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第17行： − 非建设性或破坏性的社会或个人行为有时可以用来实现建设性的结果。例如，一种持续不断的重复行为可以被重新集中到某个创造或构建某个东西的事物上。换句话说，这种行为可以适应其他的事物。+ 第25行：
第25行： − 相比之下，适应不良的行为是一种经常被用来减轻焦虑的行为，但其结果是功能失调和没有生产力。例如，因为你有不切实际的恐惧而回避某些情况可能会在一开始减少你的焦虑，但是从长远来看，这对缓解实际问题是没有效果的。适应不良的行为经常被用来作为异常或心理功能障碍的指标，因为它的评估相对来说没有主观性质。然而，许多被认为是道德的行为可能是适应不良的，如异议或禁欲。+ 第33行：
第33行： − 适应行为反映了个体满足日常生活需求的社会能力和实践能力。行为模式会随着一个人的发展、生活环境和社会结构、个人价值观和他人期望的改变而改变。为了确定一个人在日常生活中的职业、社会和教育方面是否运转良好，评估适应行为是很重要的。+ 第40行：
第40行： − 一个出生时患有脑瘫的孩子很可能会有一种偏瘫或半身麻痹（身体一侧功能减弱或丧失使用能力）。为了适应环境，孩子可能会使用这些肢体作为助手，在某些情况下，他们甚至会将他们的嘴和牙齿作为一种工具来使用，而不仅仅是吃饭或聊天 + 第51行：
第51行： − 自我照顾技能和社会关系的局限，以及行为过激是精神残疾者的共同特征。需要大量扶持的精神障碍患者通常被教授基本的自我照顾技能，如穿衣、饮食和卫生。直接教学法和环境支持，例如增加提示和简化常规是必要的，它们能确保这些适应性区域的缺陷不会严重限制一个人的生活质量。+ 第59行：
第59行： − 大多数患有轻度精神残疾的儿童学会了如何照顾自己的基本需要，但他们往往需要接受自我管理技能培训来达到最终独立生活所必需的独立水平。建立和维持友谊和人际关系对许多精神残疾者来说是一项重大挑战。有限的认知处理技能，糟糕的语言发展，以及不寻常或不恰当的行为会严重阻碍与他人的互动。教授智障学生适当的社交和人际技能是特殊教育最重要的功能之一。智力残疾的学生比非智力残疾的学生更容易出现行为问题。心理障碍学生的一些行为表现为难以接受批评、自我控制能力有限和行为不当。精神残疾的严重程度越高，行为问题的发生率就越高。+ 第69行：
第69行： − + 第77行：
第77行： − + 第83行：
第83行： − 2001年，美国国家研究委员会发表了一份对诊断为自闭症的儿童和成人干预措施的综合评论。综述表明，基于应用行为分析的干预措施对这些群体是有效的。+ 第91行：
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无编辑摘要
Adaptive behavior refers to behavior that enables a person (usually used in the context of children) to get along in his or her environment with greatest success and least conflict with others. This is a term used in the areas of psychology and special education. Adaptive behavior relates to every day skills or tasks that the "average" person is able to complete, similar to the term life skills.
Adaptive behavior refers to behavior that enables a person (usually used in the context of children) to get along in his or her environment with greatest success and least conflict with others. This is a term used in the areas of psychology and special education. Adaptive behavior relates to every day skills or tasks that the "average" person is able to complete, similar to the term life skills.
<font color="#ff8000"> 适应行为Adaptive behavior</font>是指能够使一个人(通常是在儿童的环境中)在适应他或她的环境中获得最大的成功并且与他人冲突最少的行为。这是一个用于心理学和特殊教育领域的术语。适应性行为与“一般”人能够完成的日常技能或任务有关，类似于“生活技能”这个术语。
<font color="#ff8000"> 适应行为Adaptive behavior</font>是指使一个人(通常是指孩童)能够在环境中获得最大的成功并且尽量不与他人产生冲突的行为。这是一个用于心理学和特殊教育领域的术语。适应行为与“一般”人能够完成的日常技能或任务有关，类似于“生活技能”这个术语。
Nonconstructive or disruptive social or personal behaviors can sometimes be used to achieve a constructive outcome. 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.
