A longitudinal study of active treatment of adaptive skills of individuals with profound mental retardation.

A longitudinal study indicated that a single group of adults living in a large state institution (O'Berry Center in Goldsboro, North Carolina) benefited from receiving active treatment, although no control group was permitted. After five years, 59 individuals with profound mental retardation improved their skills in six general areas of dressing, grooming, eating, toileting, communication, and social interaction. After five more years of active treatment, 51 persons who had remained in the program maintained their skills in dressing, grooming, eating, and communication. Significant improvement in the use of toilet and a loss in social interaction were observed. Although the participants were 10 years older at the end of this study, their adaptive behaviors, in comparison to the date of entry, either improved or were maintained. Therefore, aging was not associated with decline in skills.     

Equivalence relations in individuals with language limitations and mental retardation

The study of equivalence relations exhibited by individuals with mental retardation and language limitations holds the promise of providing information of both theoretical and practical significance. We reviewed the equivalence literature with this population, defined in terms of subjects having moderate, severe, or profound mental retardation. The literature includes 55 such individuals, most of whom showed positive outcomes on equivalence tests. The results to date suggest that naming skills are not necessary for positive equivalence test outcomes. Thus far, however, relatively few subjects with minimal language have been studied. Moreover, we suggest that the scientific contributions of studies in this area would be enhanced with better documentation of language skills and other subject characteristics. With recent advances in laboratory procedures for establishing the baseline performances necessary for equivalence tests, this research area is poised for rapid growth.     

Behavioral momentum in computer-presented discriminations in individuals with severe mental retardation

Behavioral momentum was examined in 2 individuals with severe mental retardation via within-subject manipulations of obtained reinforcer rates. Subjects performed self-paced discrimination problems presented on a touch screen computer monitor. Two different problems, Tasks A and B, alternated in blocks of 15 trials on a multiple schedule. Reinforcers were snack foods. The reinforcement schedule for Task A was continuous (fixed-ratio 1) and the schedule for Task B was continuous in some conditions and variable ratio in other conditions. Behavioral momentum was assessed in test sessions by prefeeding, presenting response-independent food, and making available alternatives to the tasks. When the obtained reinforcer rate for Task A was at least twice that for Task B, resistance to change was greater for Task A. When both reinforcer rates and response rates were a pproximately equal for the two tasks, resistance to change was approximately equal. These results are consistent with behavioral momentum effects. They extend previous findings with humans by examining momentum in self-initiated discrete-trial discrimination tasks with ratio schedules, and by isolating relative reinforcer rates as a controlling variable via within-subject manipulations.     

A survey of habit behaviors exhibited by individuals with mental retardation

The purpose of this study was to investigate the prevalence and characteristics of habit behaviors exhibited by individuals with mental retardation living in the community. Two hundred and fifty-nine direct care staff and parents from the upper mid-west and northeast regions of the country completed a survey measuring the prevalence of major habit disorders (bruxism, trichotillomania, motor/vocal tics, and stuttering) and habit behaviors exhibited by individuals with mental retardation being served by community residential agencies. Habit disorders were also subjectively evaluated according to the respondents' perception of the severity and noticeability of the behavior, and naturalness of appearance of the individual. In addition, respondents indicated their usual reaction to the habit disorder. Overall, stuttering was found to be the most prevalent habit disorder (32%), followed by tics (16·6%), bruxism (13·1%), and trichotillomania (5%) for the sample surveyed. Furthermore, differences were found in the prevalence of habit disorders and other habit behaviors by level of mental retardation and age (adults versus children/adolescents). The implications and limitations of the data, as well as suggestions for future investigations of habit disorders and habit behaviors exhibited by individuals with mental retardation, are discussed. © 1998 John Wiley & Sons, Ltd.     

