Training profoundly retarded children to stop crawling

Many profoundly retarded children continue to crawl even though they can walk. Crawling and walking were viewed as two alternative response modes, both reinforced by movement. Children choose the one mode that is easier and faster for them. A training program was designed to increase the ease and speed of walking relative to that of crawling, and consisted of restraint-for-crawling and priming-of-walking. With the program, four retarded children reduced crawling and began to walk instead. When training was discontinued, two children with moderate walking impairment continued to walk rather than crawl. Two children with severe impairment of walking, however, required the occasional use of the restraint procedure to maintain walking as the dominant mode of locomotion. The program was easily administered, required little time, and was effective for all four children.     

A rapid method of toilet training the institutionalized retarded

Incontinence is a major unsolved problem in the institutional care of the profoundly retarded. A reinforcement and social analysis of incontinence was used to develop a procedure that would rapidly toilet train retardates and motivate them to remain continent during the day in their ward setting. Nine profoundly retarded adults were given intensive training (median of four days per patient), the distinctive features of which were artificially increasing the frequency of urinations, positive reinforcement of correct toileting but a delay for "accidents", use of new automatic apparatus for signalling elimination, shaping of independent toileting, cleanliness training, and staff reinforcement procedures. Incontinence was reduced immediately by about 90% and eventually decreased to near-zero. These results indicate the present procedure is an effective, rapid, enduring, and administratively feasible solution to the problem of incontinence of the institutionalized retarded.     

Motivational aspects of escape from punishment

Punishment and escape were studied simultaneously by allowing a subject to escape from a stimulus situation in which responses were punished, into a stimulus situation in which responses were not punished. The frequency of the punished responses was found to be an inverse function of the intensity of punishment, whereas the frequency of the escape response was a direct function of the intensity of punishment. Both of these functions were obtained under three different schedules of food reinforcement. The strength of the escape behavior was evidenced by (1) the emergence of the escape response even when the frequency of food reinforcement decreased as a consequence of the escape response, (2) the maintenance of the escape response by fixed-interval and fixed-ratio schedules of escape reinforcement, and (3) the occurrence of escape responses at intensities of punishment that otherwise produced only mild suppression of the punished response when no escape was possible. This last finding indicates that a subject may be driven out of a situation involving punishment even though the punishment is relatively ineffective in suppressing the punished responses when no escape is possible.     

Training and maintaining a retarded child's proper eating

The present study was designed to explore whether motivational procedures are needed to maintain a retardate's continued use of previously trained eating skills. A profoundly retarded child who ate food with her hands was trained by a manual guidance procedure to eat properly with a spoon, but the child still did not use the spoon after having learned to do so. When a motivational-maintenance procedure was applied, the child did begin to eat properly. When maintenance was discontinued, the child returned to eating with her hands. Proper eating returned when maintenance was applied again; when discontinued, the child returned to eating with her hands. These results demonstrate that continued motivational procedures are needed after training to maintain the retardate's continued use of proper eating skills.     

Temporal patterns of sexual behavior in rabbits as determined by an automatic recording technique

Sexual behavior between rabbits was automatically recorded by means of electrodes attached externally to the unrestrained animals. Current flowed only when the animals came into physical contact; the duration and amplitude of the current flow provided a means of automatic differentiation between sexual and other types of physical contact. Various temporal aspects of sexual behavior were revealed: (1) copulation was preceded by a series of thrusts that occurred at a constant frequency of 13 to 14 thrusts per sec; (2) the duration of a copulation was about 1.5 sec and could be as brief as 0.3 sec; (3) copulation was much more likely during the hours between dusk and dawn despite constant illumination; (4) copulations occurred in groups or “runs” characterized by many copulations within a few hours; (5) each run began with a high rate of copulation that often decreased over time; (6) between runs, several hours or days passed with little or no sexual activity; and (7) a run of copulations was noted at the end of every 16- to 20-day period (which corresponds to the known period of pseudopregnancy in rabbits) whether or not other runs occurred within this period.     

THEFT REVERSAL: AN OVERCORRECTION PROCEDURE FOR ELIMINATING STEALING BY RETARDED PERSONS1

To deal with the problem of stealing, an overcorrection procedure was designed in which the thief was required to give his victim an item identical to the stolen one in addition to returning the stolen item. This procedure was compared with the more commonly used simple correction procedure (restitution) in which the thief is required to return the stolen item. Under the simple correction procedure, an average of 20 thefts per day had been occurring among 34 retarded residents of an institution. The overcorrection procedure reduced the thefts by 50% on the first day, by 75% on the second day, and eliminated thefts by the fourth day, after which no further stealing occurred. The overcorrection procedure was a rapid and effective method of eliminating stealing, it provided special consideration for the victim, and it should be applicable to the nonretarded.     

Punishment by noise in an alternative response situation

Operant responses of human subjects were conditioned according to a variable-interval schedule of positive reinforcement. A brief noise was delivered as punishment for each of the responses. The noise suppressed the punished responses more when an alternative unpunished response was concurrently available than when only a single punished response was available. This finding extends the generality of a previous study that had used a period of extinction rather than the brief noise as the punishing stimulus.     

Stimulus-response incompatibility eliminates inhibitory cueing effects with saccadic but not manual responses

There are thought to be two forms of inhibition of return (IOR) depending on whether the oculomotor system is activated or suppressed. When saccades are allowed, output-based IOR is generated, whereas input-based IOR arises when saccades are prohibited. In a series of 4 experiments, we mixed or blocked compatible and incompatible trials with saccadic or manual responses to investigate whether cueing effects would follow the same pattern as those observed with more traditional peripheral onsets and central arrows. In all experiments, an uninformative cue was displayed, followed by a cue-back stimulus that was either red or green, indicating whether a compatible or incompatible response was required. The results showed that IOR was indeed observed for compatible responses in all tasks, whereas IOR was eliminated for incompatible trials—but only with saccadic responses. These findings indicate that the dissociation between input- and output-based forms of IOR depends on more than just oculomotor activation, providing further support for the existence of an inhibitory cueing effect that is distinct to the manual response modality.