Reducing workplace bias toward people with disabilities with the use of imagined contact

In this research we test the effectiveness of imagined intergroup contact as an intervention that improves attitudes toward people with disabilities in organizational settings. We conducted two experimental studies with the aim of examining the bias‐reduction effects of imagined contact on attitudes toward people with disabilities. Furthermore, we examined how imagined contact can be most effective in improving attitudes in work situations. Both studies yielded evidence that the imagined contact intervention significantly impacted on two dependent variables: expected work‐related outcomes and support for the rights of people with disabilities, via enhancing the belief in performance level. We discuss the results in the context of developing effective and accessible intervention tools, which can be used in workplace trainings, and can promote anti‐discriminatory policies in organizations.     

Training play behavior in a 5-year-old boy with developmental disabilities

The purpose of the current study was twofold: (a) to investigate if it was possible to train three different games (both as a leader and as a participant) to a child with developmental disabilities through interaction with 4 typically developing peers, and (b) to examine if correct responding would be maintained after the training was faded. A multiple probe design across three games was used. The results showed that the child learned both skills as a leader and as a participant in all three games, and that skills were maintained for a period of 3 weeks after the training had stopped.     

A multimodal behavior analytic model for evaluating the effects of medical problems on nonspecific behavioral symptoms in persons with developmental disabilities

A relationship between various medical illnesses and the frequency and severity of nonspecific behavioral symptoms such as aggression and self-injury has been described by a number of writers. None, however, provides a clinical case formulation model that articulates the specific nature of this relationship or the manner in which potential biomedical influences interact with psychological and socioenvironmental ones to determine the occurrence and strength of behavioral symptoms. A model is described in this paper that suggests possible contributions of medical illnesses or conditions to occurrence of nonspecific behavioral symptoms and provides a diagnostic basis for selecting and evaluation related interventions. © 1997 John Wiley & Sons, Ltd.     

Stigmatizing attitudes of the community towards people living with HIV/AIDS

This research involved an exploratory study in which a questionnaire was used to investigate the personal stigma and perceived community stigma regarding HIV/AIDS in a South African community. Student fieldworkers interviewed a convenient sample of 901 respondents from different races, gender and age groups, and found that respondents tended towards stigmatizing persons with HIV/AIDS. Yet, this degree of stigmatization was significantly less severe than the degree of stigmatization that respondents attributed to the community at large. Altogether 17% of the respondents had high stigmatizing attitudes, while 42% perceived the stigmatization by others in the community to be high. Race group, personal knowledge of someone with HIV, area of residence, gender and age group impacted on the respondents' personal tendency to stigmatize those with HIV/AIDS. The article discusses the difference between the level of personal stigma attached by the respondents and that perceived by them to be attached by the community. Attention is also paid to the possible implications of stigmatizing behaviour patterns and interventions on a community level. Copyright © 2006 John Wiley & Sons, Ltd.     

Assessment of the functions of vocal behavior in children with developmental disabilities: a replication

Although experimental analysis methodologies have been useful for identifying the function of a wide variety of target behaviors (e.g., Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994), only recently have such procedures been applied to verbal operants (Lerman et al., 2005). In the current study, we conducted a systematic replication of the methodology developed by Lerman et al. Participants were 4 children who had been diagnosed with developmental disabilities and who engaged in limited vocal behavior. The function of vocal behavior was assessed by exposing target vocal responses to experimental analyses. Results showed that experimental analyses were generally useful for identifying the functions of vocal behavior across all participants.     

A survey of the use of facilitated communication in community agencies serving persons with developmental disabilities

Service providers to individuals with developmental disabilities at seven North Dakota agencies were surveyed on their current and past use of facilitated communication (FC). Perceived validity and effectiveness of FC were also assessed. Seventeen percent of the 177 direct care and supervisory staff surveyed reported that they had never heard of FC, 36% were aware of but had never used FC, 28% had previously used FC, and 18% currently used the technique despite overwhelming experimental evidence that FC is not a valid means of communication for people with disabilities. The results indicated that respondents who had previously used FC, but did not do so currently, gave it the lowest ratings of validity, usefulness, and likability, while current users gave FC the highest ratings. Current users had the fewest years of experience in the field of developmental disabilities. The majority of current users said guardian approval should not be required prior to the use of FC, whereas the majority of past users and non-users said that guardian approval should be required. © 1998 John Wiley & Sons, Ltd.     

Understanding successful community living by individuals with serious and persistent mental illness.

