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Allen-Meares and Lane (1983) authored an article in NASW s Social Work journal rifled "Assessing the Adaptive Behavior of Children and Youths," which appraised the status and use of adaptive behavior as a concept and measurement tool that would work in the school system. Adaptive behavior--or the ability of a person to function in society, in a group, or in a classroom according to specific standards of behavior and ability--is one factor practitioners consider when completing holistic assessments of the level of care and services necessary. At the time of the Allen-Meares and Lane article, adaptive behavior instruments and theories were gaining recognition and use among school social workers as they strove to accurately assess students to determine who among them was eligible for special education programming. The use of formal measurement was not an entirely novel concept within the school setting. School psychologists and special resource personnel frequently presented data from various instruments that measured or quantified performance, IQ, speech, motor skills, and other indicators. Many of these instruments were limited to the in-school behaviors or cognitive abilities of the child. However, at the time, the ability to assess a child's whole experience was trending toward a more comprehensive set of measurements as a complement to those more typically administered. Because school social workers are knowledgeable about the importance of a holistic approach and understand how environment affects behavior, they were ideally suited to assess the adaptive behavior of pupils identified as candidates for special education services.