Theoretical influences on research on language development and intervention in individuals with mental retardation

In this article, we consider the theoretical debates and frameworks that have shaped research on language development and intervention in persons with mental retardation over the past four decades. Our starting point is the nativist theory, which has been espoused most forcefully by Chomsky. We also consider more recent alternatives to the nativist approach, including the social-interactionist and emergentist approaches, which have been developed largely within the field of child language research. We also consider the implications for language development and intervention of the genetic syndrome-based approach to behavioral research advocated by Dykens and others. We briefly review the impact and status of the debates spurred by the nativist approach in research on the course of language development in individuals with mental retardation. In addition, we characterize some of the achievements in language intervention that have been made possible by the debates spurred by nativism and the various alternatives to it. The evidence we consider provides support for all three alternatives to the nativist approach. Moreover, successful interventions appear to embody elements of several of these approaches as well as other theoretical approaches (e.g., behaviorism). We conclude that language intervention must be theoretically eclectic in its approach, with different strategies appropriate for teaching different features of language, at different points in development, and for children displaying different characteristics or learning histories.     

Measurement of range of motion in individuals with mental retardation and with or without Down syndrome

The purpose of this study was to assess differences in variability of three joints' range of motion in the lower extremity among individuals with Down syndrome, mentally retarded individuals without Down syndrome, and sedentary subjects without mental retardation (ns = 13, 25, and 30, respectively). Range of motion for hip and knee flexion was obtained using a Myrin goniometer. For hip abduction the range of motion was obtained using a double protractor goniometer (Brodin type). Three test repetitions were carried out, and the greatest value was recorded. As no significant differences were found between left and right sides for each motion, the average was used to represent the range of motion. The Down syndrome group had significantly higher mean range of motion in hip flexion than the mentally retarded group. No significant differences in mean range of motion were found between Down syndrome and sedentary groups, but a significant difference was observed between the control and mentally retarded groups. In hip abduction, the Down syndrome group showed significantly higher mean range of motion than the control and mentally retarded groups. The control group had significantly a higher mean range of motion than the mentally retarded group. No significant differences were found in knee flexion between the two mentally disabled groups, but significant differences in mean range of motion were found between each of the two groups of mentally retarded individuals and the control group. Because differences exist in mean range of motion between the two mentally disabled groups, individualized and differentiated training programs to improve flexibility must be designed based on the type of handicap.     

Written lists as mediating stimuli in the matching-to-sample performances of individuals with mental retardation.

Students with mental retardation learned to write lists in order to perform a matching task that they could not do otherwise. After an initial assessment phase, reinforcement was arranged in the computerized tasks to follow selection of the six pictures that were identical to those in the six-picture samples presented. In Study 1, even though the participants wrote a list of the names of the six sample pictures on each trial, read a list, or did both, they often made errors when a brief delay preceded picture selection. In contrast, performance was nearly perfect when a list was written, read, and remained available at the time of picture selection, suggesting that the list served to mediate the delays. Study 2 examined the stimulus control by two- and six-picture samples over the list writing. Early during testing, 1 participant refrained from writing lists on two-picture trials but wrote lists on six-picture trials, thereby maximizing reinforcement and minimizing its delay; the other participant showed this pattern of list writing after supplemental training. The studies suggest methods for establishing a rudimentary repertoire of mediating behavior that has relevance for teaching instruction-following skills in natural settings.     

Types of social interactions among individuals with mental retardation who present problems of conduct

This study compared the types of social interactions among groups of adults with mental retardation who also were characterized as demonstrating or not demonstrating difficulties of conduct. Using an Interaction Assessment Protocal, participants were observed during their daily activities at randomly selected periods throughout the day. The specific roles of an interaction (initiate or receive), the type of communication (Mand or Non-Mand), relevant affective behaviors, and the outcome of communications (comply, ignore, resist) were noted. No significant differences were obtained between groups of persons with and without conduct disorders on any of the interaction dimensions evaluated. Limitations of these findings and implications for further investigations are offered.     

An evaluation of in situ training to teach sexual abuse prevention skills to women with mental retardation

The current study evaluated a behavioral skills training (BST) program in combination with in situ training to teach sexual abuse prevention skills to five women with mild to moderate mental retardation. In situ assessments were conducted following BST and in situ training sessions were conducted for those who were unable to demonstrate the skills in the natural setting. The results showed that generalization of the safety skills to the natural setting occurred for three of the five participants following one to two in situ training sessions. One participant required 12 in situ training sessions and three booster training sessions to reach criterion level. Three of four participants assessed 1 month following training maintained the skills. Copyright © 2007 John Wiley & Sons, Ltd.     

