Abstract
Information from measures of intelligence and adaptive behavior is essential when assessing individuals with cognitive impairments relative to diagnosis and intervention design. Adaptive behavior assessment plays a critical role when evaluating adults with disabilities. Five important considerations govern the assessment of adaptive behavior and skills of adults with mental retardation. First, one should view adaptive behavior from a developmental perspective or trajectory in which an individual learns to acquire adaptive skills as a function of age and educational experiences. Second, intellectual capacity influences the development of adaptive behavior. Third, definitions or standards for evaluating what constitutes adaptive behavior may inadvertently neglect community standards and socioeconomic status. Fourth, the assessment of adaptive behavior should reflect performance on a constellation of behaviors, rather than a single behavior. Finally, the assessment of adaptive behavior provides information about the degree to which an individual independently negotiates and manages his/her environment. Adaptive behavior refers to the culmination of behaviors an individual should display in order to live independently in a community environment. An effective evaluation of the adaptive behaviors and skills of persons with cognitive impairments is prerequisite to achieving their successful transition into community-based residences and jobs. An analysis of adaptive functioning can indicate strengths and weaknesses within adaptive skill domains. Assessment of adaptive behavior may facilitate the work of teachers and therapists/interventionists in their efforts to effectively program treatment plans intended to lead to community integration. It also assists in determining whether a person with disabilities displays the degree of independent living skills needed to work and live successfully and safely in community settings.
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