The differential validity of hyperactivity/attention deficits and conduct problems among mentally retarded children

The independence of hyperactivity, attention deficits, and conduct problems among mentally retarded children was addressed using factors of the Conners' Teacher Rating Scale-39 (CTRS-39) and the more recently developed IOWA Conners' inattention/overactivity (IO) and aggression (A) subscales. CTRS-39 ratings were obtained for children of normal intelligence and for mentally retarded children. Differences between the groups were examined as were intercorrelations of the Conners' factors and IOWA subscales. Conduct problems proved to be less strongly associated with hyperactivity and attention deficits among mentally retarded children compared to children of normal intelligence. However, attention problems and conduct problems may be associated with mental retardation in general. Implications of these data and CTRS scoring system recommendations for mentally retarded children are discussed.     

The rate and amount of food intake as determinants of vomiting

Vomiting of nonmedical origin by retarded persons has been found to be greatly influenced by reinforcement procedures. To explicate the possible influence of the rate and amount of food intake, a satiation procedure and a spaced-eating procedure were provided to three profoundly retarded adults with this problem. Vomiting was found to double or triple after satiation for each subject, and to decrease during spaced eating for each subject; the decrease was especially great for the two subjects who learned to eat most slowly after extended spaced eating training. These results suggest that vomiting is caused in large part by excessive stomach loading and can be effectively treated by reducing the eating rate and/or amount of food intake. This generalization may also apply to infants and to the bulimic binge-purge cycle of nonretarded adults.     

NORMALIZATION OF INSTITUTIONAL MEALTIMES FOR PROFOUNDLY RETARDED PERSONS: EFFECTS AND NONEFFECTS OF TEACHING FAMILY-STYLE DINING

Benefits have been reported for certain institutionalized populations when mealtimes are arranged under normal, family-style conditions. In this study, we evaluated a program for teaching family-style mealtime skills to institutionalized persons with skill deficits greater than those targeted in previous research—the profoundly retarded. Results showed that the program, involving forward chaining with a less-to-more intrusive prompting sequence and contingent reinforcement, successfully taught four profoundly retarded persons several family-style skills. Also, systematic measures supported the durability of the skills, social validity of the behavior changes; Final acceptance of the program by staff trainers, and no detrimental changes in health-related variables associated with food consumption. However, results also indicated that beneficial corollary changes (e.g., increased peer communication) previously reported with higher skilled populations did not occur. These results suggest that with more seriously handicapped populations, multiple changes should not be assumed when normalizing institutional conditions; rather, specific skill training will probably be necessary.     

Behavioral contrast and the automaintained key peck

In two experiments behavioral contrast was demonstrated during discrimination training in a positive automaintenance procedure. During the baseline condition in each experiment, a key was transilluminated for eight seconds by one of two colors (CS) following a variable intertrial interval signaled by a dark key. Keylight transillumination terminated with a response-independent food presentation. In the first experiment, food was eliminated during one CS for up to fifty sessions. After reinstatement of food following each CS, the discrimination was reversed. Six of the eight subjects showed positive behavioral contrast, i.e., response rates increased during the CS associated with food as they decreased during the CS associated with no food. The effect was replicated in Experiment II, but it did not occur when both the food and its associated CS were eliminated. These results were comparable to those obtained with operant discrimination training procedures (behavioral contrast) and with Pavlovian discrimination training. The results suggest that additivity theories of behavioral contrast may be insufficient to account for these data.     

Siblings of children with mental retardation: Family characteristics and adjustment

Siblings of children with mental retardation may be at greater risk for adjustment problems because of family stress related to the needs of the child with mental retardation. Family dimensions were investigated to determine their relationship to sibling adjustment. Adjustment of 12 siblings of children with mental retardation was examined in relationship to family dimensions. These relationships were compared to those for children from families without a disabled child. For both groups, self concept was positively associated with family cohesion, and social competence was positively associated with family promotion of independence. For only the siblings of the mentally retarded children, family conflict was inversely related to social competence, and family organization was positively related to sibling self concept. Our results suggest that family conflict and disorganization appear to have a more negative effect in families with a child with mental retardation.     

