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Intelligence And Adaptive Behavior Research Paper

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Intelligence And Adaptive Behavior Research Paper
Running head: MEANINGS OF INTELLIGENCE AND ADAPTIVE BEHAVIOR 1

Meanings of Intelligence and Adaptive Behavior
Nidar Church
Grand Canyon University
SPE-351
February 09, 2013

Meanings of Intelligence and Adaptive Behavior
Introduction:
Intelligence and adaptive behavior are used when determining which students are struggling to learn in effort to provide the educational programming they may need to succeed in school. May students enter into school without being diagnosed; often students become diagnosed when they are in school. Assessment is given to see some of the services that a student with ID might need to be able to learn to their full potential. There are many different assessments and picking the appropriate one make a real …show more content…
Adaptive behavior is defined as the effectiveness or degree with which the individual meets the standard of potential independence and social responsibilities expected of their age group. We have to take a real close look at the student to see where he/ she may be struggling in. For students to progress in these struggling areas they may need to go under an assessment that will allow teacher, parents, administrators and other services a better understanding of what the student may need academically, emotionally, and socially. Adaptive behavior assessments are used in evaluation of students with learning disabilities to determine what behavior strengths and weakness should be addressed to improve the student academic level and their life skills (Baker & Stewart …show more content…
However none of this is true that is why these students get assessed so that they can learn to their full potential. However there may often be problems when assessing these students because some may be non-verbal, some may not produce anything, some parents may believe that there is nothing wrong with their child, and last but not least some may be non-stand leaving few standardized measures to work. You have to have a lot of patience when teaching and assessing these students. First we have to remember that no students are the same and this goes with students with ID also. Students learn and receive information differently even though these students may be ID some are going to be more advanced in certain areas than others. For example take autism there are different levels of autism some students may be mildly autistic being able to communicate and receive information while others may be severely autistic not being able to communicate of receive certain information (Mazefsky & Williams & Minshew 2008). That is why students with ID have to be assed differently what may work for one student may not work for another student. For instance you cannot ask a student with ID to fill out a questioner or ask him or her about themselves. That is why assessments to
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