“适应行为”的版本间的差异

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此词条暂由Henry翻译。已由Fernando审校。
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|keywords=适应行为,自我照顾技能
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{{About|human behaviors|animal behaviors|Adaptive behavior (ecology)|computational behavior|Adaptive algorithm|and|Adaptation (computer science)|the journal|Adaptive Behavior (journal)}}
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|description=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。
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{{redirects here|Adaptive|other uses|Adaptation (disambiguation)}}
 
{{redirects here|Adaptive|other uses|Adaptation (disambiguation)}}
  
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'''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]].
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'''适应行为 Adaptive behavior'''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。
  
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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.
 
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<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。
 
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Nonconstructive or disruptive social or personal behaviors can sometimes be used to achieve a constructive outcome. For example, a constant [[habit (psychology)|repetitive action]] could be re-focused on something that creates or builds something. In other words, the behavior can be adapted to something else.
 
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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。
 
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。
  
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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 (behavior)|abnormality]] or [[mental dysfunction]], since its assessment is relatively free from [[subjectivity]]. However, many behaviors considered [[morality|moral]] can be maladaptive, such as [[dissent]] or [[abstinence]].
 
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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。
 
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。
  
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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.
 
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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。
 
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。
  
  
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==例子==
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==Examples==
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* 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。
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例子
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*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。  
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*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.
 
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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。
 
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*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.
 
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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。  
 
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==Core problems==
 
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核心问题
 
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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.<ref name="Heward"/> 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.<ref name="Heward"/>
 
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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.
 
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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。
 
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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 [[activities of daily living|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.<ref name="Heward"/> 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.<ref name="Heward"/>
 
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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.
 
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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表现水平。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。“难以接受批评、自我控制能力有限和行为不当”是在精神残疾学生观察到的一些情形。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。
 
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==Adaptive behaviors in education==
 
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教育中的<font color="#ff8000"> 适应行为</font>
 
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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.
 
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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.
 
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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。
 
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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.  
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==核心问题==
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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。<ref name="Heward"/>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。.<ref name="Heward"/>
  
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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.
 
  
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<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。
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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表现水平。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。<ref name="Heward"/>“难以接受批评、自我控制能力有限和行为不当”是在精神残疾学生观察到的一些情形。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。<ref name="Heward"/>
  
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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.
 
  
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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.
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==教育中的适应行为==
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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。
  
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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。
 
  
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适应行为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。
  
  
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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.
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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 applied behavior analysis]]的干预措施对这些群体是有效的。
  
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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.
 
  
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<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。
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适应行为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。
  
  
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==Specific skills==
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==特殊技能 Specific skills==
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特殊技能
 
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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 [[moral responsibility|responsibility]] expected of their age and [[social group]]. Specific skills include:
 
  
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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:
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适应行为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<ref name="Heward">William Heward: ''Exceptional Children'' 2005</ref>应承担的个人责任。具体技能包括：
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<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<ref name="Heward">William Heward: ''Exceptional Children'' 2005</ref>应承担的个人责任。具体技能包括:
 
  
  
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<font color="#32CD32">社区使用技能</font>
 
<font color="#32CD32">社区使用技能</font>
 
# Bus riding (Neef et al. 1978)
 
# Bus riding (Neef et al. 1978)
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Bus riding (Neef et al. 1978)
 
  
 
公共汽车乘坐(尼夫等，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>
 
公共汽车乘坐(尼夫等，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>
  
 
# Independent walking (Gruber et al. 1979)
 
# Independent walking (Gruber et al. 1979)
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Independent walking (Gruber et al. 1979)
 
  
 
独立行走(格鲁伯等，1979)<ref>Gruber, B.; Reeser R.; Reid, D.H. (1979). Providing a less restrictive environment to retarded persons by teaching independent walking skills. ''Journal of Applied Behavior Analysis'', 12, 285–97.</ref>
 
独立行走(格鲁伯等，1979)<ref>Gruber, B.; Reeser R.; Reid, D.H. (1979). Providing a less restrictive environment to retarded persons by teaching independent walking skills. ''Journal of Applied Behavior Analysis'', 12, 285–97.</ref>
  
