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第1行： − 此词条暂由Henry翻译。+ 第91行：
第91行： − + + − (to continue//will be deleted) 第100行：
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第122行： − 加总硬币(劳和科沃，1976年; 米勒等，1977)+ 第151行：
第151行： − 同龄人交流和<font color="#32CD32">保留</font>+ 第168行：
第168行： − 玩具游戏技巧(哈灵，1985)和好玩的活动(里伏特等，1993年)+ 第186行：
第186行： − 适应行为被认为是由于人的文化和环境的变化而产生的。教授们必须深入研究学生的技术和理解技能，以衡量他们的行为是如何适应的。+ − 与同龄人和社会的障碍+ 第228行：
第228行： − 适应技能包括一系列的日常情况，并且通常从任务分析开始。任务分析将揭示在自然环境中执行任务所需的所有步骤。在行为分析师和监督行为技术员的指导下，行为分析程序的使用已经被记录在案，包括儿童，青少年和成年人。任务分析的应用范围很广，而且随着应用行为分析研究的不断深入，其应用范围仍在不断扩大。+ 第238行：
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无编辑摘要
此词条暂由Henry翻译。已由Fernando审校。
{{About|human behaviors|animal behaviors|Adaptive behavior (ecology)|computational behavior|Adaptive algorithm|and|Adaptation (computer science)|the journal|Adaptive Behavior (journal)}}
{{About|human behaviors|animal behaviors|Adaptive behavior (ecology)|computational behavior|Adaptive algorithm|and|Adaptation (computer science)|the journal|Adaptive Behavior (journal)}}
Adaptive behavior includes socially responsible and independent performance of daily activities. However, the specific activities and skills needed may differ from setting to setting. When a student is going to school, school and academic skills are adaptive. However, some of those same skills might be useless or maladaptive in a job settings, so the transition between school and job needs careful attention.
Adaptive behavior includes socially responsible and independent performance of daily activities. However, the specific activities and skills needed may differ from setting to setting. When a student is going to school, school and academic skills are adaptive. However, some of those same skills might be useless or maladaptive in a job settings, so the transition between school and job needs careful attention.
<font color="#ff8000"> 适应行为</font>包括日常活动中对社会负责且独立的表现。然而，具体所需要的活动和技能可能会根据不同背景改变。当学生上学时，学校和学术技能是相适应的。然而，这些技能中的一部分在工作环境中可能是无用的或适应不良的，所以学校和工作之间的过渡需要仔细审视。
<font color="#ff8000"> 适应行为</font>包括日常活动中对社会负责且独立的表现。然而，具体所需要的活动和技能可能会根据不同背景有所改变。当学生上学时，学校和学术技能是相适应的。然而，这些技能中的一部分在工作环境中可能是无用的或适应不良的，所以学校和工作之间的过渡需要仔细审视。
==Specific skills==
==Specific skills==
特殊技能
特殊技能
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 life skills such as grooming, dressing, safety, food handling, working, money management, cleaning, making friends, social skills, and the personal responsibility expected of their age and social group. Specific skills include:
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 life skills such as grooming, dressing, safety, food handling, working, money management, cleaning, making friends, social skills, and the personal responsibility expected of their age and social group. Specific skills include:
<font color="#ff8000"> 适应行为Adaptive behavior</font>是指人们在日常生活中独立生活、安全适当地发挥作用所必需的与年龄相适应的行为。适应性行为包括生活技能，如梳洗、穿衣、安全、食物处理、工作、理财、清洁、交朋友、社交技能，以及根据他们的年龄和社会群体应承担的个人责任。具体技能包括:
<font color="#ff8000"> 适应行为Adaptive behavior</font>是指人们在日常生活中独立生活、安全适当地发挥作用所必需的与年龄相适应的行为。适应行为包括生活技能，如梳洗、穿衣、安全、食物处理、工作、理财、清洁、交友、社交技能，以及根据他们的年龄和社会角色应承担的个人责任。具体技能包括:
* '''Community access skills'''
* '''Community access skills'''
<font color="#32CD32">社区使用技巧</font>
<font color="#32CD32">社区使用技能</font>
# Bus riding (Neef et al. 1978)<ref>Neef, A.N.; Iwata, B.A.; Page T.J. et al. (1978). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1311310/pdf/jaba00110-0019.pdf Public Transportation Skills. In vivo versus classroom instruction]. ''Journal of Applied Behavior Analysis'', 11, 331–4.</ref>
# Bus riding (Neef et al. 1978)<ref>Neef, A.N.; Iwata, B.A.; Page T.J. et al. (1978). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1311310/pdf/jaba00110-0019.pdf Public Transportation Skills. In vivo versus classroom instruction]. ''Journal of Applied Behavior Analysis'', 11, 331–4.</ref>
Coin summation (Lowe and Cuvo, 1976; Miller et al. 1977)
