➡️ Video Lesson: What is Adaptive Behavior?
➡️ Study Card
➡️ Definition of Adaptive Behavior
Adaptive behaviors are the life skills that each person develops as they grow. The specific life skills developed depends on the chronological age of the individual.
The American Association on Intellectual and Developmental Disabilities (AAIDD) defines adaptive behavior as:
“the collection of conceptual, social, and practical skills that all people learn in order to function in their daily lives.”
To break these skills down, they are:
- Conceptual skills: These are skills that enable the individual to handle important life functions and adapt to their surroundings. This includes: learning to read, to count, and understanding the concept of time and money.
- Social skills: These are interpersonal skills that allow the individual to communicate with others and function socially. This includes: the ability to follow social norms and rules, engage in social problem-solving, and avoid situations that could lead to exploitation.
- Practical skills: These are skills that involve personal care and the ability to independently perform activities necessary in daily life. This includes: the ability to use money, being able to travel to and from places, use the telephone, and possess occupational skills.
When assessing people with disabilities’ capability to live autonomous lives, psychiatrists often measure people’s adaptive functioning using a range of diagnostic tests.
Adaptive behavior is different than intelligence. It is learned and reflects the ability to meet the demands of daily life as those demands change over time. As Gottfredson argues:
“Intelligence is a very general mental capability that…involves the ability to reason…. it reflects a broader and deeper capability for comprehending our surroundings – ‘catching on,’ ‘making sense’ of things, or ‘figuring out’ what to do.”
(Gottfredson, 1997, p. 13)
According to functionalist psychology, our behaviors have adapted in a process similar to biological evolution: those who can adapt survive and thrive, while those who cannot, do not.
Adaptive Behavior Examples
1. Tying Shoes
Type: Practical Skill
Tying shoes is a fundamental practical skill that involves manipulating shoelaces to create a secure knot. This skill requires fine motor coordination, dexterity, and the ability to follow a sequence of steps.
Learning to tie shoes is often one of the first milestones in a child’s journey toward independence. Mastering this skill enables individuals to manage their footwear properly, ensuring safety and comfort. It also fosters a sense of accomplishment and self-reliance, as it eliminates the need for assistance with a common daily task.
2. Counting
Type: Conceptual Skill
Counting is a basic conceptual skill that involves recognizing numbers and understanding their sequence. This skill is foundational for more complex mathematical concepts such as addition, subtraction, and multiplication.
Counting enables individuals to quantify objects, manage time, handle money, and perform various everyday tasks that require numerical understanding.
Proficiency in counting is essential for academic success in early education and serves as a building block for advanced mathematical learning and practical applications in daily life.
3. Organization
Type: Conceptual Skill
Organization involves the ability to arrange and manage tasks, belongings, and information in an orderly and efficient manner. This skill includes setting priorities, creating schedules, and maintaining tidy spaces.
Effective organizational skills help individuals manage their time, reduce stress, and increase productivity. Whether it’s keeping a clean workspace, organizing a personal calendar, or systematically storing important documents, being organized enables individuals to stay focused, meet deadlines, and achieve their goals more effectively.
4. Conflict Resolution
Type: Social Skill
Conflict resolution is a social skill that involves managing and resolving disagreements in a constructive manner. This skill includes identifying the source of conflict, communicating effectively, and finding mutually acceptable solutions.
Conflict resolution requires empathy, active listening, and the ability to stay calm under pressure.
Proficiency in this skill helps individuals maintain positive relationships, reduce tension, and create a cooperative environment in various settings, such as at home, school, or work. It enables people to address issues without escalation and fosters a culture of respect and understanding.
5. Asking for Help
Type: Social Skill
Asking for help is a crucial social skill that involves recognizing when assistance is needed and effectively seeking support from others. This skill includes identifying the appropriate person to ask, clearly articulating the need, and expressing gratitude for the help received.
Knowing how to ask for help can prevent problems from worsening and facilitate learning and growth. It also builds trust and collaboration, as individuals who seek help are more likely to receive the support they need to succeed.
This skill is vital in various contexts, from academic and professional settings to personal relationships, and contributes to overall well-being and resilience.
6. Street Smarts
Type: Practical Skill
Street smarts refer to the ability to handle everyday situations in urban environments effectively and safely.
This skill includes being aware of one’s surroundings, recognizing potential dangers, and knowing how to respond appropriately. It involves practical knowledge such as navigating city streets, understanding public transportation, avoiding unsafe areas, and interacting with strangers cautiously.