A comparison of Nuk presentation and Nuk redistribution to treat packing

Children with feeding disorders may pack food when they lack the oral‐motor skills, the motivation, or both to swallow. Presenting bites on the tongue with a Nuk brush, or redistribution, replacing packed food on the tongue, are two treatments whose relative efficacy is untested. In the current study, we compared the effects of (a) presenting on an upright spoon, (b) presenting on a Nuk, and (c) redistributing with a Nuk on two product measures of swallowing, which we refer to as 15‐s and 30‐s mouth clean, for three children with feeding disorders. Nuk presentation produced the highest levels of 15‐s mouth clean relative to Nuk redistribution and upright‐spoon presentation across participants. Levels of 30‐s mouth clean were higher during Nuk presentation and Nuk redistribution relative to upright‐spoon presentation for two participants. We discuss the oral‐motor skills and motivational deficits that might account for the findings.     

Controlled forgetting in the retarded

Three experiments investigated selective rehearsal by retardates in a serial memory task which was an adaptation of Bjork's (1970) paradigm involving instructions to forget a subset of the material presented. Since previous research indicated that retarded children do not selectively rehearse, and since Bjork's paradigm requires the use of a selective rehearsal strategy, it seemed likely that retardates would fail in this task. Experiment 1 showed that retardates could perform this task, and there was substantial evidence for cumulative rehearsal. The possibility of an averaging artifact in the data of Expt 1 was eliminated in Expt 2 by showing evidence of primacy and facilitation due to the forget instruction for individual Ss. Experiment 3 indicated that the facilitation due to the forget instruction was likely due to the effective use of a selective rehearsal strategy. These results contrast with other findings of no rehearsal in retarded children. It is suggested that response biases may be involved in previous studies of rehearsal.     

Stress and dietary practices in adolescents.

Baseline data from the Health and Behavior in Teenagers Study (HABITS) were used to investigate associations between stress and dietary practices in a socioeconomically and ethnically diverse sample of 4,320 schoolchildren (mean age = 11.83 years). Male (n = 2,578) and female (n = 1,742) pupils completed questionnaire measures of stress and 4 aspects of dietary practice (fatty food intake, fruit and vegetable intake, snacking, and breakfast consumption) and also provided demographic and anthropometric data. Multivariate analyses revealed that greater stress was associated with more fatty food intake, less fruit and vegetable intake, more snacking, and a reduced likelihood of daily breakfast consumption. These effects were independent of individual (gender, weight) and social (socioeconomic status, ethnicity) factors. Stress may contribute to long-term disease risk by steering the diet in a more unhealthy direction.     

Neonatal imitation predicts how infants engage with faces

In human infants, neonatal imitation and preferences for eyes are both associated with later social and communicative skills, yet the relationship between these abilities remains unexplored. Here we investigated whether neonatal imitation predicts facial viewing patterns in infant rhesus macaques. We first assessed infant macaques for lipsmacking (a core affiliative gesture) and tongue protrusion imitation in the first week of life. When infants were 10–28 days old, we presented them with an animated macaque avatar displaying a still face followed by lipsmacking or tongue protrusion movements. Using eye tracking technology, we found that macaque infants generally looked equally at the eyes and mouth during gesture presentation, but only lipsmacking‐imitators showed significantly more looking at the eyes of the neutral still face. These results suggest that neonatal imitation performance may be an early measure of social attention biases and might potentially facilitate the identification of infants at risk for atypical social development.     

Differential effects of token reinforcement on instruction-following behavior in retarded students instructed as a group

This study was addressed to the problem of applying behavior modification techniques on a group basis to a class of retarded students with "attentional deficits". Seven boys, age 8 to 15 yr, characterized as showing severe "attentional" problems or disruptive behavior in their respective classrooms, participated daily for 30-min sessions in a special class over a 1.5-month period. In each session, verbal instructions were given to the class as a whole. In control sessions, each appropriate instruction-following response by a child produced praise for that child. In experimental sessions, appropriate responses also produced tokens exchangeable for tangible reinforcers after the session. Token reinforcement differentially maintained instruction-following behavior in four children while one responded appropriately to most instructions and a second improved continuously during the study. While the data suggest that the present approach can be successfully applied to the alteration of instruction-following behavior in retarded children, its major contribution may be that of providing objective quantitative information about such behavior.     

