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Adaptive behavior is a key focus as it affects social integration, learning, and independent living. Professionals assess adaptive behavior to identify developmental delays or disabilities, using tools like the Vineland Adaptive Behavior Scales.
Does the disability affect the student’s ability to acquire or demonstrate adaptive behavior skills? The American Association on Intellectual and Developmental Disabilities (AAIDD) defines adaptive behavior as the collection of conceptual, social and practical skills that individuals need to function in their daily lives (Schalock et al., 2010).
Communication skills impact development of adaptive skills based on a child’s ability to understand and process directions, as well as expressive skills such as requesting help and stating needs for toileting.
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Intellectual Disability. Criteria. Adaptive Behavior. What is Adaptive Behavior? Adaptive behavior is the collection of conceptual, social, and practical skills that all people learn in order to function in their daily lives: Conceptual skills: literacy; self-direction; and concepts of number, money, and time.
- Adaptive Skills
- Importance of Adaptive Skills
- Previous Literature on Adaptive Skills
- Literature Review Method
- Important Skills Excluded from The Current Review
- Toileting Skills
- Feeding Skills
- Staff and Personnel Training
- Communication
- Challenging Behavior Interventions
For the purpose of this chapter, adaptive skills will be defined as skills resulting in independence for the learner, specifically in the following categories: (a) safety skills; (b) recreation skills; (c) skills needed to access the community; (d) hygiene and dressing skills; (e) skills needed to access technology; (f) skills needed to buy and pre...
All individuals require adaptive skills, also sometimes called self-help skills or life skills, to access all environments, obtain employment, and ultimately, survive. For example, most individuals learn to get dressed independently while they are in preschool. Learning to dress oneself allows access to school environments and selecting the appropr...
Compared to other domains affecting children and adults with IDD, there is relatively little literature on teaching adaptive skills. Recent reviews of adaptive literature include specific reviews on specific teaching strategies (e.g., Cullen et al., 2015; Ramdoss et al., 2012). As one example, Ramdoss and colleagues completed a systematic review on...
We conducted a literature review of teaching procedures for adaptive skills for individuals with IDD. We did not limit by age range, setting, or interventionist. We searched ERIC and PsychInfo with the following search terms: (a) life skills; (b) job skills; (c) activities of daily living; (d) self help; (e) self-care; (f) independent living; (g) f...
There are large swaths of the literature that could be conceptualized as adaptive skills. However, due to the limited scope of this chapter and the focus on primarily ABA interventions, we excluded a few adaptive skill categories with bodies of literature we felt were complete on their own. We would like to briefly discuss the areas and how they im...
Toileting is a skill that some typically developing children struggle with, particularly defecation, and autism and IDD make toilet training success less likely (Baird et al., 2019). The skill of independent toileting is critical to everyday functioning and accessing independent living. There are logistical difficulties with changing diapers as chi...
This is an area of research that is shared by many disciplines (Snider et al., 2011; Marshall et al., 2013, 2015; Smile et al., 2020). Occupational therapists, speech therapists, developmental pediatricians, and behavior analysts have addressed issues ranging from picky eating to complete food refusal that results in feeding tubes or other intrusiv...
Staff and personnel training are an area that ABA is uniquely situated to complete along with ensuring lasting treatment adherence through assessment of treatment fidelity. However, this area is not specific to adaptive skills. The majority of training research focuses on behavior skills training, which includes didactic teaching, modeling, rehears...
Communication is a complex set of behaviors that all individuals can exhibit to some extent (Desouza et al., 2017). The focus of many early behavior interventions is to increase to communication to enable children with disabilities to get their basic needs met, an adaptive skill in that it is a behavioral cusp that allows the individual access to a...
Challenging behavior certainly impacts children with IDD’s functional and adaptive capabilities and daily lives. Current research supports the use of functionally-matched interventions to address challenging behavior that teach a new or replacement behavior for the challenging behavior (NAC, 2015). These require specific assessments and the creatio...
The DABS provides precise diagnostic information around the cutoff point where an individual is deemed to have “significant limitations” in adaptive behavior. The DABS is designed for use with individuals from 4 to 21 years old.
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This book examines strategies for teaching adaptive behavior across the lifespan to individuals with intellectual and developmental disabilities who regularly experience difficulty learning the skills necessary for daily living.
