Autism: Developing Adaptive Behaviours

Developing Adaptive Skills for Success

All children need to learn adaptive behaviours to become independent adults. Adaptive behaviours include real-life skills like communication, self-care, home and school living skills, social skills, self-direction, functional academics, and leisure skills. In some of the research, these are seen as a negative, particularly for autistic children. When a child is not understood and needs to use “challenging” behaviour to get their needs met the adaptive behaviours they show can be perceived as undesirable or even maladaptive.

As parents or teachers, we can create the right environment for our children to develop in lower stress environments that allow the child to develop skills for life rather than survival. Children develop these critical life skills at different rates. With patience, guidance, and opportunities for guided practice, every child can gain adaptive abilities.

What are Adaptive Behaviours?

Adaptive behaviours are the practical life skills that individuals develop to function independently in daily life. These include communication, self-care, social interaction, and functional learning skills. While these behaviours naturally emerge as children develop, each child progresses at their own pace and may express their needs in different ways. When children feel understood and supported in low-stress environments, they’re better able to develop sustainable life skills rather than relying on survival responses. It’s important to recognize that behaviours often labelled as “challenging” may be adaptive attempts to communicate needs in situations where conventional methods aren’t working for that child.

The Importance of Adaptive Skills

Adaptive behaviors allow us to effectively function at home, school, work, and in the community. They are the collection of conceptual, social, and practical skills we need for daily life.

For children with developmental disabilities, building adaptive skills is especially crucial. Increased independence boosts their confidence and self-esteem. It also helps them positively interact with others, follow rules, and take responsibility for their actions.

Developing adaptive skills gives children the tools to succeed academically and socially. It empowers them to advocate for their needs and make safe, healthy choices.

Assessing Adaptive Abilities

Comparing your child’s adaptive functioning to same-aged peers can indicate potential delays. Questionnaires, observations, and adaptive behaviour rating scales are common assessment tools.

However, it’s important to consider each child’s unique strengths, challenges, and pace of development. Labelling a child as “low functioning” or “high functioning” based solely on adaptive abilities is now outdated and unhelpful.

Building Adaptive Behaviours

With the right supports, every child can make progress in developing positive adaptive behaviours. Here are some tips:

• Provide opportunities for independence while ensuring safety. Let your child try tasks on their own while offering guidance as needed.
• Break down multi-step tasks into manageable chunks. Use visuals, written steps or verbal cues to simplify instructions.
• Be patient and allow extra time for your child to complete activities. Learning new skills takes repetition and practice.
• Focus on one skill at a time. Don’t overwhelm your child by introducing too many new adaptive behaviours at once.
• Offer choices to promote decision-making skills. However, limit options to avoid overwhelm.
• Recognise small wins and celebrate each milestone your child reaches. This positive reinforcement boosts confidence.
• Collaborate with your child’s school team to reinforce adaptive skills consistently at home and school.

Every child has the potential to gain adaptive abilities and independence. With family support and carefully planned learning instruction, children can develop the skills they need for life.

References

Alvares, G. A., Bebbington, K., Cleary, D., Evans, K., Glasson, E. J., Maybery, M. T., … & Whitehouse, A. J. (2020). The misnomer of ‘high functioning autism’: Intelligence is an imprecise predictor of functional abilities at diagnosis. Autism, 24(1), 221-232.

Eldevik S, Jahr E, Eikeseth S, Hastings RP, Hughes CJ. Cognitive and adaptive behavior outcomes of behavioral intervention for young children with intellectual disability. Behav Modif. 2010;34(1):16-34.

Autism Research and Treatment Volume 2013, Article ID 415989, 10 pages http://dx.doi.org/10.1155/2013/415989, CC BY 3.0

Kirchner RM, Martens MA and Andridge RR (2016) Adaptive Behavior and Development of Infants and Toddlers with Williams Syndrome. Front. Psychol. 7:598. doi: 10.3389/fpsyg.2016.00598  CC BY 4.0

Systematic: Adaptive Behavior Characteristics Checklist (this link will open as Word Document)

Banda, D.R. & Grimmett, E. (2008). Enhancing Social and Transition Behaviors of Persons with Autism through Activity Schedules: A Review. Education and Training in Developmental Disabilities, 2008, 43, 324-333.

Dessemontet, R. S., Bless, G., & Morin, D. (2012). Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities. Journal of Intellectual Disability Research, 56(6), 579-587.

D’Elia, L., Valeri, G., Sonnino, F., Fontana, I., Mammone, A., & Vicari, S. (2014). A longitudinal study of the TEACCH program in different settings: The potential benefits of low intensity intervention in preschool children with autism spectrum disorder. Journal of Autism and Developmental Disorders,
44, 615 – 626.