 
# Coin summation (Lowe and Cuvo, 1976; Miller et al. 1977)
 
# Coin summation (Lowe and Cuvo, 1976; Miller et al. 1977)
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Coin summation (Lowe and Cuvo, 1976; Miller et al. 1977)
 
  
 
加总钱币(劳和科沃，1976年; 米勒等，1977)<ref>Lowe, M.L. & Cuvo, A.J. (1976). Teaching coin summation to the mentally retarded. ''Journal of Applied Behavior Analysis'', 9, 483–9.</ref>
 
加总钱币(劳和科沃，1976年; 米勒等，1977)<ref>Lowe, M.L. & Cuvo, A.J. (1976). Teaching coin summation to the mentally retarded. ''Journal of Applied Behavior Analysis'', 9, 483–9.</ref>
  
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# Ordering food in a restaurant (Haring 1987)
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# 在餐厅点餐 (Haring 1987)
  
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Ordering food in a restaurant (Haring 1987)
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# 自动售货机的使用 Vending machine use (Sprague and Horner, 1984)
  
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在餐厅点餐(Haring 1987)
 
  
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# Vending machine use (Sprague and Horner, 1984)
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# 在公共场所进食(文登坡等，1981)<ref>Van den Pol, R.A.; Iwata, B.A.; Ivancic M.T.; Page, T.J.; Neef N.A. & Whitley (1981). Teaching the handicapped to eat in public places: Acquisition, generalization, and maintenance of restaurant skills. ''JABA''. 14, 61–9.</ref>
  
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Vending machine use (Sprague and Horner, 1984)
 
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自动售货机的使用(斯普雷格和霍纳，1984年)
 
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# Eating in public places (van den Pol at al. 1981)
 
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Eating in public places (van den Pol at al. 1981)
 
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在公共场所进食(文登坡等，1981)<ref>Van den Pol, R.A.; Iwata, B.A.; Ivancic M.T.; Page, T.J.; Neef N.A. & Whitley (1981). Teaching the handicapped to eat in public places: Acquisition, generalization, and maintenance of restaurant skills. ''JABA''. 14, 61–9.</ref>
 
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# Pedestrian safety (Page et al. 1976)
 
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Pedestrian safety (Page et al. 1976)
 
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行人安全（佩吉等，1976）
 
  
 +
# 行人安全 Pedestrian safety (Page et al. 1976)
  
  
 
* '''Peer access and retention'''
 
* '''Peer access and retention'''
 
朋辈交流和<font color="#32CD32">友谊维持</font>
 
朋辈交流和<font color="#32CD32">友谊维持</font>
−
# Clothing selection skills (Nutter and Reid, 1978)
 
  
−
Clothing selection skills (Nutter and Reid, 1978)
 
  
 +
# Clothing selection skills (Nutter and Reid, 1978)
 
服装选择技巧(纳特和瑞德，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>
 
服装选择技巧(纳特和瑞德，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>
  
 
# Appropriate mealtime behaviors (McGrath et al. 2004; O'Brien et al. 1972; Wilson et al. 1984)
 
# Appropriate mealtime behaviors (McGrath et al. 2004; O'Brien et al. 1972; Wilson et al. 1984)
−
 
−
Appropriate mealtime behaviors (McGrath et al. 2004; O'Brien et al. 1972; Wilson et al. 1984)
 
  
 
适当的进餐时间行为(麦克克里斯<ref>McGrath, A.; Bosch, S.; Sullivan, C.; Fuqua, R.W. (2003). Teaching reciprocal social interactions between preschoolers and a child diagnosed with autism. ''Journal of Positive Behavioral Interventions'', 5, 47–54.</ref><ref>O'Brien, F.; Bugle, C. & Azrin N.H. (1972). Training and maintaining a retarded child's proper eating. ''JABA'', 5, 67–72.</ref>等，2004; 欧比伦等，1972; 威尔森<ref>Wilson, P.G.; Reid, D.H.; Phillips, J.F. & Burgio, L.D. (1984). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1307933/pdf/jaba00032-0065.pdf Normalization of institutional mealtimes for profoundly retarded persons]. Effects and non-effects of teaching family-style dining. ''JABA'', 17, 189–201.</ref>等，1984)
 
