Adaptive Behavior

Adaptive behaviour has been an integral although sometimes unstated, part of the long history of mental retardation and its definition. In the 19th century, mental retardation was recognized principally in terms of a number of factors that included awareness and understanding of surroundings, ability to engage in regular economic and social life, dependence on others, the ability to maintain one’s basic health and safety, and individual responsibility (Brockley, 1999). The assessment of adaptive

about the Adaptive Behavior Assessment System 2nd edition (ABAS) it measures the behavior frequency of the child. Parents score the child on individual questions between 0-3. 0 is not able, 1 is never when needed, 2 is sometimes when needed, 3 always when needed. The sections include communication, home living, academics, community use, health and safety, leisure, self-care, self-direction, social, and work. When the ABAS is scored it gives a score on developmental skills, emotional behavior, and relationship

The Vineland Adaptive Behavior Scales, Second Edition, Teacher Rating Form (Vineland-II TRF) provides acomprehensive assessment of personal and social sufficiency for students aged 3 through 21 years in a school, preschool, or structured day care setting. Adaptive behavior refers to an individual's typical performance of the day-to-day activities required for personal and social sufficiency. The Vineland-II TRF Adaptive Behavior Composite standard score summarizes a student's performance across all

purposefulness of human existence” (Roy & Andrews, 2008, p. 27). Roy has four basic components of adaption. The first component is physiological and as for the other three, they are considered psychosocial. Each component can be evaluated as being either adaptive, which is considered positive, or ineffective, which is considered negative (Roy & Andrews, 2008). To decide whether a

Oscar. The clinical team gathered information regarding Oscar’s history (as outlined in the above section) and inquired about the challenges they encounter, including any behaviors that are of concern. Oscar’s mother reported an overall concern with Oscar’s development. She indicated concerns with his daily independent/adaptive skills, including toileting, and

Treatment Focus The treatment focus in the above session transcript was to identify maladaptive behaviors and cognitions in the family members to then create a new adaptive belief system. Both, mother and daughter have engaged in maladaptive thoughts that lead them to distance from each other emotionally, and create conflict. The mother and the daughter expressed feeling misunderstood and unsupported by the other family members. By analyzing maladaptive cognitive cycles in the family system, this

LIFESPAN DEVELOPMENTAL FRAME OF REFERENCEA biopsychosocial framework for Occupational Therapyassessment and intervention where adult development isconceived as following a predictable, sequential pattern ofage-related stages or phases. Theoretical AssumptionsHuman development occurs in an orderly fashion throughout the cycleSteps within the developmental process are sequential and none can be skipped. As a person proceeds through the life cycle, he encounters life events and changing internal and

In the clinical setting, nurses must evaluate their patients in order to better understand their needs. Multiple conceptual models exist in order guide the evaluation process as well as to enhance the nurses’ scope of practice. The focus of this paper will be based on the Roy Adaptation Model developed by Sister Callista Roy, in which the model will be explained, analyzed and discussed through a clinical situation. Presentation of the conceptual model Sister Callista Roy established her first

defined by Gargiulo and Bouck as “a disability characterized by significant limitations in both in intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills” (Gargiulo & Bouck, 2017, p. 165).In other words intellectual disability is not only primarily focusing on cognitive impairment but also in a child’s behavior. Characteristics: To start with, intellectual disability is not specific enough to narrow down specific characteristics that members

In the clinical setting, nurses must evaluate their patients in order to better understand their needs. Multiple conceptual models exist in order to guide the evaluation process as well as to enhance the nurses’ scope of practice. The focus of this paper will be based on the Roy Adaptation Model developed by Sister Callista Roy, in which the model will be explained, analyzed and discussed through a clinical situation. Presentation of the conceptual model Sister Callista Roy established her first