TEACHING PERSONS WITH PROFOUND MULTIPLE HANDICAPS: A REVIEW OF THE EFFECTS OF BEHAVIORAL RESEARCH

The behavioral research on teaching individuals who have profound multiple handicaps is reviewed. The primary focus is on determining the degree to which behavioral research has demonstrated the teaching of meaningful skills to this population. Results of the review indicate that investigations have demonstrated, albeit inconsistently, that behavior change has resulted from contingency management interventions with persons who have profound multiple handicaps. However, there is little evidence that such interventions have resulted in meaningful behavior change according to currently accepted criteria for beneficially affecting the quality of life of persons with serious handicaps. Potential explanations for the lack of such evidence are offered, including the relative lack of research attention given to this issue, the possible ineffectiveness of the components of the technology applied, and possible ineffective application of the potentially effective technology. Suggestions for future research are discussed in terms of developing more effective educational and habilitative services for persons with profound multiple handicaps. In particular, we suggest research on a wider variety of behavioral teaching procedures, providing more comprehensive evaluations of the applications of procedures and developing treatment programs that do not focus solely on traditional skill acquisition.     

Mental planning and the Tower of London task

The Tower of London (TOL) task has been used extensively as a test of planning ability in neuropsychological patients and normal populations. Participants are asked to preplan mentally a sequence of moves to match a start set of discs to a goal, and then to execute the moves one by one. The mental preplanning stage has been identified as critical to efficient performance. The current experiments examined whether manipulations of mental preplanning influence performance on the TOL. In Experiment 1, the effect of different planning instructions was examined. Those told to make full mental plans spent considerably longer in planning than participants given no specific planning instructions, yet there was no effect of instruction condition on the efficiency of executing plans. Experiment 2 investigated whether people were able to plan mentally, by looking at their ability to identify intermediate states of an optimum mental plan. Results indicated that most individuals could make accurate preplans up to two subgoals ahead, but not three. However, making an efficient preplan did not result in better subsequent execution of moves to solve the TOL trial. It is concluded that people can make effective mental plans for a limited number of moves. However, on the TOL task, mental preplanning does not offer benefits in terms of quicker performance, or more accurate solution. The nature of planning in the TOL task is therefore questioned.     

Task-switching costs, Stroop-costs, and executive control: a correlational study.

Three correlational studies investigated the relationship between the time costs associated with Stroop stimuli (Stroop-costs) with the time costs associated with task-switching (switch-costs) obtained from colour-word stimuli and digit stimuli. In all studies, large and significant positive correlations were found between different measures of switch-costs. However, only small (and sometimes non-significant) correlations were obtained between the different measures of Stroop-costs and between measures of Stroop-costs and measures of switch-costs. The results are taken as evidence for the existence of some common or shared specialized mechanisms involved in task-switching, which are different from those used to overcome Stroop interference.     

George Steiner's Wager On Transcendence

The paper seeks to explore the roots of Steiner's thought and particularly the theme of transcendence understood in terms of the mystery of immanence he expresses in terms of real presence. Steiner sees a significant breaking of the classic covenant between word and world occurring in the later nineteenth century. This insight, I suggest, is reinforced by a consideration of the distinction between such thinkers as Ruskin and Nietzsche and a way out of the dilemma is plotted by the linguistic philosophy which takes its cue from the work of Frege. One of the significant influences on the work of Steiner seems to be Heidegger. His study of Heidegger leads him to a consideration of language and an attempt to offer an argument for transcendence from a linguistic context. This paper suggests that Steiner offers a late twentieth-century, linguistic version of Aquinas's Five Ways, a movement from the agnosticism of 'I do not know' to the affirmation 'there is an Unknown'. Steiner argues that we come to a sense of this transcendence in the mystery of human creativity. This is a discovery made in the midst of the ordinary business of human living. It is significant, however, that the sense of Being that we encounter as we mediate on the act of artistic creation seems not to be an attempt to argue for a restatement of the ontological argument. Nietzsche's lesson has to be learnt: God cannot be talked of as an object, his presence cannot be indicated by way of ostensive definition. Steiner offers a context which allows for an encounter with the mystery of God but this encounter remains purely gratuitous.