DEVELOPMENT OF ADAPTIVE SKILLS
1. INTRODUCTION:
Development of Adaptive Skills The development of adaptive skills model, which was
conceived by Anne Cronin Mosey and is also called recapitulation of ontogenesis,
means the stage-by-stage progression of development.
2. STAGES OF DEVELOPMENT:
Mosey identifies six areas of adaptive skills and lists stages of development within each
skill. The skills:
Sensory integration skill The ability to receive, select, combine, and use
information from the balance (vestibular), touch (tactile), and position
(proprioceptive) senses to perform functional activities
Cognitive skill The ability to perceive, represent, and organize sensory
information for thinking and problem solving
Dyadic interaction skill The ability to participate in a variety of relationships
involving one other person
Group interaction skill The ability to participate successfully in a variety of
groups; generally this means being able to act as a productive member of the
group
Self-identity skill The ability to recognize one’s own assets and limitations and to
perceive the self as worthwhile, self-directed, consistent, and reliable
Sexual identity skill The ability to accept one’s sexual nature as natural and
pleasurable and to participate in a relatively long-term sexual relationship that
considers the needs of both partners
3. FOUR BASIC CONCEPTS:
The therapist must provide an environment that facilitates growth
The sub skills are mastered in order.
Sub skills from different areas may be addressed at the same time, provided they are
normally acquired at the same chronological age
The patient’s intrinsic motivation or desire for mastery of the subskills must be engaged
4. NORMAL ADAPTIVE SKILL DEVELOPMENT:
COMPONENT ADAPTIVE SKILLS NORMAL
AGE
MASTERY
1 SENSORIMOTOR Ability to integrate tactile subsystem 0-3 months
Ability to integrate primitive postural reflexes 3-9 months
Maturation of righting and equilibrium reaction 9-12 months
Ability to integrate two side of the body be aware of the body 1-2 years
parts and their relationship and plan gross motor movements
Ability to plan fine motor movement 2-3 years
2 COGNITIVE Ability to use inherent behavioural pattern for environmental 0-1 months
interaction
Ability to interrelated visual, manual auditory and oral 1-4 months
response
Ability to attend to the environmental consequence of 4-9 months
actions with interest to represent objects in an exoceptual
manner to experience objects to action basis of egocentric
causality and to senate event in which self is involved
Ability to establish a goal and carry out means ,to recognizes 9-12 months
independent existence of objects, to interpret signs to imitate
new behavior, to apprehend influence of space and to
perceive other objects as partially causal
Ability to use trial and error problem solving to use tools to 12-18 months
perceived variation in spatial positions to seriate event in
which self is not involved and to perceive causality of other
objects
Ability to represent objects in an image manner, to make 18 months-2
believe to inter a cause given its affect to act on the basis of years
combined spatial relations ,to attribute omnipotence to others
and to perceive object as permanent in time and space
Ability to represent objects in a endoceptual manner, to 2-5 years
diffientative between thought and action and to recognize the
need for causal sources
Ability to represent objects in a denotative manner to 6-7 years
perceive viewpoint of others and to decenter
Ability to represent objects in a connotative manner, to use 11-13 years
formal logic and to work in relam of hypothetical
3 DYADIC Ability to enter into trusting familial relationships 8-10 months
INTERACTION
Ability to enter into association relationship 3-5 years
Ability to interact in an authority relationship 5-7 years
Ability to interact in chum relationship 10-14 years
Ability to enter into a peer authority relationship 15-17 years
Ability to enter into an intimate relationship 18-25 years
Ability to engage in a nurturing relationship 20-30 years
4 GROUP Ability to participate in a parallel group 18 -24 months
INTERACTION
Ability to participate in a projective 2-4 years
Ability to participate in a egocentric –co-operative 5-7 years
Ability to participate in a co-operative 9-12 years
Ability to participate in a mature 15-18 years