Nonconstructive or disruptive social or personal behaviors can sometimes be used to achieve a constructive outcome. 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.
非建设性或破坏性的社会或个人行为有时可以带来建设性的产出。例如，一种持续不断的重复行为可以被重新聚焦到创造或构建某个东西的事物上。换句话说，这种行为可以适应其他的事物。
In contrast, 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. Maladaptive behavior 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 maladaptive, such as dissent or abstinence.
In contrast, 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. Maladaptive behavior 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 maladaptive, such as dissent or abstinence.
相比之下，适应不良的行为是一种经常被用来减轻焦虑的行为，但其结果是功能失调和没有生产力。例如，因为你有不切实际的恐惧而回避某些情况可能会在一开始减少你的焦虑，但是从长远来看，这对缓解实际问题是没有效果的。适应不良的行为经常被用来作为异常或心理功能障碍的指标，因为它的评估相对来说比较客观。然而，许多被认为道德的行为可能是适应不良的，如异议或禁欲。
Adaptive behavior reflects an individual’s social and practical competence to meet the demands of everyday living. Behavior patterns change throughout a person's development, across life settings and social constructs, changes in personal values, and the expectations of others. It is important to assess adaptive behavior in order to determine how well an individual functions in daily life: vocationally, socially and educationally.
Adaptive behavior reflects an individual’s social and practical competence to meet the demands of everyday living. Behavior patterns change throughout a person's development, across life settings and social constructs, changes in personal values, and the expectations of others. It is important to assess adaptive behavior in order to determine how well an individual functions in daily life: vocationally, socially and educationally.
适应行为反映了个体满足日常生活需求的社会能力和实践能力。行为模式的改变贯穿一个人的毕生发展，它会随着生活环境、社会结构、个人价值观和他人期望的改变而改变。为了确定一个人在职业、社会和教育方面是否表现良好，评估适应行为是很重要的。
例子
例子
*A child born with cerebral palsy will most likely have a form of [[hemiparesis]] or [[hemiplegia]] (the weakening, or loss of use, of one side of the body). In order to adapt to one's environment, the child may use these limbs as helpers, in some cases even adapt the use of their mouth and teeth as a tool used for more than just eating or conversation.
*A child born with cerebral palsy will most likely have a form of [[hemiparesis]] or [[hemiplegia]] (the weakening, or loss of use, of one side of the body). In order to adapt to one's environment, the child may use these limbs as helpers, in some cases even adapt the use of their mouth and teeth as a tool used for more than just eating or conversation.
一个出生时患有脑瘫的孩子很可能同时患有一种偏瘫或半身麻痹（身体一侧功能减弱或丧失使用能力）。为了适应环境，孩子可能会使用这些肢体作为助手，在某些情况下，他们甚至会用上嘴和牙齿，而不仅仅用它们来吃饭或聊天。
*Frustration from lack of the ability to verbalize one's own needs can lead to tantrums. In addition, it may lead to the use of signs or sign language to communicate one's desires.
*Frustration from lack of the ability to verbalize one's own needs can lead to tantrums. In addition, it may lead to the use of signs or sign language to communicate one's desires.
由于缺乏表达自己需求的能力而产生的挫败感会导致发脾气。此外，它可能会导致一个人使用符号或手语来传达愿望。
由于缺乏表达自己需求的能力而产生的挫败感会导致发脾气。此外，它可能会导致一个人使用符号或手语来传达愿望。
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. 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.
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. 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.
自我照顾技能和社会关系的局限以及行为过激是精神残疾者的共同特征。需要大量扶持的精神障碍患者通常被教授基本的自我照顾技能，如穿衣、饮食和卫生。直接教学和环境辅助是必要的，例如增加清楚的提示和简化的常规，它们能确保这些适应区的缺陷不会严重限制一个人的生活质量。
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. Some of the behaviors observed by students with mental disabilities are difficulties accepting criticism, limited self-control, and inappropriate behaviors. The greater the severity of the mental disabilities, generally the higher the incidence of behavioral problems.
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. Some of the behaviors observed by students with mental disabilities are difficulties accepting criticism, limited self-control, and inappropriate behaviors. The greater the severity of the mental disabilities, generally the higher the incidence of behavioral problems.
