WordNet

having a capacity for adaptation; "the adaptive coloring of a chameleon" (同)adaptative
provide with something desired or needed; "Can you accommodate me with a rental car?"
have room for; hold without crowding; "This hotel can accommodate 250 guests"; "The theater admits 300 people"; "The auditorium cant hold more than 500 people" (同)hold, admit
make (one thing) compatible with (another); "The scientists had to accommodate the new results with the existing theories" (同)reconcile, conciliate
(physiology) the automatic adjustment in focal length of the natural lens of the eye
living quarters provided for public convenience; "overnight accommodations are available"
the act of providing something (lodging or seat or food) to meet a need
a settlement of differences; "they reached an accommodation with Japan"
in the theories of Jean Piaget: the modification of internal representations in order to accommodate a changing knowledge of reality
(physiology) the responsive adjustment of a sense organ (as the eye) to varying conditions (as of light)
a written work (as a novel) that has been recast in a new form; "the play is an adaptation of a short novel" (同)version
the process of adapting to something (such as environmental conditions) (同)adaption, adjustment
make fit for, or change to suit a new purpose; "Adapt our native cuisine to the available food resources of the new country" (同)accommodate
the ability to change (or be changed) to fit changed circumstances
showing faulty adaptation
the development of many different forms from an originally homogeneous group of organisms as they fill different ecological niches

PrepTutorEJDIC

適応できる,適応性のある
(必要なものを)〈人〉‘に'『便宜をはかる』,用だてる《+『名』〈人〉+『with』+『名』》 / 〈人〉'を'『宿泊させる』,収容する / (…に)…'を'『適応させる』,順応させる《+『名』+『to』+『名』》 / 〈争いなど〉'を'調停する
〈U〉『宿泊』;《複数形で》(旅館などの)『宿泊設備』 / 〈C〉便宜,助け / 〈U〉(…への)『適応』,順応《+『to』+『名』》 / 〈C〉調停,和解
〈U〉適応,順応 / 〈U〉脚色,翻案;〈C〉翻案物,改作物
(…に)…'を'『適応させる』,適合させる《+『名』+『to』+『名』(do『ing』)》 / (…向きに)〈小説・戯曲など〉'を'『脚色する』,翻案する,書きかえる《+『名』+『for』+『名』》 / (環境などに)適応する,順応する《+『to』+『名』》
適応性,順応性
=orient

Wikipedia preview

出典(authority):フリー百科事典『ウィキペディア（Wikipedia）』「2013/09/06 21:55:17」(JST)

wiki en

[Wiki en表示]

This article is about human behaviors. For animal behaviors, see Adaptive behavior (ecology). For computational behavior, see Adaptive algorithm. For the journal, see Adaptive Behavior (journal).

Adaptive behavior is a type of behavior that is used to adjust to another type of behavior or situation. This is often characterized by a kind of behavior that allows an individual to change an unconstructive or disruptive behavior to something more constructive. These behaviors are most often social or personal behaviors. For example a constant repetitive action could be re-focused on something that creates or builds something. In other words the behavior can be adapted to something else.

Maladaptive behavior is a type of behavior that is often used to reduce one's anxiety, but the result is dysfunctional and non-productive. For example, avoiding situations because you have unrealistic fears may initially reduce your anxiety, but it is non-productive in alleviating the actual problem in the long term. Maladaptivity is frequently used as an indicator of abnormality or mental dysfunction, since its assessment is relatively free from subjectivity. However, many behaviors considered moral can be apparently maladaptive, such as dissent or abstinence.

Adaptive behavior reflects an individual’s social and practical competence of daily skills to meet the demands of everyday living. Behaviors change throughout development, across life settings and cultures, and through social constructs and expectations of others. It is important to assess adaptive behavior in addition to IQ in order to determine how well an individual functions in daily life.

Scope (general definition)[edit source | edit]

Adaptive behavior includes the age-appropriate behaviors necessary for people to live independently and to function safely and appropriately in daily life. Adaptive behaviors include real life skills such as grooming, dressing, safety, safe food handling, school rules, ability to work, money management, cleaning, making friends, social skills, and personal responsibility expected of his age and social group.^[1]

Determination[edit source | edit]

Behavior scales[edit source | edit]

To determine a student's adaptive behavior capacities, professionals focus on the student's conceptual skills, social skills, and practical skills. To measure adaptive skills, professionals use adaptive behavior scales that have been normed on individuals with and without disabilities. Most adaptive behavior scales are completed by interviewing a parent, a teacher, or another individual who is familiar with the student's daily activities. Students may have a combination of strengths and needs in any or all of the areas regarding conceptual, social and practical skills.

Behavior scales help to measure possible impairments or delays in everyday life that are often related to a disability or illness. Measures of adaptive behavior must assess typical behavior rather than optimal performance. Adaptive behavior assessments are important for diagnosing intellectual disabilities.

