ISSN: 2222-6990
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Adaptive behavior reflects an individual's ability, especially students with intellectual disabilities, to adjust personal skills to current conditions and modify behaviors to meet specific demands in any given situation. Behavior assessment serves as a benchmark for interventions such as determining the level of disability, family support, treatment, and examining discrepancies in the information provided. Discussions on adaptive behavior assessment using the SCORE model are limited compared to other strategic planning tools. Therefore, this concept paper aims to describe a strategy-based assessment in adaptive behavior evaluation in Malaysia using the SCORE Model. The SCORE Model is measured through five elements: Strengths (S), Challenges (C), Options (O), Responses (R), and Effectiveness (E). The findings show that the SCORE model has great potential in adaptive behavior assessment, not only in education but also for commercialization purposes. Adaptive behavior assessment can be commercialized by integrating all stakeholders in developing guidelines for intervention purposes. The limitations of this paper can be addressed by using other models to obtain multiple perspectives, such as SWOT, TOWS, NOISE, and SOAR. This finding has significant implications for the development of Bandura’s Cognitive Theory, especially in the strength element, which can be used to identify and reinforce positive behavior models that children can imitate. In the context of education or therapy, the desired behaviors modeled by teachers or peers are recorded as strengths and used for teaching through examples. Additionally, the response element can integrate feedback from these positive behavior models into educational and therapy programs, enabling children with intellectual disabilities to learn through observation and imitation. Further studies can conduct long-term research to evaluate the effectiveness of adaptive behavior.
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