The phrase "assessment of adaptive" is not complete and lacks context, making it difficult to determine its correctness in written English.
It could be used in contexts related to evaluating adaptability, such as in psychology, education, or organizational behavior.
Example: "The assessment of adaptive skills is crucial for understanding how individuals cope with change."
Alternatives: "evaluation of adaptability" or "analysis of adaptive behavior".
Five important considerations govern the assessment of adaptive behavior and skills of adults with mental retardation.
Paper deals with the performance assessment of adaptive control design of glycemia in type 1 diabetes mellitus (T1DM) subjects.
Fourth, the assessment of adaptive behavior should reflect performance on a constellation of behaviors, rather than a single behavior.
Assessment of adaptive behavior may facilitate the work of teachers and therapists/interventionists in their efforts to effectively program treatment plans intended to lead to community integration.
This chapter provides an overview of issues related to the assessment of adaptive skills using the ABAS-II with infants, toddlers, and preschoolers.
Finally, the assessment of adaptive behavior provides information about the degree to which an individual independently negotiates and manages his/her environment.
The approaches were mainly synchronic comparisons of phenotypically divergent populations, substituting spatial contrasts in temperature or CO2 environments for temporal changes, or in assessments of adaptive genetic diversity within populations for traits important under global change.
The Adaptive Behavior Assessment System-II (ABAS-II) has made great contributions to the assessment of the adaptive behaviors of elementary and middle school children by providing a pair of rating scales that are well normed and psychometrically sound for this age group.
Anti-pneumococcal capsular polysaccharide (PCP) IgM, IgG and IgA ELISAs have been developed to aid assessment of the adaptive immune system.
It is arguable that adaptational aftereffects, which are an important part of the psychologist's toolbox, do not provide a pure assessment of the adaptive process itself, since it involves two stimuli.
The present work was aimed to study the natural course and the quantitative assessment of such adaptive carpal realignment following distal radial fracture.
