A comparison of procedures for eliminating self-injurious behavior of retarded adolescents

An attempt was made to eliminate the self-injurious behaviors of four institutionalized, profoundly retarded adolescents. Some of the behaviors studied were: face-slapping, face-banging, hair-pulling, face-scratching, and finger-biting. Three remediative approaches to self-injurious behavior were compared. Elimination of all social consequences of the self-injurious behavior was not effective with the two subjects with whom it was attempted. The same two subjects were exposed to a procedure involving reinforcement of non-self-injurious behavior which was ineffective under no food deprivation and was effective with one of the two subjects under mild food deprivation. Electric-shock punishment eliminated the self-injurious behaviors of all four subjects with whom it was attempted. The results suggested that punishment was more effective than differential reinforcement of non-self-injurious behavior which, in turn, was more effective than extinction through elimination of social consequences. However, the effects of the punishment were usually specific to the setting in which it was administered. In order to eliminate the self-injurious behaviors of severely retarded children, it is apparently necessary to carry out the treatment in many of the settings in which it occurs.     

Instruction-following behavior of a retarded child and its controlling stimuli

A combination of positive reinforcement and fading of physical guidance was used to teach a profoundly retarded boy specific responses to specific verbal instructions. The design consisted of a multiple baseline of probe data across different verbal instructions. The subject started responding correctly to each verbal instruction as that item was trained in a multiple-baseline order. Generalization did not occur to items that had not yet been trained, nor did it occur to items included to assess generalization. Probes of variations in the verbal instructions, conducted after training was completed, revealed that generalization was minimal except in those cases where the variation consisted of the verb only, the noun only, the noun plus preposition, or where the verb of the instruction was presented last. Training a profoundly retarded 11-yr-old subject to respond to specific verbal instructions did not adequately facilitate the development of a generative instruction-following capability, nor did all verbal elements of the instruction control a specific response.     

The elimination of autistic self-stimulatory behavior by overcorrection

No method is in general usage and of demonstrated effectiveness in eliminating the self-stimulatory behaviors of retardates and autistics. An Overcorrection rationale was used to develop such a method. The Overcorrection procedures consisted of a period of practice in the correct mode of the behavior contingent upon self-stimulatory behavior. The procedures were applied in a behavioral day-care program to three retarded children and one autistic child who exhibited object-mouthing, hand-mouthing, head-weaving and hand-clapping. For some behaviors, comparisons were made between the Overcorrection procedure and several alternative procedures, such as physical punishment by a slap, reinforcement for nonself-stimulatory behavior, a distasteful solution painted on the hand of a hand-mouther, and free reinforcement. The Overcorrection procedures eliminated the self-stimulatory behaviors of all four children in tutorial sessions and during the entire school day and were more effective than the alternative procedures in eliminating self-stimulation. The Overcorrection procedures appear to be rapid, enduring, and effective methods of eliminating self-stimulatory behavior.     

The collateral decrease of self-injurious behavior with teaching communicative gestures to individuals who are mentally retarded

The present study assessed the effect of teaching communicative gestures on the occurrence of self-injurious behavior and other behavior disorders with 14 individuals who are severely/ profoundly mentally retarded. Results show a statistically significant decrease of about 40% in self-injurious behavior as a collateral effect of an increased use of communicative gestures. Apart from a decrease in the occurrence of destructive behaviors, no other effects on other behavior disorders were found. Results are discussed in terms of the possible use of communicative gestures as a therapeutic supplement to standard procedures for decreasing self-injurious behavior with individuals who are nonverbal and mentally retarded.     

Ten-year follow-up of a successful treatment of self-injurious behavior

Ten years ago, self-injurious behavior that produced blindness in a man with profound mental retardation was treated through behavioral intervention. This person's behavioral history was reviewed for 12 years prior to the intervention through examination of his clinical record and for 10 years following the intervention through examination of his clinical record, direct observation, and interviews with staff. Physical injury occurred only once in the last 46 months; physical restraint has not been used in 10 years; and for the past 9 years, no more than one medication has been prescribed for the control of behavior or seizures. Suggestions are presented for designing behavioral interventions at the beginning of treatment to maintain reductions in behavior.     

Aversive control of self-injurious behavior in a psychotic boy

Two studies are reported which indicate how quickly and effectively chronic self-injurious behavior was controlled in a 9-yr-old blind psychotic boy. In the first study, the self-injurious responses were punished by contingent withdrawal of human physical contact. In the second study, response-contingent electric shock was employed.     

Establishing use of crutches by a mentally retarded spina bifida child

A 5-yr-old mentally retarded spina bifida child was taught to walk with the aid of crutches. This behavior was developed through fading of physical prompting within a 10-step successive approximation sequence. Preliminary training to establish gait consisted of developing use of parallel bars through fading of physically modelled responses within a six-step successive approximation sequence. Use of parallel bars ceased during an extinction period and completely recovered upon being primed with one "free" reinforcement. Systematic use of natural reinforcers was employed as an aid in maintaining use of crutches.