适当的进餐时间行为(麦克克里斯<ref>McGrath, A.; Bosch, S.; Sullivan, C.; Fuqua, R.W. (2003). Teaching reciprocal social interactions between preschoolers and a child diagnosed with autism. ''Journal of Positive Behavioral Interventions'', 5, 47–54.</ref><ref>O'Brien, F.; Bugle, C. & Azrin N.H. (1972). Training and maintaining a retarded child's proper eating. ''JABA'', 5, 67–72.</ref>等，2004; 欧比伦等，1972; 威尔森<ref>Wilson, P.G.; Reid, D.H.; Phillips, J.F. & Burgio, L.D. (1984). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1307933/pdf/jaba00032-0065.pdf Normalization of institutional mealtimes for profoundly retarded persons]. Effects and non-effects of teaching family-style dining. ''JABA'', 17, 189–201.</ref>等，1984)
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# Toy play skills (Haring 1985) and playful activities (Lifter et al., 1993)
 
# 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<ref>Haring, T.G. (1985). Teaching between class generalization of toy play behavior to handicapped children. ''JABA'', 18, 127–39.</ref>，1985)和好玩的活动(里伏特<ref>Lifter, K.; Sulzer-Azaroff, B.; Anderson, S.R. & Cowdery, G.E. (1993) Teaching Play Activities to Preschool Children with Disabilities: The Importance of Developmental Considerations. ''Journal of Early Intervention'', 17, 139–59.</ref>等，1993年）
−
 
 
−
玩具使用技能(哈灵<ref>Haring, T.G. (1985). Teaching between class generalization of toy play behavior to handicapped children. ''JABA'', 18, 127–39.</ref>，1985)和好玩的活动(里伏特<ref>Lifter, K.; Sulzer-Azaroff, B.; Anderson, S.R. & Cowdery, G.E. (1993) Teaching Play Activities to Preschool Children with Disabilities: The Importance of Developmental Considerations. ''Journal of Early Intervention'', 17, 139–59.</ref>等，1993年)
 
−
 
 
−
# Oral hygiene and teeth brushing (Singh et al., 1982; Horner & Keilitz, 1975)
 
−
 
 
−
Oral hygiene and teeth brushing (Singh et al., 1982; Horner & Keilitz, 1975)
 
−
 
 
−
口腔卫生和刷牙(辛格<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>等，1982; 霍纳和科里兹<ref>Horner, R.D. & Keilitz, I. (1975). Training mentally retarded adolescents to brush their teeth. ''JABA'', 8, 301–9.</ref>，1975)
 
  
−
# Soccer play (Luyben et al. 1986)
+
# 口腔卫生和刷牙<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>
−
踢足球（鲁本等，1986）
 
−
Soccer play (Luyben et al. 1986)
 
  
−
Soccer play (Luyben et al.1986)
+
# 踢足球 Soccer play (Luyben et al. 1986)
  
−
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。<ref>{{cite web|title=Psychology: Adaptive Behavior |url=http://classof1.com/homework_answers/psychology/adaptive_behavior/ |archive-url=https://web.archive.org/web/20110202113209/http://classof1.com/homework_answers/psychology/adaptive_behavior/ |url-status=dead |archive-date=2 February 2011 |accessdate=2 October 2011 }}</ref>  
 
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。<ref>{{cite web|title=Psychology: Adaptive Behavior |url=http://classof1.com/homework_answers/psychology/adaptive_behavior/ |archive-url=https://web.archive.org/web/20110202113209/http://classof1.com/homework_answers/psychology/adaptive_behavior/ |url-status=dead |archive-date=2 February 2011 |accessdate=2 October 2011 }}</ref>  
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与同龄人和社会交流的障碍
 