Street smarts are essential for personal safety and independence, especially in busy or unfamiliar urban settings. Being street smart helps individuals make quick, informed decisions and adapt to changing situations, ensuring they can navigate their environment confidently and safely.
7. Critical Thinking
Critical thinking is a conceptual skill that involves analyzing information objectively and making reasoned judgments. This skill includes evaluating evidence, identifying biases, seeking out root causes, drawing logical conclusions, and solving complex problems.
Critical thinking enables individuals to question assumptions, consider multiple perspectives, and make well-informed decisions. It is crucial for academic success, professional growth, and effective decision-making in everyday life.
By developing critical thinking skills, individuals can approach challenges thoughtfully, avoid being misled by false information, and contribute to thoughtful discussions and solutions.
8. Shopping
Type: Practical Skill
Shopping is a practical skill that involves selecting and purchasing goods and services. This skill includes making shopping lists, comparing prices, understanding product labels, and managing a budget.
Effective shopping also involves knowing how to find the best deals, return items if necessary, and make informed choices based on quality and necessity.
Proficiency in shopping ensures that individuals can acquire what they need efficiently and economically, contributing to better financial management and satisfaction with their purchases. It also helps individuals avoid impulsive buying and stick to their financial goals.
9. Asking for Permission
Type: Social Skill
Asking for permission is a social skill that involves seeking consent or approval from others before taking certain actions.
This skill includes knowing when permission is needed, phrasing the request politely, and respecting the response received. Asking for permission shows respect for others’ boundaries and authority, whether in personal relationships, academic settings, or the workplace. It helps prevent misunderstandings and conflicts by ensuring that actions are acceptable to all parties involved.
Practicing this skill fosters a culture of respect and cooperation, as individuals acknowledge others’ rights and perspectives.
10. Problem-Solving
Type: Conceptual Skill
Problem-solving is a conceptual skill that involves identifying issues, analyzing possible solutions, and implementing the best course of action.
This skill includes defining the problem clearly, brainstorming potential solutions, evaluating the pros and cons of each option, and choosing the most effective one. Effective problem-solving requires creativity, critical thinking, and persistence. It is essential for overcoming challenges in various aspects of life, from personal and academic to professional settings.
By developing strong problem-solving skills, individuals can tackle obstacles efficiently, achieve their goals, and continuously improve their processes and strategies.
11. Driving
Type: Practical Skill
Driving is a practical skill that involves operating a vehicle safely and responsibly. This skill includes understanding and following traffic laws, reading road signs, and using turn signals and mirrors.
It also involves maintaining focus, managing speed, and making quick decisions in various traffic situations.
Proficiency in driving enables individuals to travel independently, access job opportunities, and participate in social and recreational activities. It also requires regular practice and a solid understanding of vehicle maintenance to ensure safety and efficiency on the road.
12. Reading
Type: Conceptual Skill
Reading is a conceptual skill that involves decoding written symbols to understand and interpret information.
This skill includes recognizing words, understanding grammar and syntax, and comprehending texts of varying complexity. Reading proficiency allows individuals to access knowledge, follow instructions, and enjoy literature and other written content. It is essential for academic success, professional development, and everyday tasks such as reading signs, labels, and documents.
Strong reading skills also enhance critical thinking and communication abilities.
13. Taking Turns
Type: Social Skill
Taking turns is a social skill that involves sharing time and resources fairly with others. This skill includes recognizing when it is appropriate to wait, respecting others’ opportunities to participate, and demonstrating patience.
Taking turns is essential in conversations, games, and collaborative activities, helping to build cooperation and mutual respect. It teaches individuals about fairness, empathy, and self-control, contributing to positive interactions and relationships.
Mastering this skill ensures smoother social exchanges and a more inclusive environment for everyone involved.
14. Managing Finances
Type: Practical Skill
Managing finances is a practical skill that involves handling money responsibly and planning for future financial stability.
This skill includes creating and sticking to a budget, saving, investing, and understanding financial products such as loans and credit cards. It also involves paying bills on time, avoiding unnecessary debt, and making informed spending decisions.
Proficiency in managing finances ensures that individuals can meet their financial obligations, achieve their financial goals, and enjoy peace of mind. It also helps build long-term wealth and security, reducing financial stress and enabling better planning for significant life events.
15. First Aid
Type: Practical Skill
First aid is a practical skill that involves providing immediate care to someone who is injured or ill until professional help arrives.