Simple mental addition in children with and without mild mental retardation.

The speeded performance on simple mental addition problems of 6- and 7-year-old children with and without mild mental retardation is modeled from a person perspective and an item perspective. On the person side, it was found that a single cognitive dimension spanned the performance differences between the two ability groups. However, a discontinuity, or "jump," was observed in the performance of the normal ability group on the easier items. On the item side, the addition problems were almost perfectly ordered in difficulty according to their problem size. Differences in difficulty were explained by factors related to the difficulty of executing nonretrieval strategies. All findings were interpreted within the framework of Siegler's (e.g., R. S. Siegler & C. Shipley, 1995) model of children's strategy choices in arithmetic. Models from item response theory were used to test the hypotheses.     

Ministry and mental retardation

Conclusion This has been an attempt to show how the parents of the mentally retarded inspired me to take a second look at my theological views, to show the method I used, and to give a few instances out of many in which my theological views have been affected. If space had allowed, it would have been good to show how this human predicament can cast new light on our theological thinking about grace, redemption, and many other categories. On the other hand, each of us has a chance to pursue in depth any single doctrine, using the added perspective of this particular crisis situation.Each of us has the original theological perspective which we had before beginning our pastoral involvements with the mentally retarded and their families. Then, as we focus on this human situation we become aware of an added theological perspective that helps us to take a second look from a different viewpoint. We then find our original view has been reinforced, modified, or enlarged. It is my feeling that a pastor who becomes involved with these particular persons-who need his services very much—will find a golden opportunity to grow theologically.If any of us feel we know all we need to know about God and life and man, this would be a good time to become involved in a pastoral way with a mentally retarded person and his family and get to know them well.     

Culture and mental retardation

The Psychological Record -     

Behavioral aspects of epilepsy in children with mental retardation

Epilepsy and mental retardation, two relatively common childhood conditions, are both associated with a wide range of behavioral disorders. This article reviews the behavioral disturbances found in children with epilepsy, mental retardation, and both conditions. The behavioral disturbances found in children with epilepsy are associated with seizure-related, cognitive, developmental, and psychosocial factors. Although children with mental retardation also demonstrate a broad spectrum of behavioral disturbances, children with specific mental retardation syndromes have better-defined patterns of psychopathology. The presence of epilepsy and mental retardation seems to increase the severity of psychopathology. Further studies are needed, however, to define better the interaction of these two conditions and how they impact the behavior of children.     

Health-promoting physical activity of adults with mental retardation

This literature review describes the physical activity behavior of adults with mental retardation consistent with the U.S. Surgeon General's recommendation of 30 minutes of moderate intensity physical activity on 5 or more days per week. The proportion of participants achieving this criterion ranges from 17.5 to 33%. These data are likely to be generous estimates of activity as individuals included in physical activity studies to date have been relatively young and healthy volunteers with mild to moderate limitations. Major sources of physical activity were walking and cycling for transport, chores and work, dancing, and Special Olympics. There is a pressing need to conduct studies using appropriately powered representative samples and to validate measures that assess physical activity less directly; including methodologies in which proxy respondents are used. Accurate information about existing patterns of behavior will enhance the development of effective strategies to promote physical activity among persons with mental retardation.     

Identifying operant functions for tics in children with mental retardation

Functional analyses were used to assess the effects of environmental consequences on occurrences of repetitive vocal behavior that had been diagnosed as chronic vocal tics in two adolescent males with mental retardation. The functional analyses indicated that one participant's tics were sensitive to positive reinforcement in the form of caregiver attention, while the second participant's tics occurred independent of social consequences. The results are discussed in terms of using functional analysis methodology during assessment, diagnosis, and treatment selection for suspected tics. Copyright © 2002 John Wiley & Sons, Ltd.