与同龄人和社会交流的障碍
 
# Diurnal [[bruxism]] (Blount et al. 1982)
 
# Diurnal [[bruxism]] (Blount et al. 1982)
−
Diurnal bruxism (Blount et al. 1982)
 
  
 
日间磨牙（布朗特等，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>
 
日间磨牙（布朗特等，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>
第199行： 第106行：
  
 
# Controlling [[rumination syndrome|rumination]] and vomiting (Kholenberg, 1970; Rast et al. 1981)
 
# Controlling [[rumination syndrome|rumination]] and vomiting (Kholenberg, 1970; Rast et al. 1981)
 +
控制反刍和呕吐（诺伦伯格<ref>Kholenberg (1970). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1311127/pdf/jaba00078-0013.pdf Punishment of persitent vomiting: A case study]. ''Journal of Applied Behavior Analysis'', 3, 241–5.</ref>，1970; 拉斯特<ref>Rast, J.; Johnston, J.M.; Drum, C. & Corin, J. (1981). The relation of food quantity to rumination behavior. ''Journal of Applied Behavior Analysis'', 14, 121–30.</ref>等，1981）
  
−
Controlling rumination and vomiting (Kholenberg, 1970; Rast et al. 1981)
+
# 异食癖 Pica (Mace and Knight, 1986)
  
−
控制反刍和呕吐(诺伦伯格<ref>Kholenberg (1970). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1311127/pdf/jaba00078-0013.pdf Punishment of persitent vomiting: A case study]. ''Journal of Applied Behavior Analysis'', 3, 241–5.</ref>，1970; 拉斯特<ref>Rast, J.; Johnston, J.M.; Drum, C. & Corin, J. (1981). The relation of food quantity to rumination behavior. ''Journal of Applied Behavior Analysis'', 14, 121–30.</ref>等，1981)
 
  
−
# Pica (Mace and Knight, 1986)
 
  
−
Pica (Mace and Knight, 1986)
+
==适应技能 Adaptive skills==
−
 
 
−
异食癖(梅斯和奈特，1986)
 
−
 
 
−
 
 
−
 
 
−
==Adaptive skills==
 
−
适应技能
 
 
Every human being must learn a set of skills that is beneficial for the environments and communities they live in. Adaptive skills are stepping stones toward accessing and benefiting from local or remote communities. This means that, in urban environments, to go to the movies, a child will have to learn to navigate through the town or take the bus, read the movie schedule, and pay for the movie. Adaptive skills allow for safer exploration because they provide the learner with an increased awareness of his/her surroundings and of changes in context, that require new adaptive responses to meet the demands and dangers of that new context. Adaptive skills may generate more opportunities to engage in meaningful social interactions and acceptance. Adaptive skills are socially acceptable and desirable at any age and regardless of gender (with the exception of gender specific biological differences such as menstrual care skills, etc.)
 
Every human being must learn a set of skills that is beneficial for the environments and communities they live in. Adaptive skills are stepping stones toward accessing and benefiting from local or remote communities. This means that, in urban environments, to go to the movies, a child will have to learn to navigate through the town or take the bus, read the movie schedule, and pay for the movie. Adaptive skills allow for safer exploration because they provide the learner with an increased awareness of his/her surroundings and of changes in context, that require new adaptive responses to meet the demands and dangers of that new context. Adaptive skills may generate more opportunities to engage in meaningful social interactions and acceptance. Adaptive skills are socially acceptable and desirable at any age and regardless of gender (with the exception of gender specific biological differences such as menstrual care skills, etc.)
  
