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Adaptive behavior is behavior that enables a person (usually used in the context of children) to cope in their environment with greatest success and least conflict with others. This is a term used in the areas of psychology and special education.
Team adaptive performance is defined as an emergent phenomenon that compiles over time from the unfolding of a recursive cycle whereby one or more team members use their resources to functionally change current cognitive or behavioral goal-directed action or structures to meet expected or unexpected demands.
In cognitive science and neuropsychology, executive functions (collectively referred to as executive function and cognitive control) are a set of cognitive processes that support goal-directed behavior, by regulating thoughts and actions through cognitive control, selecting and successfully monitoring actions that facilitate the attainment of chosen objectives.
Whereas adaptive coping strategies improve functioning, a maladaptive coping technique (also termed non-coping) will just reduce symptoms while maintaining or strengthening the stressor. Maladaptive techniques are only effective as a short-term rather than long-term coping process.
ABA is an applied science devoted to developing procedures which will produce observable changes in behavior. [3] [7] It is to be distinguished from the experimental analysis of behavior, which focuses on basic experimental research, [8] but it uses principles developed by such research, in particular operant conditioning and classical conditioning.
The Vineland Adaptive Behavior Scale is a psychometric instrument used in child and adolescent psychiatry and clinical psychology. It is used especially in the assessment of individuals with an intellectual disability , a pervasive developmental disorder , and other types of developmental delays .
Adaptive help-seeking involves improving one's capabilities and/or increasing one's understanding by seeking just enough help to be able to solve a problem or attain a goal independently. Adaptive help-seeking can, for example, involve students asking for hints about the solution to problems, examples of similar problems, or clarification of ...
Ultimately, the interplay between the skills is what produces powerful behavioral outcomes, especially where this approach is supported by other strategies. [ 6 ] Life skills can vary from financial literacy , [ 7 ] through substance-abuse prevention , to therapeutic techniques to deal with disabilities such as autism .