The Vineland Scales-II is the leading instrument for supporting the diagnosis of intellectual and developmental disabilities. It not only aids in diagnosis but also provides valuable information for intervention plans and educational strategies. Additionally it helps determine eligibility for special programs and services. The scales of the Vineland II were organized within a three-domain structure: Communication, Daily Living, and Socialization. This structure corresponds to the three broad domains of adaptive functioning by the American Association of Intellectual and Developmental Disabilities: Conceptual, Practical, and Social. In addition, Vineland-II offers a Motor Skills Domain and an optional Maladaptive Behavior Index It administers four forms: Survey Interview, Parent/Caregiver Rating, Teacher Rating, and Expanded Interview, which provide in-depth information and covers the full spectrum of adaptive behavior. AAIDD plans to release a new Diagnostic Adaptive Behavior Scale (DABS) in 2013 to provide an additional comprehensive standardized assessment of adaptive behavior.This scale emphasizes the importance of adaptive behavior in the diagnosis of intellectual disabilities because of its implications for special education services, home and community based services, Social Security Administration benefits, and specific treatment within the criminal justice system

Specialized behavior[edit source | edit]

Tendencies[edit source | edit]

The adaptive skills exhibited by a person with mental disability are critical factors in determining the support he/she requires for success in school, work, community, and home environments. Children with mental disabilities tend to have substantial deficits in adaptive behavior. These limitations can take many forms and tend to occur across domains of functioning. Limitations in self-care skills and social relationships, as well as behavioral excesses are common characteristics of individuals with mental disabilities. Individuals with mental disabilities who require extensive supports are often taught basic self care skills such as dressing, eating, and hygiene.^[1] Direct instruction and environmental supports, such as added prompts and simplified routines are necessary to ensure that deficits in these adaptive areas do not come to seriously limit one's quality of life.^[1]

Lifestyle[edit source | edit]

Most children with milder forms of mental disabilities learn how to take care of their basic needs, but they often require training in self-management skills to achieve the levels of performance necessary for eventual independent living. Making and sustaining friendships and personal relationships present significant challenges for many persons with mental disabilities. Limited cognitive processing skills, poor language development, and unusual or inappropriate behaviors can seriously impede interacting with others. Teaching students with mental disabilities appropriate social and interpersonal skills is one of the most important functions of special education. Students with mental disabilities more often exhibit behavior problems than children without disabilities.^[1] Some of the behaviors observed by students with mental disabilities are difficulties accepting criticism, limited self-control, and bizarre and inappropriate behaviors. The greater the severity of the mental disabilities, generally the higher the incidence of behavioral problems.^[1]

References[edit source | edit]

^ ^a ^b ^c ^d ^e William Heward: Exceptional Children 2005

UpToDate Contents

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1. 小児における知的障害（精神遅滞）：定義、診断、およびニーズの評価 intellectual disability mental retardation in children definition diagnosis and assessment of needs
2. 中枢性睡眠時無呼吸：治療 central sleep apnea treatment
3. 治療時に発生する中枢性睡眠時無呼吸 treatment emergent central sleep apnea
4. 自然免疫系の概要 an overview of the innate immune system
5. アスペルガー症候群（高機能自閉症スペクトラム障害）：小児および思春期におけるマネージメントおよび予後 asperger syndrome a specific autism spectrum disorder management and prognosis in children and adolescents

English Journal

Delivery of Interleukin-15 to B16 Melanoma by Electroporation Leads to Tumor Regression and Long-term Survival.

Marrero B1, Shirley S, Heller R.
Technology in cancer research & treatment.Technol Cancer Res Treat.2014 Dec;13(6):551-60. doi: 10.7785/tcrtexpress.2013.600252. Epub 2013 Aug 31.
Electroporation (EP) is a method used to physically deliver therapeutic molecules such as plasmid DNA directly to tissues. It has been used safely and successfully in clinical studies and preclinical cancer models to deliver genes to a variety of tissues. In cancer research cytokine therapy is emerg
PMID 24000979

Estimating oxygen consumption from heart rate using adaptive neuro-fuzzy inference system and analytical approaches.

Kolus A1, Dubé PA2, Imbeau D2, Labib R2, Dubeau D3.
Applied ergonomics.Appl Ergon.2014 Nov;45(6):1475-83. doi: 10.1016/j.apergo.2014.04.003. Epub 2014 Apr 30.
In new approaches based on adaptive neuro-fuzzy systems (ANFIS) and analytical method, heart rate (HR) measurements were used to estimate oxygen consumption (VO2). Thirty-five participants performed Meyer and Flenghi's step-test (eight of which performed regeneration release work), during which hear
PMID 24793823

Functional adaptation of long bone extremities involves the localized "tuning" of the cortical bone composition; evidence from Raman spectroscopy.

Buckley K1, Kerns JG2, Birch HL2, Gikas PD3, Parker AW4, Matousek P4, Goodship AE2.
Journal of biomedical optics.J Biomed Opt.2014 Nov;19(11):111602. doi: 10.1117/1.JBO.19.11.111602.
In long bones, the functional adaptation of shape and structure occurs along the whole length of the organ. This study explores the hypothesis that adaptation of bone composition is also site-specific and that the mineral-to-collagen ratio of bone (and, thus, its mechanical properties) varies along
PMID 24839942

Zebra: a web server for bioinformatic analysis of diverse protein families.

Suplatov D1, Kirilin E, Takhaveev V, Svedas V.
Journal of biomolecular structure & dynamics.J Biomol Struct Dyn.2014 Nov;32(11):1752-8. doi: 10.1080/07391102.2013.834514. Epub 2013 Sep 13.
During evolution of proteins from a common ancestor, one functional property can be preserved while others can vary leading to functional diversity. A systematic study of the corresponding adaptive mutations provides a key to one of the most challenging problems of modern structural biology - unders
PMID 24028489