Coin summation (Lowe and Cuvo, 1976; Miller et al. 1977)
加总钱币(劳和科沃，1976年; 米勒等，1977)
# Ordering food in a restaurant (Haring 1987)
# Ordering food in a restaurant (Haring 1987)
* '''Peer access and retention'''
* '''Peer access and retention'''
朋辈交流和<font color="#32CD32">友谊维持</font>
# Clothing selection skills (Nutter and Reid, 1978)<ref>Nutter D. & Reid D.H. (1978). Teaching retarded women a clothing selection skill using community norms. ''Journal of Applied Behavior Analysis'', 11, 475–87.</ref>
# Clothing selection skills (Nutter and Reid, 1978)<ref>Nutter D. & Reid D.H. (1978). Teaching retarded women a clothing selection skill using community norms. ''Journal of Applied Behavior Analysis'', 11, 475–87.</ref>
Toy play skills (Haring 1985) and playful activities (Lifter et al., 1993)
Toy play skills (Haring 1985) and playful activities (Lifter et al., 1993)
玩具使用技能(哈灵，1985)和好玩的活动(里伏特等，1993年)
# Oral hygiene and teeth brushing (Singh et al., 1982; Horner & Keilitz, 1975)<ref>Singh, N.N.; Manning, P.J. & Angell M.J. (1982). Effects of an oral hyegene punishment procedure on chronic rumination and collateral behaviors in monozygous twins. ''JABA'', 15, 309–14.</ref><ref>Horner, R.D. & Keilitz, I. (1975). Training mentally retarded adolescents to brush their teeth. ''JABA'', 8, 301–9.</ref>
# Oral hygiene and teeth brushing (Singh et al., 1982; Horner & Keilitz, 1975)<ref>Singh, N.N.; Manning, P.J. & Angell M.J. (1982). Effects of an oral hyegene punishment procedure on chronic rumination and collateral behaviors in monozygous twins. ''JABA'', 15, 309–14.</ref><ref>Horner, R.D. & Keilitz, I. (1975). Training mentally retarded adolescents to brush their teeth. ''JABA'', 8, 301–9.</ref>
Adaptive behaviors are considered to change due to the persons culture and surroundings. Professors have to delve into the students technical and comprehension skills to measure how adaptive their behavior is.
Adaptive behaviors are considered to change due to the persons culture and surroundings. Professors have to delve into the students technical and comprehension skills to measure how adaptive their behavior is.
适应行为被认为会随着人的文化和环境变化。教授们必须深入研究学生的技术性和理解性技能，以衡量他们的行为在多大程度上是适应性的。
* '''Barriers to access to peers and communities'''
* '''Barriers to access to peers and communities'''
与同龄人和社会交流的障碍
# Diurnal [[bruxism]] (Blount et al. 1982)<ref>Blount, R.L.; Drabman, R.S.; Wilson, N.; Stewart D. (1982). Reducing severe diurnal bruxism ib tw profoundly retarded females. ''JABA'', 15, 565–71.</ref>
# Diurnal [[bruxism]] (Blount et al. 1982)<ref>Blount, R.L.; Drabman, R.S.; Wilson, N.; Stewart D. (1982). Reducing severe diurnal bruxism ib tw profoundly retarded females. ''JABA'', 15, 565–71.</ref>
Adaptive skills encompass a range of daily situations and they usually start with a task analysis. The task analysis will reveal all the steps necessary to perform the task in the natural environment. The use of behavior analytic procedures has been documented, with children, adolescents and adults, under the guidance of behavior analysts and supervised behavioral technicians. The list of applications has a broad scope and it is in continuous expansion as more research is carried out in applied behavior analysis (see Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior).
