PROBLEMS WITH LEWIS' ARGUMENT FOR THE IDENTITY THEORY

David Lewis presented a celebrated argument for the identity theory of mind. His argument has provided the model for the program of analytic functionalism. He argues from two premises, that mental states are analytically tied to their causal roles and that, contingently, there is never a need to explain any physical change by going outside the realm of the physical, to the conclusion that mental states are physical. I show that his argument is mistaken and that it trades on a crucial ambiguity in the second premise. He argues for a weaker version of that premise and then uses a stronger version in the argument. The weaker version of that premise will not allow the inference and the stronger version is contested in the dialectical context. In general then this strategy for providing analytic reductions will not be guaranteed to succeed.     

RECENT STUDIES ON FEEDING PROBLEMS IN CHILDREN WITH AUTISM

This paper reviews recent studies on behavioral interventions for children with autism and feeding problems. The applicability of interventions that have been tested with other populations of children with feeding problems is discussed, as well as directions for future research.     

SOCIOEMOTIONAL AND BEHAVIORAL PROBLEMS IN TODDLERS WITH LANGUAGE DELAY

Toddlers with language delay are at risk for persistent developmental and behavioral difficulties; however, the association between socioemotional/behavior problems and language in young children is not well understood. This study explored socioemotional/behavior problems in a unique sample of toddlers with language delays using a measure developed explicitly for this age group. Toddlers identified by 18 months with receptive and expressive language delay (LD; n = 30) or typical development (TD; n = 61) were evaluated at 18 and 24 months of age using the Infant‐Toddler Social and Emotional Assessment (ITSEA) and the Mullen Scales of Early Learning. Compared to toddlers who had TD, toddlers with LD had significantly more concerning scores at 18 and 24 months on all ITSEA domains. The rate of “clinical concern” on most domains was not high in either group, except that >60% of LD toddlers were in the clinical concern range on the Competence domain. Socioemotional/behavioral problems were dimensionally related to receptive and expressive language, with greater language delay associated with more concerning ITSEA scores. Socioemotional and behavioral problems are related to receptive and expressive language abilities in 18‐ and 24‐month‐olds, indicating the need for screening of both types of concerns in toddlers identified with potential language delays.     

A BIO-SOCIAL APPROACH TO ENVIRONMENTAL PSYCHOLOGY AND PROBLEMS OF STRESS*

Wohlwill (1970) identified three main interactions between man and environment: (1) behaviour necessarily occurs in some particular environmental context, which imposes major constraints on the range of behaviours permissible in it; (2) certain qualities of the environment, such as under or over stimulation, crowding, severity of climate etc., may exert generalized effects on broader systems of response within the individual; (3) behaviour is in a variety of ways, instigated by and directed at particular attributes and characteristics of the physical environment. “Environmental Psychology”, being concerned with environment-behaviour relationships neglects to study the adaptive relationships which exist between the environment, the social system and behaviour. The Bio-social approach by Dawson (1969, 1977a) better clarifies these issues, studying man as a bio-social organism within a bio-social eco-system. “Bio-social Psychology” is defined as the way in which adaptation to different biological environments results in the development of adaptive socialization processes, which influence particular habits of perceptual inference, personality traits, cognitive processes and psychological skills. The present paper describes the basic bio-social concepts of this approach. An analysis is also made of applications of the Bio-social approach to Environmental psychology. A review is also made of environmental stresses in modern life.     

TEACHING SUPPORTED EMPLOYEES WITH SEVERE MENTAL RETARDATION TO SOLVE PROBLEMS

Two individuals with severe mental retardation, employed by a janitorial supply company, were taught to use self-instruction in combination with multiple exemplar training to solve work-related problems. Use of the combined strategy resulted in generalization of the effects of independent variables, as well as generalization to nontrained problems. Use of the strategy is discussed in terms of promoting independent performance among supported employees.     

BEHAVIORAL ASSESSMENT OF FEEDING PROBLEMS OF INDIVIDUALS WITH SEVERE DISABILITIES

As many as 80% of the individuals with severe or profound mental retardation exhibit feeding problems. Although behavioral interventions have been used to treat these problems, no assessment procedure for determining a functional relationship between a person's acceptance of food and the type and texture of that food has been reported. The purpose of this study was to test a behavioral assessment procedure for a feeding problem of limited intake. Five individuals with severe or profound mental retardation were fed 10 to 12 types of foods with one or more textures. Behavioral categories of acceptance, rejection, expulsion, and other negative behavior were recorded. Results indicated that each subject fit into one of four categories of feeding problems: (a) total refusal, (b) type selectivity, (c) texture selectivity, or (d) type and texture selectivity. Thus, although all 5 subjects exhibited limited intake, the food characteristics correlated with the problem were different for each individual. Results suggest that treatments for limited intake may be based on assessments that show the association of food type or texture to a person's rejection or expulsion of food.     

IN-HOME GENERALIZATION OF SOCIAL INTERACTIONS IN FAMILIES OF ADOLESCENTS WITH BEHAVIOR PROBLEMS

The effects of a three-phase family communication program were evaluated. In the skill-teaching phase, family members were taught reciprocal social communication skills in a clinic setting. During the skill-review phase, each family member practiced the skills in their homes with the teacher. During the home-based family conference phase, each family was taught to use a structured format to resolve current family issues using their newly acquired skills. In-home parent-youth interactions were observed during a series of 1-hr sessions that involved directed and nondirected situations. Evaluation included a multiple baseline design across skills during the skill-teaching phase and a multiple baseline design across families for the family conference phase. Although the procedures of the skill-teaching phase resulted in parent-adolescent dyads learning to use the skills in the teaching setting, competent use of the skills in the home was not observed until the family conference phase was implemented. These results suggest the importance of home-based intervention if changes are to be obtained at home.     

USING A FADING PROCEDURE TO INCREASE FLUID CONSUMPTION IN A CHILD WITH FEEDING PROBLEMS

Stimulus fading was combined with differential reinforcement and extinction to increase intake of a calorie‐dense fluid by a 6‐year‐old child with feeding problems. The fading procedure consisted of adding Carnation Instant Breakfast? Final acceptance and then milk to water (a fluid the child would drink).     

ART AS A THERAPEUTIC MODALITY FOR INDIVIDUALS WITH ALCOHOL-RELATED PROBLEMS IN A MILIEU SETTING

Alcoholism is a biopsychosocial illness that requires treatment on nearly every level of life. Disordained brain functioning, reflected in maladaptations in thinking, feeling, relating and producing, diminish spontaneity and creativity. The authors have utilized a series of art and awareness experiential exercises that challenge the person's creative, analytic and integrative abilities. These exercises were modified from other sources or created by the authors with emphasis placed on reducing anxiety and resistances so frequently encountered in alcoholism treatment. A typical art experience session, along with theoretical assumptions, client characteristics, and specific exercises are described.     

GESTURE IDENTIFICATION: SOUTHERN AFRICAN RATINGS COMPARED WITH EUROPEAN RESPONSES*

A cross-cultural comparison of responses by European and Southern African decoders to the pictorial gestures encoded in the 20-item test battery of Morris et al. (1979) was conducted. Results confirm the universality of gesture recognition, while demonstrating the direction and extent of significant differences in the meanings attributed to specific gestural cues. Implications for further study in the cross-cultural mosaic of Southern Africa are advanced.