Discussion

1

Requires Lopeswrite

Assessment Description

Create a five-paragraph self-reflection research essay of 500-750-words that includes: an introduction with a mapped thesis statement, three body paragraphs, and a conclusion.

The following sub-topics should be the basis of your thesis statement and three body paragraphs:

1. Explain how you can apply the knowledge learned in this course towards effective communication within your field of study.

2. Explain areas of strengths in communication you feel you will bring to your field of study.

3. Explain areas of opportunity that you can work on in regards to communication within your field of study and why developing these communication skills will be important to you personally.

You may use  First Person point of view in the writing, as it is a personal reflection.

You are required to use at  least one  source for supporting your essay; the textbook for this course may be used as a source. Don’t forget in-text citations and a References list.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

1

1. Choose one of the readings labeled "Optional" from this week's  Resources . Discuss the importance of effective communication; support your response by integrating paraphrased information from at least one of the optional readings assigned this week.

2. Give the title of the reading chosen and a brief explanation of why you chose it.

3. Explain the importance of effective communication. (Do this by paraphrasing from the resource. Remember to include an in-text citation.)

4. List the full APA citation for the source you chose.

2. In using the GCU Online Library, please research an article within your program of study (POS) or career field that is current (within the last 5 years). Provide a brief summary of the article, and discuss why this article appealed to you and how it is relevant to your POS or career field. If there were any questions that arose from the reading, please include them as well.

Please provide proper APA Style referencing format, include in-text citation, as well as the permalink to the article. 

Adaptive Behavior 

from  Encyclopedia of Autism Spectrum Disorders

Save

Share

Cite

Read Aloud

Translate 

Google Classroom

Synonyms

Functional life skills

Definition

The American Association on Mental Retardation (AAMR 2002) defines adaptive behavior as “the collection of conceptual, social, and practical skills that have been learned by people in order to function in everyday lives.” Adaptive behavior is best understood as the degree to which individuals are able to function and maintain themselves independently and meet cultural expectations for personal and social responsibility at various ages. As such, adaptive behavior involves the person’s physical skills, cognitive ability, affect, motivation, culture, socioeconomic status, family, and environment. Persons with autism spectrum disorders often demonstrate a discrepancy between intellectual potential and consistently displayed adaptive skills. Assessing adaptive behavior can include standardized adaptive behavior scales, observation, interview, or review of anecdotal records. Some commonly used ratings include the Vineland Adaptive Behavior Scales, Second Edition; Scales of Independent Behavior - Revised (SIB-R); Adaptive Behavior Assessment System - Second Edition (ABAS-II); and the Battelle Developmental Inventory, Second Edition (BDI-2).

See Also

· ? Age Appropriate

· ? Age Equivalents

· ? Daily Living Skills

· ? Developmental Delay

· ? Developmental Milestones

· ? Functional Life Skills

· ? Self-Help Skills

References and Reading

 American Association on Mental Retardation. (2002). Mental retardation: Definition, classification, and systems of support (10th ed.). Author Washington, DC. 

 Anderson, S. R.; Jablonski, A. L.; Thomeer, M. L.; Knapp, V. M. (2007). Self-help skills for people with autism. Woodbine House Bethesda. 

 Carter, A. S.; Gillham, J. E.; Sparrow, S. S.; Volkmar, F. R. (1996). Adaptive behavior in autism. Mental Retardation, 5, 945-960. 

 Chawarska, K.; Volkmar, F. R. (2005). Autism in infancy and early childhood. In F. R. Volkmar; R. Paul; A. Klin; D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders, volume one: Diagnosis, development, neurobiology, and behavior. Wiley Hoboken. 

 Harrison, P.; Oakland, T. (2003). Adaptive behavior assessment system (2nd ed.). The Psychological Corporation San Antonio. 

 National Research Council. (2001). Educating children with autism. (C. Lord; J.P. McGee, Eds.). Committee on Educational Interventions for Children with Autism. Division of Behavioral and Social Sciences and Education. National Academy Press Washington, DC. 

 Openden, D.; Whalen, C.; Cernich, S.; Vaupel, M. (2009). Generalization and autism spectrum disorders. In Whalen, C. (Ed.), Real life, real progress for children with autism spectrum disorders (pp. 1-18). Brookes Baltimore. 

 Sattler, J. M.; Hoge, R. D. (2006). Assessment of children: Behavioral, social, and clinical foundations. Jerome M. Sattler San Diego. 

 Shea, V.; Mesibov, G. B. (2005). Adolescents and adults with autism. In F. R. Volkmar; R. Paul; A. Klin; D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders, volume one: Diagnosis, development, neurobiology, and behavior. Wiley Hoboken. 

 Sparrow, S. S.; Cicchetti, D. V.; Balla, D. A. (2005). Vineland adaptive behavior scales (2nd ed.). American Guidance Service Circle Pines. 

Check for full text

Author(s)

Arlette Cassidy

Arlette Cassidy

The Gengras Center, University of Saint Joseph, West Hartford, CT, USA

A blue text on a white background Description automatically generated

© Springer Nature Switzerland AG 2021

image2.jpeg

image3.gif

image1.png