Is fat perception a thermal effect?

It has been generally assumed that fat is detected by its flavour and by its lubrication of the oral mucosa. A recent study reported a correlation of -.99 between perceived temperature of a product and its fat content. This was significantly higher than correlations of sensory scores for fat flavour, mouthfeel, and afterfeel. This suggested a third detection mechanism; fat may be detected via its effect on the thermal conductivity of the food. In 3 studies, thermal sensitivity in humans was investigated to verify whether oral thermal receptors are sufficiently rapid and accurate to play a role in the perception of fats. The thermal sensitivity of the lips and oral mucosa of the anterior and middle one-third of the tongue were assessed using a Peltier device. Subjects detected 0.5 Hz fluctuations in temperature of 0.08'C on the lower lip, 0.26 degrees C and 1.36 degrees C at the tip and dorsum of the tongue, demonstrating that the lips are sufficiently sensitive to detect small differences in temperature. In two further experiments subjects ingested custards and mayonnaises and then spat out samples after 5, 10, or 20 sec. The temperature of the food and oral mucosa was measured before and after spitting and the rates of heating were calculated. Results suggest assessment of thermal conductivity of food may be used to assess fat content.     

The use of an escape contingency and a token economy to increase food acceptance

Escape (termination of a meal) and token-based differential reinforcement of alternative behavior were used as reinforcement to increase acceptance of food. Using a changing criterion design, the number of bites accepted and consumed was gradually increased to 15 bites per meal. These data suggest that, in some cases, escape may be a potent reinforcer for food acceptance.     

EFFECTS OF AN ORAL HYGIENE PUNISHMENT PROCEDURE ON CHRONIC RUMINATION AND COLLATERAL BEHAVIORS IN MONOZYGOUS TWINS

This study investigated the suppressive effects of an oral hygiene punishment procedure on the ruminative behavior of profoundly retarded monozygous twins. Rumination, fingers in mouth/tongue out, appropriate behavior, and stereotyped behavior were measured before and during treatment with oral hygiene. Treatment was introduced for each meal in succession across the twins in a multiple-baseline design. Results showed that the rate of rumination of both twins was dramatically reduced to very low levels and stereotyped behavior increased spontaneously with the introduction of oral hygiene. Maintenance data showed that response reduction was maintained over a six-month period and, when compared to baseline levels, increased rates of socially appropriate behavior were evident in both children.     

GENERALIZATION AND TRANSFER BETWEEN COMPREHENSION AND PRODUCTION: A COMPARISON OF RETARDED AND NONRETARDED PERSONS

The study compared the acquisition, generalization, transfer, and maintenance of language comprehension and production responses by persons at two IQ levels: mentally retarded (N = 10) and nonretarded (N = 10). The two levels of the IQ Level factor were combined factorially with two levels of a Training Condition factor: Comprehension-Production and Production Only. Participants in the former groups were trained sequentially to (a) comprehend coin labels by pointing, and then (b) produce verbally the correct coin label. Participants in the Production Only groups were trained on the latter response only. A three-factor mixed design with one repeated measure plus a multiple baseline across coin responses was employed. Results indicated that both mentally retarded and nonretarded subjects attained a high level of acquisition and maintained their performance on 1- and 4-week follow-up tests. No difference occurred between mentally retarded and nonretarded participants in magnitude of acquisition, but the mentally retarded groups took approximately three times as many trials to complete training. Data also suggested, contrary to past research, that generalization from comprehension to production was bidirectional, with no difference in magnitude between mentally retarded and nonretarded subjects. Transfer from comprehension to production occurred in both nonretarded and retarded subjects; comprehension training facilitated a savings of trials in production training. These results show that language differences between retarded and nonretarded persons are quantitative rather than qualitative as some past research may have suggested.     