34 volunteers diagnosed as chronically mentally ill were administered a questionnaire to evaluate what factors were important in preventing rehospitalization. The volunteers were divided into two groups based on their relapse history. Analysis showed the nonrelapse group were more likely to attribute factors such as in-home therapy, taking medication, and having fun with friends than did the group who had experienced at least one relapse in the past 24 months.     

Further evaluation of emerging speech in children with developmental disabilities: training verbal behavior

The conceptual basis for many effective language-training programs are based on Skinner's (1957) analysis of verbal behavior. Skinner described several elementary verbal operants including mands, tacts, intraverbals, and echoics. According to Skinner, responses that are the same topography may actually be functionally independent. Previous research has supported Skinner's assertion of functional independence (e.g., Hall & Sundberg, 1987; Lamarre & Holland, 1985), and some research has suggested that specific programming must be incorporated to achieve generalization across verbal operants (e.g., Sigafoos, Reichle, & Doss, 1990). The present study provides further analysis of the independence of verbal operants when teaching language to children with autism and other developmental disabilities. In the current study, 3 participants' vocal responses were first assessed as mands or tacts. Generalization for each verbal operant across alternate conditions was then assessed and subsequent training provided as needed. Results indicated that generalization across verbal operants occurred across some, but not all, vocal responses. These results are discussed relative to the functional independence of verbal operants as described by Skinner.     

Functional analysis and treatment of social-communicative behavior of adolescents with developmental disabilities.

This investigation used functional analyses to identify the social variables that maintained the inappropriate social-communicative behaviors of 2 adolescent students with mental retardation. Analyses were performed in the students' classrooms with the assistance of peers and teachers. The results of these assessments were used to identify appropriate, functionally equivalent behaviors that the students were taught to self-monitor. Findings showed substantial decreases in inappropriate social responding and increases in the use of appropriate social skills.     

Functional analysis and treatment of low rate problem behavior in individuals with developmental disabilities

Extensive research has validated the standard functional analysis as a useful technology for identifying the function of problem behavior in individuals with developmental disabilities. The assessment of low rate problem behavior is one area that has yet to receive a significant amount of research. Some problem behaviors may occur at rates too low to be observed during a standard functional analysis, despite the fact that they may be highly destructive behaviors. The current study evaluated the effectiveness of initiating functional analysis sessions contingent on the occurrence of bursts of problem behavior for producing interpretable functional analysis results. While a standard functional analysis did not produce definitive results with respect to behavioral function, the ‘low rate’ functional analysis produced interpretable results for all three participants. Two of the three participants were available for the evaluation of treatments based on their functional analysis results. Function‐based treatments suppressed rates of problem behavior for both participants. Copyright © 2004 John Wiley & Sons, Ltd.     

Self‐esteem,stigma and community participation amongst people with learning difficulties living in the community

A cross‐sectional study examined the relationship between self‐esteem, community participation, age, perceived stigma and social support amongst a sample of 50 people with mild to moderate learning difficulties attending two day centres. Respondent‐paced, structured interviews following ethical and assessment guidelines were used to gather data. Retest interviews were conducted with 20% of the sample 3 months subsequently and only those measures with good test–retest reliability were used to test hypotheses. The results showed fairly high levels of community participation and self‐esteem. Self‐esteem was negatively correlated with stigma and a sub‐group with high concerns regarding meeting strangers was identified. In accordance with studies of non‐disabled samples, self‐esteem was positively associated with age. Social support was comparable to, or higher than, that observed in non‐disabled samples. High social support was observed for staff going out with respondents and for practical help from liked persons and friends. Community participation appeared to be related to higher self‐esteem in older participants but lower self‐esteem in younger participants. Implications for future research and practice are discussed. Copyright © 2002 John Wiley & Sons, Ltd.     

Compliance training decreases maladaptive behaviors in two people with developmental disabilities: report of five years' treatment

Compliance training was implemented to decrease non-compliance and avoidance behaviors in two women with severe mental retardation and psychiatric disorders over a five year period. In addition to compliance training, reinforcement schedules and behavioral momentum procedures were also included at various times. The program included training staff at home and at work to ensure generalization across settings and times, direct contact staff were used to assist in implementing compliance procedures at home and vocational trainers were used in the work setting. During baseline, Vanessa had pervasive non-compliant behaviors. Five years later, her non-compliance episodes had decreased by 89%. There were also significant decreases in aggression, self-abusive behaviors, and duration of non-compliance episodes. There were increases in interaction, productivity work, and reduced use of restraint. Annette was a woman with Generalized Anxiety Disorder with panic attacks. She had not left the home for several years. Once anxiety and panic attacks were under control maladaptive behaviors, which formerly functioned to avoid anxiety provoking situations, took on a different function, namely avoidance of work demands. Compliance training resulted in a reduction in non-compliance of 40–80% over a five year period. As a result psychoactive medication and restraint have been reduced and staff interaction and participation in campus and community activities have increased. © 1997 John Wiley & Sons, Ltd.     