−
Every human being must learn a set of skills that is beneficial for the environments and communities they live in. Adaptive skills are stepping stones toward accessing and benefiting from local or remote communities. This means that, in urban environments, to go to the movies, a child will have to learn to navigate through the town or take the bus, read the movie schedule, and pay for the movie. Adaptive skills allow for safer exploration because they provide the learner with an increased awareness of his/her surroundings and of changes in context, that require new adaptive responses to meet the demands and dangers of that new context. Adaptive skills may generate more opportunities to engage in meaningful social interactions and acceptance. Adaptive skills are socially acceptable and desirable at any age and regardless of gender (with the exception of gender specific biological differences such as menstrual care skills, etc.)
+
每个人都必须学习一套对他们所生活的环境和社区有益的技能。适应技能是得到认同和受益于当地或偏远社区的垫脚石。这意味着，在城市环境中，要想去看电影，孩子们必须学会在城市中导航或者乘坐公交车、阅读电影时间表、并且为电影付费。适应技能使学习者能够进行更安全的探索，因为它们使学习者更加了解他/她的环境及其变化，这需要新的适应性反应来满足新环境的要求、应对危险。适应技能可以创造更多的机会去参与有意义的社会互动和认同。适应技能在任何年龄都是被社会接受和需要的，与性别无关（除了性别特有的生理差异，如月经护理技能等）。
  
−
每个人都必须学习一套对他们所生活的环境和社区有益的技能。适应技能是得到认同和受益于当地或偏远社区的垫脚石。这意味着，在城市环境中，要想去看电影，孩子们必须学会在城市中导航或者乘坐公交车、阅读电影时间表、并且为电影付费。适应技能使学习者能够进行更安全的探索，因为它们使学习者更加了解他/她的环境及其变化，这需要新的适应性反应来满足新环境的要求、应对危险。适应技能可以创造更多的机会去参与有意义的社会互动和认同。适应技能在任何年龄都是被社会接受和需要的，与性别无关(除了性别特有的生理差异，如月经护理技能等)。
 
  
  
 +
===学习适应技能 Learning adaptive skills===
  
−
===Learning adaptive skills===
 
−
学习适应技能
 
 
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<ref>[[Professional practice of behavior analysis]]</ref> 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<ref>[[Professional practice of behavior analysis]]</ref> 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 Professional practice of behavior analysis]]研究的不断深入，其应用范围仍在不断扩大。
−
 
 
−
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。
 
  
  
  
−
== Practopoietic theory ==
+
==拓扑理论 Practopoietic theory ==
−
<font color="#ff8000"> 拓扑理论</font>
+
根据[[拓扑理论 practopoietic theory]]，<ref name=Nikolic2014>{{cite web|url=http://www.danko-nikolic.com/?smd_process_download=1&download_id=724|title=Practopoiesis: Or how life fosters a mind. arXiv:1402.5332 [q-bio.NC].|author=Danko Nikolić|date=2014|accessdate=2014-06-06}}</ref>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。
−
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&mdash;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&mdash;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>，<ref name=Nikolic2014>{{cite web|url=http://www.danko-nikolic.com/?smd_process_download=1&download_id=724|title=Practopoiesis: Or how life fosters a mind. arXiv:1402.5332 [q-bio.NC].|author=Danko Nikolić|date=2014|accessdate=2014-06-06}}</ref>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。
 
  
 +
==参见==
 +
* [[进化错配 Evolutionary mismatch]]
 +
* [[维内兰德氏社交成熟量表 Vineland Social Maturity Scale]]
  
  
−
==See also==
+
==参考文献==
−
参阅
 
−
* ''[[Adaptive Behavior]]'' – journal
 
−
<font color="#ff8000"> 适应行为</font>
 
−
* [[Moral character|Character]]
 
−
<font color="#ff8000"> 道德品格</font>
 
−
* [[Evolutionary mismatch]]
 
−
<font color="#ff8000"> 进化错配</font>
 
−
* [[Vineland Social Maturity Scale]]
 
−
<font color="#ff8000"> 维内兰德氏社交成熟量表</font>
 
−
 
 
−
==References==
 
−
参考
 
 
{{Reflist}}
 
{{Reflist}}
  
  
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==其他链接==
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==External links==
 
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外部链接
 
 
* [http://www.bacb.com BACB]
 
* [http://www.bacb.com BACB]
  
