INVENTORY OF ADAPTIVE BEHAVIOR FOR STUDENTS WITH

INTELLECTUAL DISABILITY AT THE PRESCHOOL LEVEL

JUSTIFICATION

The National Program for Strengthening Special Education and Educational Integration (2002)
highlight as a fundamental part of the special education mission 'to facilitate access and retention'
in the educational system for children and young people with special educational needs,
giving priority to those with disabilities, providing the essential supports within
a framework of equity, relevance, and quality that allows them to develop their capacities to the fullest and
to integrate educationally, occupationally, and socially.

To meet this premise, specifically regarding intellectual disability and taking

as a basis the concept of Mental Retardation 2002 issued by the American Association on Mental Retardation,
which presents a multidimensional approach by considering 5 dimensions: I.- Intellectual capabilities,
II.- Adaptive Behavior, III.- Participation, interactions, and social roles; IV.- Health and V.- Context; arose
the need for diagnostic instruments that would allow technical and teaching staff
from Sector 02 of Special Education assess the dimension of adaptive behavior (skills
conceptual, social, and practical) and determine whether an individual has significant limitations or not.
in this area and plan the required supports.

To address this need, a Behavioral Inventory for Students with Adaptative Needs was conducted.
Intellectual Disability at the preschool education level 'ICADIEP' for diagnostic purposes.
classification and planning of supports, based on a research process that involved the review
from the preschool education program 2004, specifically regarding its purposes
fundamentals of preschool education, formative areas and competencies to be developed in each
field, as well as the supporting document for the care of students with intellectual disabilities
severe.

Following this review and analysis, an instrument was developed for the assessment of behavior.
adaptive in relation to conceptual, social, and practical skills.

This instrument is presented as a flexible proposal open to user suggestions.

direct

Objetivo general:

Having an auxiliary tool for the special education teacher regarding assessment of the
adaptive behavior, allowing for diagnosis, classification, and planning of support.
both in students of the Multiple Attention Centers (CAM) and in those of the Service Units
Support for Regular Schools (USAER) at the preschool level, where there are suspicions about their needs.
special educational needs are associated with intellectual disability.

Inventory Structure.

The inventory consists of:

a).- A general data sheet that includes the name of the school and the name of the group teacher, name
del alumno, fecha de nacimiento, edad en años y meses, grado que cursa, grupo, nombre del aplicador
and application date.

b).- an application instrument that includes 48 items to be evaluated, organized into three groups of
skills that make up adaptive behavior according to the AAMR (American Association on Mental Retardation)
Mental), conceptual, social, and practical, considering the corresponding subcategories for each
skill.
Conceptual skills.
Subcategories.
Language
Reading and writing
Self-control
Social skills.
Subcategories.
Interpersonal
Responsibility
Self-esteem
Credulity
Follow the rules
Practical Skills.
Subcategories.
Food
Transfer
Mobility
Hygiene
Dress
Healthcare
Money management
Use of telephone
Maintains safe environments.
This inventory in its format includes a space for recording the evaluation, which consists of
four columns with the criteria: Acquired, Not Acquired, In Process and the last column for
observations in which relevant notes regarding conduct can be recorded
evaluated.

It is worth noting that for the student's assessment, direct observation will be prioritized; however, it is
It is advisable to consider the interview with both the student and the parents, if necessary.
to enrich the evaluation.

Instructions for its application and evaluation

1. Apply the inventory and based on the result of each item, record in the graph using the
colores: azul marino cuando la conducta se haya adquirido, azul claro cuando este en proceso y
white when not acquired.
2. After filling out the registration sheet, the calculation of the percentage achieved in each is performed.
skill group and is noted in the corresponding place.
3. Based on the results, it is considered to have significant limitations in behavior.
adaptive, that student who shows a result of 50% or less of mastered items in
two of the three skill groups to be evaluated, (conceptual, social, and practical).
 ICADIEP
PURPOSE: TO IDENTIFY THE SOCIOADAPTIVE BEHAVIORS OF THE STUDENTS
PRESCHOOL LEVELS MUST BE HANDLED ACCORDING TO AGE AND DEVELOPMENT LEVEL

CLASSIFICATION BY SKILL GROUP

APPRAISAL OBSERVATIONS
SKILLS ACQUIRED EN
PROCESS
NO
ACQUIRED

CONCEPTUAL
LANGUAGE
1. Manifest your A) VERBAL
INTERESTS Y
B) NO VERBAL
NEEDS
2. IS CAPABLE OF A) WITH EQUALS
TO EXPRESS ONESELF FROM

A way
COMPREHENSIBLE AND B) WITH ADULTS
COHERENT
3. UNDERSTANDS A) AN ACTION
ORDERS THAT
IMPLY B) TWO OR MORE
ACTIONS
4. DESCRIBE LA A) VERBAL
SEQUENCE OF
EVENTS OF A
SITUATION B) NO VERBAL
DETERMINED
(PRESENT OR
PAST
5. EXPRESS YOUR A) VERBAL
OPINION ABOUT
WHAT YOU HEAR B) NO VERBAL
YOU OBSERVE.
READING AND WRITING
1. IDENTIFY THE FUNCTIONALITY OF LANGUAGE
Written
2. TRY A) THROUGH A
REPRESENT FROM DRAWING
GRAPHIC WAY B) USING
HIS/HER IDEAS SOME GRAPHICS
Self-control
1. MAINTAINS HIS A) IN PERIODS
ATTENTION AND SHORTS
CONCLUDE A B) LONGS
TASK
2. CONTROL A) AT SCHOOL
IMPULSES AND
REACTIONS IN
THE CONTEXT IN B) AT HOME
WHERE IS
DEVELOP
3. CONTROL YOUR VOICE VOLUME

