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ERIC Number: ED304832
Record Type: RIE
Publication Date: 1988
Pages: 28
Abstractor: N/A
Reference Count: N/A
Incorporating Adaptive Behavior Deficits into Instructional Programs. Chapter Four.
Reschly, Daniel J.
Issues related to conception, assessment, decision-making, and instructional programming for the retarded in the adaptive behavior domain are discussed. Issues in the conception of adaptive behavior include its relationship to other constructs such as cognitive competence and emotional competence, the nearly universal use of certain domains, different purposes for which the conception was established, the degree to which cognitive competencies are included, and the relative emphasis on different settings. Issues in the assessment of adaptive behavior include the purpose of the assessment procedure, methods used to collect the information, and the setting in which the information is gathered. For assessment purposes, four domains were identified: independent functioning, social functioning, functional academic competencies, and vocational/occupational competencies. Recently developed instruments have improved the resources available for assessment of adaptive behavior. It is concluded that adaptive behavior should be prominent in decisions at all levels with students classified as mentally disabled, including the initial comprehensive evaluation, choice of placement option, determination of individualized education program goals, determination of instructional objectives, selection of instructional routines, annual evaluation of progress, and reevaluation. Described are 10 principles reflecting recommendations for best practices in the use of adaptive behavior. Six tables and four figures are included. (JDD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Robinsin, Greg A., Ed., and others. "Best Practices in Mental Disabilities. Volume Two"; see EC 212 523.