A global learning disability is partially defined by a significant, life-long impairment in a number of areas of adaptive functioning including:

• Personal care and daily living: opportunities to carry out activities of daily living, level of prompting/support needed, level of motivation to complete tasks.
• Self-care: washing, getting dressed, putting on/taking off clothes or shoes, choosing appropriate clothing, toileting.
• Cooking: preparing complex as well as small/simple meals, using cookers, microwaves, kettles, etc.
• Cleaning: level of support needed to look after their home, can the person use a washing machine, vacuum cleaner, etc.
• Shopping: clothes and food shopping, small amounts or big shops, use a list, support from others.
• Managing money: counting change, understanding coins and notes, paying bills, own bank account, budgeting.
• Travelling, sense of danger: familiar and new places, public transport, getting lost, asking for help, managing risk.

Adaptive functioning is usually assessed through gathering information from the initial screening and ICA. However, if it has not been possible to gather sufficient information at these stages, then a further assessment of a person’s adaptive functioning can be conducted through the completion of standardised checklists, such as the Adaptive Behaviour Assessment System (ABAS), or direct observation using the Assessment of Motor and Process Skills (AMPS).