This skill includes knowledge of basic medical techniques such as CPR, wound care, and the Heimlich maneuver. It also involves understanding how to assess a situation, keep oneself and the victim safe, and use first aid supplies effectively.
Proficiency in first aid can save lives, reduce the severity of injuries, and provide comfort to those in distress. It empowers individuals to act confidently in emergencies, making them valuable assets in their communities and workplaces.
16. Research
Type: Conceptual Skill
Research is a conceptual skill that involves the systematic investigation of a subject to discover or revise facts, theories, and applications.
This skill includes identifying credible sources, collecting and analyzing data, and synthesizing information to draw conclusions. Effective research requires critical thinking, attention to detail, and the ability to organize and present findings clearly.
Proficiency in research enables individuals to solve problems, make informed decisions, and contribute to knowledge in academic, professional, and personal contexts. It also enhances learning and understanding by providing a structured approach to exploring complex topics.
17. Time Management
Type: Conceptual Skill
Time management is a conceptual skill that involves planning and controlling how much time to spend on specific activities to maximize efficiency and productivity.
This skill includes setting goals, prioritizing tasks, creating schedules, and avoiding procrastination. Effective time management helps individuals meet deadlines, balance various responsibilities, and reduce stress.
Proficiency in this skill enables people to achieve their personal and professional goals more effectively, ensuring that important tasks are completed on time and to a high standard. It also allows for better work-life balance and overall well-being.
18. Teamwork
Type: Social Skill
Teamwork is a social skill that involves working collaboratively with others to achieve a common goal. This skill includes communication, cooperation, conflict resolution, and the ability to contribute effectively to a group.
Successful teamwork requires understanding group dynamics, respecting diverse perspectives, and being willing to share responsibilities and credit. Proficiency in teamwork enhances productivity, fosters a positive work environment, and leads to better problem-solving and innovation.
It is essential in many areas of life, from academic projects and workplace tasks to sports and community activities, as it enables individuals to accomplish more together than they could alone.
Research Basis
➡️ Tassé (2017) – Assessment of Adaptive Behavior
1. Tassé (2017) – Assessment of Adaptive Behavior
How is adaptive behavior assessed? Typically, a school or clinical psychologist may be asked to conduct an assessment of a child referred to by a teacher or parent. In addition to a standardized IQ test, the practitioner will also administer one of the several adaptive behavior scales available.
The test assessor interviews an individual that has extensive experience with the child/adult across various situations.
The assessor adheres to a clear distinction “in measuring not what does the person know or do they know how to do, but rather do they do it” (Tassé, 2017, p. 28).
For example, one item might be “Folds clean clothes.” This does not refer to “can” they fold clean clothes or do they “know how” to do it.
As Tassé explains,
“…If a person has learned a behavior and possesses a skill but chooses not to perform that behavior when needed or expected, he or she does not get full credit for that adaptive behavior” (p. 28).
➡️ 2. Eldevik et al (2010) – Adaptive Behavioral Intervention in Norway
2. Eldevik et al (2010) – Adaptive Behavioral Intervention in Norway
Empirical evidence for early intensive behavioral intervention (EIBI) for children with autism spectrum disorder has been accumulating (Eldevik et al, 2010).
“Recent narrative and meta-analytic reviews suggest that EIBI may meet criteria as a “well-established” intervention…effect sizes for Intelligence quotient (IQ) and adaptive behavior outcomes are in the medium to large range” (Eldevik et al., 2010. p. 17).
Eldevik and colleagues examined the effectiveness of two intervention models on children with intellectual disabilities.
Twenty-five children (ages 3-5 years old) were divided into two groups: behavioral intervention and eclectic intervention.
Both groups received treatment approximately 10-12 hours per week for 12-14 months, and then tested with standard IQ tests and adaptive behavior scales.
The first two authors conducted most of the assessments, but were not blind to each child’s group status.
The main findings:
“…on average, the behavioral intervention group gained 16.6 IQ points and 2.9 adaptive behavior composite points. The eclectic comparison group gained 3.9 IQ points and lost 2.8 adaptive behavior composite points” (p. 26).
These promising results support further exploration of intervention models for children with intellectual disabilities.
➡️ 3. The Adaptive Behavior Diagnostic Scale (ABDS)
3. The Adaptive Behavior Diagnostic Scale (ABDS)
The ABDS is an interview-based rating scale to assess the adaptive behavior of children and young adults (ages 2-21 years old).
