MOTHERS AS EFFECTIVE THERAPISTS FOR AUTISTIC CHILDREN'S PHOBIAS

Two autistic children were treated for specific fears. A three-component participant modeling procedure was implemented within a multiple baseline design across subjects. Children were exposed gradually to fearful situations, with mothers serving as therapists and reinforcers. Dependent measures were (a) number of approach steps completed, (b) frequency of verbalizations and vocalizations of fear, and (c) overall appearance of fear. Following treatment, the children functioned effectively in previously fearful situations without verbalizations or appearance of fear. Five-month and 1-year follow-up assessments with 1 child showed maintenance of treatment effects.     

The Hong Kong version of the Oxford Cognitive Screen (HK-OCS): validation study for Cantonese-speaking chronic stroke survivors

This study reports the validation of the Hong Kong version of Oxford Cognitive Screen (HK-OCS). Seventy Cantonese-speaking healthy individuals participated to establish normative data and 46 chronic stroke survivors were assessed using the HK-OCS, Albert’s Test of Visual Neglect, short test of gestural production, and Hong Kong version of the following assessments: Western Aphasia Battery, MMSE, MoCA, Modified Barthel Index, and Lawton Instrumental Activities of Daily Living scale. The validity of the HK-OCS was appraised by the difference between the two participant groups. Neurologically unimpaired individuals performed significantly better than stroke survivors on the HK-OCS. Positive and significant correlations found between cognitive subtests in the HK-OCS and related assessments indicated good concurrent validity. Excellent intra-rater and inter-rater reliabilities, fair test–retest reliability, and acceptable internal consistency suggested that the HK-OCS had good reliability. Specific HK-OCS subtests including semantics, episodic memory, number writing, and orientation were the best predictors of functional outcomes.     

Training visual efficiency in myopic persons

Twenty-four myopic college students were paired into groups based on degree of visual impairment using the Snellen Illiterate E. One member of each pair was then assigned to a no-treatment control group or a training program composed of fading, social reinforcement and performance feedback. Results on trained stimuli (Snellen Illiterate E) were significantly different across experimental conditions at posttest while differences across experimental conditions at posttest on untrained stimuli (Snellen Letters) were not significant. The implications of these data are discussed with reference to areas for additional research.     

Independence training vs modeling procedures for teaching phone conversation skills to the mentally retarded

Forty-five mildly mentally retarded adults were assessed for deficits in telephone conversational skills. They were ranked on the basis of their pretest scores and matched into triplets on skill level. One member from each of these groups was then randomly assigned to either a no-treatment control group, a modeling condition or independence training—a treatment that incorporated social reinforcement, instructions, performance feedback, modeling, shaping by successive approximations and self-monitoring and evaluation. For the two latter conditions, treatment was provided three times weekly for 2 months in group sessions (N = 5) of 1 hr duration. The dependent variable, conversational skills of subjects was assessed at pretest, posttest and at a 3-month follow-up based on verbal responses that subjects made to nine questions asked by an experimenter and related social responses during a phone call. Independence training proved to be significantly more effective than the other two experimental conditions at posttest and follow-up. In addition, modeling proved to be significantly more effective than the no-treatment controls at both of these assessment points.     

Independence training as a method of enhancing self-help skills acquisition of the mentally retarded

This study examined the effectiveness of independence training which involved using social reinforcement, information feedback, modeling and evaluation of self and others in teaching showering behavior to institutionalized mentally retarded adults. A treatment and a non-treatment group of 36 subjects each were used to assess training and maintenance of the target behavior. Analysis of results showed that treatment and no-treatment groups did not differ on baseline scores. However, residents in the treatment group performed significantly better than no-treatment subjects on post-test and three-month follow-up. Staff were of the opinion at post-test that treatment was perceived to be acceptable and nonpunitive.     

A controlled outcome study of phobias in mentally retarded adults

Twenty-four mentally retarded adults in the mild and moderate range based on American Association on Mental Deficiency criterion were assessed for excessive fear of participating in community based activities. Persons were matched into pairs on degree of fear and sex and then one member of each pair was randomly placed into one of two experimental conditions: no-treatment controls or those who received participant modeling for their fear. The latter condition consisted of having a trainer rehearse going into stores and related activities with the mentally retarded person at a sheltered workshop. In the next step of training, the therapist accompanied the subjects to a community grocery store where they performed the tasks of shopping through successive approximations. Treatment was conducted for a period of three months. Fear level of the mentally retarded persons was assessed on target behaviors prior to and at the conclusion of training. Follow-up assessment of treatment effects and the continued status of the control subjects was assessed four months after the conclusion of treatment. Participant modeling proved to be significantly more effective than no treatment.     

Psychological evaluation by means of an on-line computer

The use of an on-line microcomputer-based testing system in a private clinical psychology practice is described. Advantages and disadvantages are discussed. Information about procedures and fees are presented.