SOCIAL SKILLS
INTERPERSONAL
1. RECOGNIZE THE MEMBERS WHO MAKE UP YOUR
FAMILY (SENSE OF BELONGING)

2. IDENTIFY INTENTIONS AND MOODS OF

THE OTHERS
 VALUATION OBSERVATIONS
SOCIAL SKILLS ACQUIRED EN NO
ACQUIRED PROCESS
3. PARTICIPATE IN Individuals
Diverse
B) IN A TEAM
ACTIVITIES
C) GROUPS

RESPONSIBILITY
1. KEEPS HIS WORKSPACE CLEAN IN THE
SALON
2. PUT TOYS AND MATERIALS IN THEIR PLACE.
3. ACKNOWLEDGE YOUR RIGHTS AND RESPOND TO YOUR
OBLIGATIONS
SELF-ESTEEM
1. MANIFEST A) WITH EQUALS
AFFECTS
B) WITH ADULTS
2. RECOGNIZE AND A) OWN
VALOR
CHARACTERISTIC B) OF YOUR EQUALS
S AND QUALITIES
3. FEEL THAT YOU ARE ACCEPTED
4. MANIFESTO A) ACTIVITIES
AUTONOMY IN: SCHOOL CHILDREN
B) CLEANING

C) CARE
PERSONAL
Credulity
1. DISTINGUISH FANTASY FROM REALITY
2. KNOW HOW TO ACT IN FRONT OF STRANGERS

FOLLOW THE RULES

1. PERCEIVES THE EXISTENCE OF NORMS TO
GROUP COEXISTENCE
2. Manage rules A) EQUALS
DE
BEHAVIOR
The AL B) ADULTS
INTERACT
CON:
3. UNDERSTAND
RULES OF
SECURITY

PRACTICAL SKILLS
FOOD
1. COME WITHOUT HELP
2. DRINK LIQUIDS WITHOUT SPILLING THEM

3. USE SPOON AND FORK

TRANSFER
1. USE YOUR OWN STRATEGIES TO
SOLVING SCHOOL PROBLEMS (WITH
OBJECTS, DRAWINGS, SYMBOLS AND/OR NUMBERS
2. SOLVES PROBLEMS IN YOUR DAILY LIFE

MOBILITY
1. MOVES HIS BODY SPONTANEOUSLY TO
WALK OR RUN
2. PERFORM SHORT SEQUENCES OF MOVEMENTS
3. IS MOVED A) OF DIRECTIONALITY
FOLLOWING (TOWARDS, FROM)
INSTRUCTIONS UNTIL)
B) OF ORIENTATION
FORWARD, BACKWARD,
UP, DOWN
RIGHT, LEFT
 VALUATION OBSERVATIONS
PRACTICAL SKILLS ACQUIRED EN NO
ACQUIRED PROCESS
C) OF PROXIMITY
NEAR–FAR
D) OF INNERNESS
DENTRO - FUERA
SEO
1. WASH YOUR HANDS A) WITH HELP
B) WITHOUT HELP
2. GO TO THE BATHROOM A) WITH HELP
B) WITHOUT HELP
3. WASH YOURS A) WITH HELP
TEETH
B) WITHOUT HELP

DRESS
1. PUT ON AND A) WITH HELP
Take off clothes
B) WITHOUT HELP
2. TIGHTEN AND A) WITH HELP
UNBUTTON
B) WITHOUT HELP
BUTTONS
3. TIE A) WITH HELP
soreness
B) WITHOUT HELP

HEALTH CARE
1. IDENTIFY HEALTHY FOODS / NO
Healthy
2. IDENTIFY ENVIRONMENTAL PROBLEMS THAT
THEY CAN AFFECT YOUR HEALTH
3. KNOW MEASURES TO PROVIDE A SOLUTION TO
ENVIRONMENTAL PROBLEMS (THROW THE TRASH IN
BOATS FOR EXAMPLE
MONEY MANAGEMENT
1. RECOGNIZE THE USE OF MONEY (COINS AND
TICKETS) AS A MEANS TO ACQUIRE
FOODS AND/OR SERVICES AND USES THEM IN THE
GAME SITUATIONS OR SMALL PURCHASES.
USE OF THE PHONE
1. RECOGNIZE THE A) WITH RELATIVES AND
USE OF FRIENDS
PHONE LIKE B) TO ASK
MEANS OF HELP (POLICE,
COMMUNICATION AMBULANCE
FIREFIGHTERS
MAINTAINS SAFE ENVIRONMENTS
1. FREELY MANIPULATE DIFFERENT OBJECTS AND
KNOW HOW TO USE THEM (ERASER, SCISSORS, NEEDLES)
FORKS, FOR EXAMPLE)
2. AVOID PUTTING YOURSELF IN DANGER IN ACTIVITIES OF
GAME OR DAILY.
3. IDENTIFY THE PEOPLE WHO GIVE
TRUST AND YOU CAN SUPPORT IT IN CASE OF
NEED HELP
4. RECOGNIZE WHAT YOU HAVE TO DO IN FRONT OF THE
RISKS THAT YOU MAY BE EXPOSED TO
IN HIS FAMILY, IN THE HOUSE, IN SCHOOL AND IN
THE STREET)
 ICADIEP
SCHOOL: TEACHER:
NOMBRE DEL ALUMNO: FECHA DE NACIMIENTO:
AGE: YEARS MONTHS GRADE: GROUP:
APPLICATOR: DATE:

RESULTS OBTAINED.

CONCEPTUAL SKILLS __________________________%

SOCIAL SKILLS __________________________%

PRACTICAL SKILLS __________________________%

CONCLUSIONS