The scale was specifically designed for individuals with an intellectual disability, autism spectrum disorder, learning disabilities, mental or behavioral conditions.
The scale consists of 50 items that cover three domains of adaptive behavior (conceptual, social, practical). By combining the scores of each domain, an overall Adaptive Behavior Index is derived.
The publisher reports that the scale was normed on a sample of over 1,000 children and adolescents in the United States. The individual subscales have high internal consistency coefficients and overall index scores over .90, which is quite high.
How to Teach Adaptive Behaviors
➡️ 1. Teaching via Making a Snack
1. Teaching via Making a Snack
Teaching children with learning disabilities can be very rewarding. The children want to be independent, but they just need a little extra help learning the specific actions.
One simple practical skill is making a snack. When a child struggling with difficulties masters the ability to make their own snack, it gives them a great boost of confidence.
This video describes how to make ants on a log (peanut butter on celery with raisins).
The instructor explains the key steps to make this a successful learning experience. First, prepare the materials ahead of time:
Preparation Instructions
Celery stalks: at least 4, already washed and cut (no sharp knives sitting out). You will demonstrate with one stalk and the child will follow along with theirs. Then repeat.
Raisins in a small plastic bowl (regular bowls break too easily).
Put the peanut butter on two plastic knives ahead of time.
Narrate your movements:
pick up the stalk…
spread the peanut butter on…
put the knife down…
put one raison on top…
put another raison on top…
It’s important to use verbs, move slowly, and ask if they want help when appropriate.
➡️ 2. Twenty Adaptive Skills Activities
2. Twenty Adaptive Skills Activities
Although teaching adaptive skills is often geared towards helping children with learning disabilities or behavioral disorders, all kids need to learn basic life skills. Most kindergarten teachers and parents can benefit from integrating simple activities into the daily routine of their children.
This site describes 20 activities that are simple, yet effective at teaching the kinds of skills that each child needs to be able to perform. Here are just a few:
- Laundry sort: Simply make a pile of clean and dirty clothes and let the child sort them out. Simple to do and a good skill to learn.
- Community helper: Kids place pictures of various community helpers (firefighter, police officer, restaurant worker) next to the picture of the building where they work.
- Time of day: Kids place pictures of different daily routines in the correct sequence: morning, noon, to night.
These and lots of other activities will help children of all learner profiles build adaptive behaviors.
Conclusion
Adaptive behavior refers to a person’s ability to function in everyday life. It includes understanding the concepts of time and money, being able to communicate effectively and cooperate with others, and performing practical routines such as getting dressed and feeding oneself.
Adaptive behavior is usually assessed by a trained practitioner conducting a structured interview with a person that has extensive experience with the individual under assessment.
The interview will ask approximately 50-70 questions (depending on the specific scale) regarding the child/adult’s behavior.
Research on interventions with children with autism or intellectual disabilities has demonstrated that 10 hours of training per week for approximately one year can produce meaningful benefits.
In addition to children at risk, it is also important that children with other intellectual and behavioral profiles also receive training in adaptive behavior.
Learning how to make a snack or sort clothes are important skills for all children to develop. As they grow, daily tasks will become more complex, but equally valuable to master.
➡️ References and Further Reading
References
Binet, A. & Simon, T. (1905). Méthodes nouvelles pour le diagnostic du niveau intellectuel des anormaux. L’Année Psychologique, 11. 191–244.
Cohen, H., Amerine-Dickens, M., & Smith, T. (2006). Early intensive behavioral treatment: Replication of the UCLA model in a community setting. Journal of Developmental & Behavioral Pediatrics, 27(2), S145-S155.
Eldevik, S., Jahr, E., Eikeseth, S., Hastings, R. P., & Hughes, C. J. (2010). Cognitive and adaptive behavior outcomes of behavioral intervention for young children with intellectual disability. Behavior Modification, 34(1), 16-34.
Gottfredson, L. (1997). Mainstream science on intelligence: An editorial with 52 signatories, history, and bibliography. Intelligence, 24, 13-23.
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.
Pearson, N. A., Patton, J. R., & Mruzek, D. W. (2016). Adaptive Behavior Diagnostic Scale: Examiner’s Manual. Austin, TX: PRO-ED.
Tassé, M. (2017). Adaptive Behavior. In K. A. Shogren, M. L. Wehmeyer, & N. N. Singh (Eds.), Handbook of positive psychology in intellectual and developmental disabilities: Translating research into practice. New York: Springer.
Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.
This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.