, C., and Azrin N.H. (1972). Training and maintaining a retarded child’s proper eating. JABA, 5, 67-72.</ref> <ref>Wilson, P.G., Reid, D.H., Phillips, J. F., and Burgio, L.D. (1984). Normalization of institutional mealtimes for profoundly retarded persons. Effects and non-effects of teaching family-style dining. JABA, 17, 189-201.</ref> |
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3. Toy play skills (Haring 1985) and playful activities (Lifter et al., 1993) <ref>Haring, T.G. (1985). Teaching between class generalization of toy play behavior to handicapped children. JABA.18, 127-139.</ref> <ref>Lifter, K. Sulzer-Azaroff, B. Anderson, S. R. and Cowdery, G. E. (1993) Teaching Play Activities to Preschool Children with Disabilities: The Importance of Developmental Considerations. Journal of Early Intervention, 17, 139-159.</ref> |
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4. Oral hygiene and teeth brushing (Singh et al., 1982; Horner & Keilitz, 1975) <ref>Singh N.N., Manning P.J., and Angell M.J. (1982). Effects of an oral hyegene punishment procedure on chronic rumination and collateral behaviors in monozygous twins. JABA, 15, 309-314.</ref> <ref>Horner, R.D. and Keilitz, I. (1975). Training mentally retarded adolescents to brush their teeth. JABA, 8, 301-309.</ref> |
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5. Soccer play (Luyben et al. 1986) |
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*'''Barriers to access to peers and communities''' |
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1. Diurnal bruxism (Blount et al. 1982) <ref>Blount, R.L., Drabman, R.S., Wilson, N., Stewart D. (1982). Reducing severe diurnal bruxism ib tw profoundly retarded females. JABA. 15, 565-571.</ref> |
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2. Controlling rumination and vomiting (Kholenberg, 1970; Rast et al. 1981) <ref>Kholenberg, (1970). Punishment of persitant vomiting: A case study. Journal of Applied Behavior Analyis, 3, 241-245.</ref><ref> Rast, J., Johnston, J.M., Drum, C., and Corin, J. (1981). The relation of food quantity to rumination behavior. Journal of Applied Behavior Anlaysis, 14, 121-130.</ref> |
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3. Pica (Mace and Knight, 1986) |
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==References== |
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{{reflist}} |
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==External Link(s)== |
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http://www.bacb.com |
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[[Category:Behavioral concepts]] |
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[[Category:Psychology]] |
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Latest revision as of 20:25, 5 September 2017
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