大多数患有轻度精神残疾的儿童学会了如何照顾自己的基本需要，但他们往往需要接受自我管理技能培训来达到最终独立生活所必需的独立水平。建立并维持友谊和人际关系对许多精神残疾者来说是一项重大挑战。有限的认知处理技能，糟糕的语言发展，以及不寻常或不恰当的行为会严重阻碍与他人的互动。教授精神残疾的学生适当的社交和人际技能是特殊教育最重要的功能之一。精神残疾的学生比非精神残疾的学生更容易出现行为问题。精神残疾的学生表现出难以接受批评、自我控制能力有限和行为不当等情形。精神残疾的严重程度越高，一般来说行为问题的发生率就越高。
In education, adaptive behavior is defined as that which (1) meets the needs of the community of stakeholders (parents, teachers, peers, and later employers) and (2) meets the needs of the learner, now and in the future. Specifically, these behaviors include such things as effective speech, self-help, using money, cooking, and reading, for example.
In education, adaptive behavior is defined as that which (1) meets the needs of the community of stakeholders (parents, teachers, peers, and later employers) and (2) meets the needs of the learner, now and in the future. Specifically, these behaviors include such things as effective speech, self-help, using money, cooking, and reading, for example.
在教育中，适应行为的定义是: (1)满足利益相关者(父母、教师、同龄人和之后的雇主)的需要，(2)满足学习者现在和未来的需要。具体来说，这些行为包括诸如有效的演讲、自我帮助、金钱使用、烹饪和阅读等。
在教育中，适应行为的定义是: (1)满足利益相关者(父母、教师、同龄人和之后的雇主)的需要，(2)满足学习者现在和未来的需要。具体来说，这些行为包括有效的演讲、自我帮助、花钱、烹饪和阅读等。
Training in adaptive behavior is a key component of any educational program, but is critically important for children with special needs. The US Department of Education has allocated billions of dollars ($12.3 billion in 2008) for Special Education programs aimed at improving educational and early intervention outcomes for children with disabilities.
Training in adaptive behavior is a key component of any educational program, but is critically important for children with special needs. The US Department of Education has allocated billions of dollars ($12.3 billion in 2008) for Special Education programs aimed at improving educational and early intervention outcomes for children with disabilities.
<font color="#ff8000"> 适应行为</font>训练是任何教育计划的一个关键组成部分，但对于有特殊需要的儿童更为至关重要。美国教育部已经拨款数十亿美元(2008年为123亿美元)用于特殊教育项目，旨在改善残疾儿童的教育和早期干预成果。
<font color="#ff8000"> 适应行为</font>训练是任何教育计划的一个关键组成部分，但对于有特殊需要的儿童尤为关键。美国教育部已经拨款数十亿美元(2008年为123亿美元)用于特殊教育项目，旨在改善残疾儿童的教育和早期干预成果。
In 2001, the [[United States National Research Council]] published a comprehensive review of interventions for children and adults diagnosed with [[autism]]. The review indicates that interventions based on [[applied behavior analysis]] have been effective with these groups.
In 2001, the [[United States National Research Council]] published a comprehensive review of interventions for children and adults diagnosed with [[autism]]. The review indicates that interventions based on [[applied behavior analysis]] have been effective with these groups.
In 2001, the United States National Research Council published a comprehensive review of interventions for children and adults diagnosed with autism. The review indicates that interventions based on applied behavior analysis have been effective with these groups.
In 2001, the United States National Research Council published a comprehensive review of interventions for children and adults diagnosed with autism. The review indicates that interventions based on applied behavior analysis have been effective with these groups.
2001年，美国国家研究委员会发表了一份对诊断为自闭症的儿童和成人的干预措施的综合评论。综述表明，基于应用行为分析的干预措施对这些群体是有效的。
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>包括社会责任和日常活动的独立表现。然而，具体所需要的的活动和技能可能会根据不同背景改变。当学生上学时，学校和学术技能是适应性的。然而，这些技能中的一些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的注意。
<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。
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==Specific skills==
==Specific skills==
特殊技能
特殊技能