  
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[[Category:行为]]
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<small>This page was moved from [[wikipedia:en:Adaptive behavior]]. Its edit history can be viewed at [[适应行为/edithistory]]</small></noinclude>
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本中文词条由[[用户:Henry|Henry]]参与编译， [[用户:Fernando|Fernando]]  审校，[[用户:薄荷|薄荷]]、[[用户:薄荷|薄荷]]编辑，欢迎在讨论页面留言。
  
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'''本词条内容源自wikipedia及公开资料，遵守 CC3.0协议。'''

2020年11月22日 (日) 18:48的版本


模板:Redirects here

适应行为 Adaptive behavior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。


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。


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。


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

  • 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。
  • 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。


核心问题

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。[1]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。.[1]


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表现水平。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。[1]“难以接受批评、自我控制能力有限和行为不当”是在精神残疾学生观察到的一些情形。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。[1]


教育中的适应行为

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。


适应行为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。


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 applied behavior analysis的干预措施对这些群体是有效的。


适应行为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。


特殊技能 Specific skills

适应行为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[1]应承担的个人责任。具体技能包括：


  • Community access skills

社区使用技能

  1. Bus riding (Neef et al. 1978)

公共汽车乘坐(尼夫等，1978)[2]

  1. Independent walking (Gruber et al. 1979)

独立行走(格鲁伯等，1979)[3]

  1. Coin summation (Lowe and Cuvo, 1976; Miller et al. 1977)

加总钱币(劳和科沃，1976年; 米勒等，1977)[4]

  1. 在餐厅点餐 (Haring 1987)
  1. 自动售货机的使用 Vending machine use (Sprague and Horner, 1984)


  1. 在公共场所进食(文登坡等，1981)[5]


  1. 行人安全 Pedestrian safety (Page et al. 1976)


  • Peer access and retention

朋辈交流和友谊维持


  1. Clothing selection skills (Nutter and Reid, 1978)

服装选择技巧(纳特和瑞德，1978)[6]

  1. Appropriate mealtime behaviors (McGrath et al. 2004; O'Brien et al. 1972; Wilson et al. 1984)

适当的进餐时间行为(麦克克里斯[7][8]等，2004; 欧比伦等，1972; 威尔森[9]等，1984)

  1. Toy play skills (Haring 1985) and playful activities (Lifter et al., 1993)

玩具使用技能（哈灵[10]，1985)和好玩的活动(里伏特[11]等，1993年）

  1. 口腔卫生和刷牙[12][13]
  1. 踢足球 Soccer play (Luyben et al. 1986)


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。[14]


  • Barriers to access to peers and communities

与同龄人和社会交流的障碍

  1. Diurnal bruxism (Blount et al. 1982)

日间磨牙（布朗特等，1982）[15] 

Diurnal bruxism (Blount et al.1982)
  1. Controlling rumination and vomiting (Kholenberg, 1970; Rast et al. 1981)

控制反刍和呕吐（诺伦伯格[16]，1970; 拉斯特[17]等，1981）

  1. 异食癖 Pica (Mace and Knight, 1986)


适应技能 Adaptive skills

Every human being must learn a set of skills that is beneficial for the environments and communities they live in. Adaptive skills are stepping stones toward accessing and benefiting from local or remote communities. This means that, in urban environments, to go to the movies, a child will have to learn to navigate through the town or take the bus, read the movie schedule, and pay for the movie. Adaptive skills allow for safer exploration because they provide the learner with an increased awareness of his/her surroundings and of changes in context, that require new adaptive responses to meet the demands and dangers of that new context. Adaptive skills may generate more opportunities to engage in meaningful social interactions and acceptance. Adaptive skills are socially acceptable and desirable at any age and regardless of gender (with the exception of gender specific biological differences such as menstrual care skills, etc.)

