The phrase "adaptive competence" is correct and usable in written English.
It can be used in contexts discussing skills or abilities that allow individuals or systems to adjust effectively to changing environments or situations.
Example: "In today's fast-paced world, developing adaptive competence is essential for success in any field."
Alternatives: "flexible skills" or "adaptive skills".
This article focuses on three components: adaptive competence as end state, constructive learning as lever for the transition to desired end states, and learning environments to promote transition.
Instructional psychology is the study of learning processes in educational settings, and of the design of environments for eliciting those processes in view of attaining adaptive competence in subject-matter domains.
Traditionally these domains include (a) motor (fine and gross motor skills), (b) communication (receptive and expressive language), (c) cognition (problem solving skills), (d) adaptive competence (dressing, eating, toileting), and (e) personal-social competence [ 56, 57].
A total of 130 community-dwelling individuals with bipolar disorder were assessed with neuropsychological tests, symptom measures, and performance-based social and adaptive functional competence measures in three domains of real world functioning (community and household activities, work skills, and interpersonal relationships).
In contrast, work skills were entirely mediated by adaptive and social competence.
– Instead of decreasing supervision during the integrated consultation course, it is important to explore how supervisors' feedback can remain present and adaptive to the competence of the students during their learning trajectory.
The Social Skills Rating System (SSRS; Gresham and Elliott [1990]) is a multirater norm-referenced instrument designed to identify social competence and adaptive behaviour in children across three domains - social skills, problem behaviours and academic competence.
These perturbations culminate in clinically significant consequences, including reduced competence of adaptive immunity (Linton & Dorshkind, 2004) and increased incidence of myeloid diseases (Lichtman & Rowe, 2004).
Functional decline of the hematopoietic system occurs during aging and contributes to clinical consequences, including reduced competence of adaptive immunity and increased incidence of myeloid diseases.
In the TDF, "environmental context and resources" refer to "circumstances of a person's situation or environment that discourages or encourages the development of skills and abilities, independence, social competence, and adaptive behaviour".
The present findings highlight the importance of adequate maternal macronutrient ratios during foetal life to promote the immune competence and adaptive stability of progeny and to improve animal health and welfare.