Co-occurrence of developmental disabilities with birth defects

This article begins with a discussion of the concepts of comorbidity and co-occurrence of diseases and health conditions. These concepts are then applied to the literature on the population-based prevalence of developmental disabilities and birth defects. Most of the existing literature focuses on co-occurrence and obtains data from both clinical and administrative sources. Developmental disabilities occur more frequently in children with multiple, rather than with isolated, birth defects. More research, with more sophisticated study designs, will be necessary to further elucidate the contributions of birth defects to the etiology of developmental disabilities, control for other risk factors, and to identify strategies for prevention and intervention services.     

Functional analysis and treatment of low‐rate problem behavior in individuals with developmental disabilities

Extensive research has validated the standard functional analysis as a useful technology for identifying the function of problem behavior in individuals with developmental disabilities. The assessment of low‐rate problem behavior is one area that has yet to receive a significant amount of research. Some problem behaviors may occur at rates too low to be observed during a standard functional analysis, despite the fact that they may be highly destructive behaviors. The current study evaluated the effectiveness of initiating functional analysis sessions contingent on the occurrence of bursts of problem behavior for producing interpretable functional analysis results. While a standard functional analysis did not produce definitive results with respect to behavioral function, the ‘low‐rate’ functional analysis produced interpretable results for all three participants. Two of the three participants were available for the evaluation of treatments based on their functional analysis results. Function‐based treatments suppressed rates of problem behavior for both participants. Copyright © 2004 John Wiley & Sons, Ltd.     

The role of overt and covert self-rules in establishing a daily living skill in adults with mild developmental disabilities

The purpose of the current study was to explore the use of overt and covert self-rules in the acquisition, maintenance, and generalization of a chained task by adults with mild developmental disabilities. This research differed from previous research in that the experimenter did not deliver reinforcement for correct responses during training, and we examined the correspondence between each self-rule statement and each subsequent response on each trial. Results showed that the self-rules participated in control over participants' responding, in that the skill was acquired and shown to generalize in the absence of experimenter-delivered reinforcement. Moreover, performance was shown to deteriorate when the emission of overt, but not covert, self-rules was blocked.     

Correlates of spirituality and well-being in a community sample of people living with HIV disease

While the past several years have witnessed an increase in the amount of research examining the spiritual perspectives of people living with HIV/AIDS, this literature is still insufficient to guide the conceptualization and development of spiritually based interventions to improve the life quality of people living with HIV illness. The present study assessed a community sample of 275 persons living with HIV disease to examine relationships among their spirituality, quality of life, perceptions of social support, and coping and adjustment efforts. This study found relationships between social support, active problem solving, life satisfaction, and gender and race with higher levels of spirituality among people living with HIV/AIDS. Mental health providers may need to routinely include assessments of spirituality and religious practices. Caregivers, faith communities, and mental health providers will need to assist in developing supportive environments that enhance the spiritual life and social well-being of people living with HIV infection. Additionally, caregiver training programs will need to focus on spiritual practices as a means of establishing a support system that increases the psychosocial well-being of people living with HIV/AIDS.     

Supporting communication in young children with developmental disabilities

The behavior of parents, adult caregivers, and peers comprises the critical features of community support for the development of communication in young children with developmental disabilities. In a bio-ecological model of development, communication development is the result of the interactions of individuals with specific characteristics, in particular contexts over time. From the perspective of this model, foundational findings of intervention research to current views of communication development in children with developmental disabilities are summarized. The contributions of individual child characteristics to child-caregiver interactions that support language development are illustrated based on research with children who have autism, Williams syndrome, Down syndrome, and children who use augmentative communication systems. Parent-child interaction and the quality and quantity of parent talk are discussed as factors in children's language development. The effects of young children's delayed language on their interactions with peers, the contributions of peers to children's language learning and use, and the critical features of classroom settings that support child language development are reviewed. MRDD Research Reviews 7:143-150, 2001.