WordNet

showing faulty adaptation
form a pair or pairs; "The two old friends paired off" (同)pair off, partner off, couple
a set of two similar things considered as a unit (同)brace
a poker hand with 2 cards of the same value
two people considered as a unit
arrange in pairs; "Pair these numbers" (同)geminate
occur in pairs (同)geminate
the condition of being unable to adapt properly to your environment with resulting emotional instability

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(二つで一つに用いられる物の)『組』,『対』《+『of』+『名』》 / (対になる部分からなる物の)『1個』《+『of』+『名』》 / 《集合的に》《複数扱い》夫婦,婚約中の男女;(動物の)つがい《+『of』+『名』》 / 《集合的に》《複数扱い》(同種または何かの関係のある物の)二人(二つ,2頭など)の組《+『of』+『名』》 / …‘を'二人(2個)ずつ組にする《+『名』+『off』(『up』),+『off』(『up』)+『名』》,(…と)…‘を'組にする《+『名』+『with』+『名』》 / (…と)…‘を'結婚させる《+『名』+[『up』]『with』+『名』》 / 二人(2個)ずつ組になる《+『off』(『up』)》
適合(調和)しないこと;(環境への)不適応

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出典(authority):フリー百科事典『ウィキペディア（Wikipedia）』「2012/08/27 12:27:30」(JST)

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[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.

Scope (general definition)

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

Behavior scales

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.

Specialized behavior

Tendencies

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 retardation 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

Most children with milder forms of mental retardation 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 retardation. Limited cognitive processing skills, poor language development, and unusual or inappropriate behaviors can seriously impede interacting with others. Teaching students with mental retardation appropriate social and interpersonal skills is one of the most important functions of special education. Students with mental retardation more often exhibit behavior problems than children without disabilities.^[1] Some of the behaviors observed by students with mental retardation are difficulties accepting criticism, limited self control, and bizarre and inappropriate behaviors. The greater the severity of the mental retardation, generally the higher the incidence of behavioral problems.^[1]

References

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

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English Journal

Human avoidance and approach learning: Evidence for overlapping neural systems and experiential avoidance modulation of avoidance neurocircuitry.

Schlund MW, Magee S, Hudgins CD.SourceDepartment of Behavior Analysis, University of North Texas, Denton TX, PO Box 310919, Denton, TX 76203, USA; Department of Psychiatry, Johns Hopkins University School of Medicine, Baltimore, MD, USA; Department of Behavioral Psychology, Kennedy Krieger Institute, Baltimore, MD, USA.
Behavioural brain research.Behav Brain Res.2011 Dec 1;225(2):437-48. Epub 2011 Aug 5.
Adaptive functioning is thought to reflect a balance between approach and avoidance neural systems with imbalances often producing pathological forms of avoidance. Yet little evidence is available in healthy adults demonstrating a balance between approach and avoidance neural systems and modulation
PMID 21840340

Mother's personality and infant temperament.

Macedo A, Marques M, Bos S, Maia BR, Pereira T, Soares MJ, Valente J, Gomes AA, Nogueira V, Azevedo MH.SourceInstitute of Medical Psychology, Faculty of Medicine, University of Coimbra, Rua Larga, 3004-504 Coimbra, Portugal.
Infant behavior & development.Infant Behav Dev.2011 Dec;34(4):552-68. Epub 2011 Jul 29.
We examined if perfectionism and the perception of being an anxious person were associated with more negative infant temperament ratings by the mothers. 386 women (mean age=30.08; standard deviation=4.21) in their last trimester of pregnancy completed the Multidimensional Perfectionism Scale (MPS),
PMID 21802732

Japanese Journal

Correlations between development of cognitive/behavioral skills and spontaneous MEG for 3-4-year-old healthy children(Technique and method)

Nagao Kikuko,Kikuchi Mitsuru,Remijn Gerard B.,Minabe Yoshio,Koizumi Shoichi,Higashida Haruhiro,Munesue Toshio
Journal of brain science 36, 18-31, 2011-03-30
… In male subjects, there was a significant negative relationship between the maladaptive behavior score and the beta power spectral density of the frontal/central area. … We are continuing further research especially focused on maladaptive behaviors, including Pervasive Developmental Disorders (PDD) symptoms, and related gender differences. …
NAID 110008574012

知的障害者入所施設からの地域生活移行が移行者に及ぼす影響に関する研究

森地徹
社会福祉学 51(4), 80-90, 2011-02-28
本研究では,知的障害者入所施設からの地域生活移行を客観的にとらえるために,地域生活移行が移行者に及ぼす影響に焦点をあて,地域生活移行による移行者の客観的状態の変化の検証を行った.検証に際しては,海外諸国の研究動向を参考にし,移行者の適応行動と客観的QOLの変化を測定した.その際,測定に際して,移行者の適応行動の変化については適応行動尺度(ABS)を,客観的QOLの変化については社会的不利尺度をそれ …
NAID 110008513731