Analysis of the AAMD Adaptive Behavior Scale: public school version

Many state agencies have ruled that assignment of students to special education classes for the mentally retarded must be determined by assessment of verbal, performance, and adaptive behaviors. The AAMD Adaptive Behavior Scale: Public School Version was subjected to a normative and validation study using 291 subjects from the southcentral area of Texas. Data were collected from groups of regular and special education students, both white and nonwhite, at 8, 10, and 12 yr. of age. Results were compared to the original normative data provided in the AAMD manual and indicated that (1) the instrument is effective in discriminating between regular and special education groups; (2) a shortened version may be feasible and more practical; and (3) the derived total score may be useful and effective when used as a cut-off score for placement in special education for the mentally retarded.     

Longitudinal relationships among pain, sleep problems, and depression in rheumatoid arthritis.

This research evaluated the relationship between pain and sleep problems, and the role of pain and sleep problems in depression, in a sample of 242 patients who had been diagnosed with definite or classical rheumatoid arthritis (RA). Patients completed the Pain scale of the Arthritis Impact Measurement Scales, the Center for Epidemiological Studies Depression Scale, and self-reports of sleep disturbance at two data waves over a 2-year interval. Cross-sectional multiple regression analysis revealed that the sleep problems variable was independently associated with depression at Time 1. Longitudinal multiple regression analyses demonstrated that prior pain predicted subsequent adverse changes in sleep problems, whereas sleep problems did not affect pain over time, and prior pain and the interaction of high pain and high sleep problems were independently associated with depression from Time 1 to Time 2. These data suggest that pain may exacerbate sleeping difficulty in RA patients, and that both factors may contribute to depression over time.     

The conditioned reinforcement of repeated acquisition

Three monkeys were trained to emit a chain of three responses on three separate levers in a set of six levers to obtain food. The chain producing food (correct chain) was changed each day. During a trial, a press on any lever produced a feedback stimulus; a press on a correct lever produced an additional distinctive stimulus; the third correct press produced a food pellet. Test sessions in which either the food or the distinctive stimuli were removed were interspersed with baseline sessions. In tests without food presentations, the subjects acquired the correct chain rapidly, with a level of accuracy comparable to baseline. Removing the distintive stimuli for either the first or second member of the correct chain greatly retarded acquisition of that member of the chain. Removing all distinctive stimuli often reduced accuracy throughout the chain to chance level, even though food was presented following each correct chain. These results were interpreted as evidence that the distinctive stimuli presented after correct responses functioned as conditioned reinforcers. Reductions in accuracy following an omitted distinctive stimulus indicated that they were also discriminative stimuli for correct responding in their presence.     

THE RELATION OF FOOD QUANTITY TO RUMINATION BEHAVIOR

Preliminary work suggested that the quantity of food ingested by retarded individuals who usually ruminated following meals was related to the frequency and duration of ruminating responses. This possible relation was experimentally examined by systematically varying food quantity from regular portions to satiation levels for three retarded individuals who exhibited high levels of ruminating. A clear functional relation of food quantity to ruminating emerged, with satiation procedures producing rapid and large decreases in the relatively high frequencies and durations of ruminating characteristic of baseline food quantity conditions.     

Relationship between intelligence and vocabulary

This study explored the correlations of scores on the Wechsler Intelligence Scale for Children-III in screening language problems and scores on the three Comprehensive Receptive and Expressive Vocabulary Test subscales. Participants were 243 students ages 6 to 17 years in Grades K-11 who were identified as learning disabled, learning disabled with speech impairment, mentally retarded, and speech impaired. Analysis indicated strong correlations between the two measures, particularly between the CREVT General Vocabulary and WISC-III Verbal IQ (r = .80), WISC-III Verbal Comprehension Index (r =.83), and the Vocabulary subtest (r =.76). These results held across the grades. Supporting earlier studies of relationships of Verbal IQ and Receptive Vocabulary, correlations were lower between participants in Grades K through 2 than those in higher grades on the WISC-III Verbal IQ and the Receptive Vocabulary subtest. An analysis of the accuracy of the WISC-III for classifying students with language problems indicated improvement in classification over chance. These findings suggest that the WISC-III may be an effective screen for language problems.