Adaptive skills encompass a range of daily situations and they usually start with a task analysis. The task analysis will reveal all the steps necessary to perform the task in the natural environment. The use of behavior analytic procedures has been documented, with children, adolescents and adults, under the guidance of behavior analysts and supervised behavioral technicians. The list of applications has a broad scope and it is in continuous expansion as more research is carried out in applied behavior analysis (see Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior).
适应技能涉及一系列的日常情况，并且通常从任务分析开始。任务分析揭示了在自然环境中执行任务所需的所有步骤。在行为分析师和监督行为技术员的指导下，儿童，青少年和成年人的行为分析程序的使用情况已经被记录在案。任务分析的应用范围很广，而且随着应用行为分析研究的不断深入，其应用范围仍在不断扩大。
According to practopoietic theory, creation of adaptive behavior involves special, poietic interactions among different levels of system organization. These interactions are described on the basis of cybernetic theory in particular, good regulator theorem. In practopoietic systems, lower levels of organization determine the properties of higher levels of organization, but not the other way around. This ensures that lower levels of organization (e.g., genes) always possess cybernetically more general knowledge than the higher levels of organization—knowledge at a higher level being a special case of the knowledge at the lower level. At the highest level of organization lies the overt behavior. Cognitive operations lay in the middle parts of that hierarchy, above genes and below behavior. For behavior to be adaptive, at least three adaptive traverses are needed.
According to practopoietic theory, creation of adaptive behavior involves special, poietic interactions among different levels of system organization. These interactions are described on the basis of cybernetic theory in particular, good regulator theorem. In practopoietic systems, lower levels of organization determine the properties of higher levels of organization, but not the other way around. This ensures that lower levels of organization (e.g., genes) always possess cybernetically more general knowledge than the higher levels of organization—knowledge at a higher level being a special case of the knowledge at the lower level. At the highest level of organization lies the overt behavior. Cognitive operations lay in the middle parts of that hierarchy, above genes and below behavior. For behavior to be adaptive, at least three adaptive traverses are needed.
根据<font color="#ff8000"> 拓扑理论practopoietic theory/font>，适应行为的产生涉及到系统组织不同层次之间的特殊的、极性的相互作用。这些相互作用描述的基础上控制论理论，特别是良好的调节定理。在拓扑系统中，较低层次的组织决定了较高层次组织的性质，而不是相反。这确保了较低层次的组织(例如，基因)总是比较高层次的组织拥有更多的控制论上的一般知识——较高层次的知识是较低层次知识的特例。在组织的最高层次存在着明显的行为。认知操作位于这种等级制度的中间部分，高于基因，低于行为。为了使行为具有适应性，我们至少需要三个适应性遍历。
根据<font color="#ff8000"> 拓扑理论practopoietic theory/font>，适应行为的产生涉及到系统组织不同层次之间的特殊的、极性的相互作用。描述这些相互作用的基础是控制论，特别是良好的调节器定理。在拓扑系统中，系统组织的较低层次决定了系统组织较高层次的性质，而不是相反。这确保了系统组织的较低层次(例如，基因)总是比系统组织的较高层次拥有更多的控制意义上的一般知识——较高层次的知识是较低层次知识的特例。在组织的最高层次存在着明显的行为。认知运作位于这种等级制度的中间部分，在基因之上、行为之下。为了使行为具有适应性，我们至少需要三个适应性跨越。
<font color="#ff8000"> 进化错配</font>
<font color="#ff8000"> 进化错配</font>
* [[Vineland Social Maturity Scale]]
* [[Vineland Social Maturity Scale]]
<font color="#ff8000"> 维内兰德氏社交成熟表</font>
<font color="#ff8000"> 维内兰德氏社交成熟量表</font>
==References==
==References==