每个人都必须学习一套对他们所生活的环境和社区有益的技能。适应技能是得到认同和受益于当地或偏远社区的垫脚石。这意味着，在城市环境中，要想去看电影，孩子们必须学会在城市中导航或者乘坐公交车、阅读电影时间表、并且为电影付费。适应技能使学习者能够进行更安全的探索，因为它们使学习者更加了解他/她的环境及其变化，这需要新的适应性反应来满足新环境的要求、应对危险。适应技能可以创造更多的机会去参与有意义的社会互动和认同。适应技能在任何年龄都是被社会接受和需要的，与性别无关（除了性别特有的生理差异，如月经护理技能等）。


学习适应技能 Learning adaptive skills

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[18] 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 Professional practice of behavior analysis研究的不断深入，其应用范围仍在不断扩大。


拓扑理论 Practopoietic theory

根据拓扑理论 practopoietic theory，[19]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。


参见


参考文献

  1. ↑ 1.0 1.1 1.2 1.3 1.4 William Heward: Exceptional Children 2005
  2. ↑ Neef, A.N.; Iwata, B.A.; Page T.J. et al. (1978). Public Transportation Skills. In vivo versus classroom instruction. Journal of Applied Behavior Analysis, 11, 331–4.
  3. ↑ Gruber, B.; Reeser R.; Reid, D.H. (1979). Providing a less restrictive environment to retarded persons by teaching independent walking skills. Journal of Applied Behavior Analysis, 12, 285–97.
  4. ↑ Lowe, M.L. & Cuvo, A.J. (1976). Teaching coin summation to the mentally retarded. Journal of Applied Behavior Analysis, 9, 483–9.
  5. ↑ Van den Pol, R.A.; Iwata, B.A.; Ivancic M.T.; Page, T.J.; Neef N.A. & Whitley (1981). Teaching the handicapped to eat in public places: Acquisition, generalization, and maintenance of restaurant skills. JABA. 14, 61–9.
  6. ↑ Nutter D. & Reid D.H. (1978). Teaching retarded women a clothing selection skill using community norms. Journal of Applied Behavior Analysis, 11, 475–87.
  7. ↑ McGrath, A.; Bosch, S.; Sullivan, C.; Fuqua, R.W. (2003). Teaching reciprocal social interactions between preschoolers and a child diagnosed with autism. Journal of Positive Behavioral Interventions, 5, 47–54.
  8. ↑ O'Brien, F.; Bugle, C. & Azrin N.H. (1972). Training and maintaining a retarded child's proper eating. JABA, 5, 67–72.
  9. ↑ Wilson, P.G.; Reid, D.H.; Phillips, J.F. & Burgio, L.D. (1984). Normalization of institutional mealtimes for profoundly retarded persons. Effects and non-effects of teaching family-style dining. JABA, 17, 189–201.
  10. ↑ Haring, T.G. (1985). Teaching between class generalization of toy play behavior to handicapped children. JABA, 18, 127–39.
  11. ↑ Lifter, K.; Sulzer-Azaroff, B.; Anderson, S.R. & Cowdery, G.E. (1993) Teaching Play Activities to Preschool Children with Disabilities: The Importance of Developmental Considerations. Journal of Early Intervention, 17, 139–59.
  12. ↑ 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.
  13. ↑ Horner, R.D. & Keilitz, I. (1975). Training mentally retarded adolescents to brush their teeth. JABA, 8, 301–9.
  14. ↑ "Psychology: Adaptive Behavior". Archived from the original on 2 February 2011. Retrieved 2 October 2011.
  15. ↑ Blount, R.L.; Drabman, R.S.; Wilson, N.; Stewart D. (1982). Reducing severe diurnal bruxism ib tw profoundly retarded females. JABA, 15, 565–71.
  16. ↑ Kholenberg (1970). Punishment of persitent vomiting: A case study. Journal of Applied Behavior Analysis, 3, 241–5.
  17. ↑ Rast, J.; Johnston, J.M.; Drum, C. & Corin, J. (1981). The relation of food quantity to rumination behavior. Journal of Applied Behavior Analysis, 14, 121–30.
  18. ↑ Professional practice of behavior analysis
  19. ↑ Danko Nikolić (2014). "Practopoiesis: Or how life fosters a mind. arXiv:1402.5332 [q-bio.NC]". Retrieved 2014-06-06.


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