ASSESSING FOOD PREFERENCES AMONG PERSONS WITH PROFOUND MENTAL RETARDATION: PROVIDING OPPORTUNITIES TO MAKE CHOICES

Increased attention has been directed recently to assisting persons with severe handicaps to express preferences concerning events in their lives. We evaluated a program for assessing choice-making skills to provide opportunities for persons with profound mental retardation to express food and drink preferences. In Experiment 1, the assessment procedure involving repeated, paired-item presentations resulted in active choice making and the identification of preferences for all 5 participants. Results also indicated that caregiver opinion was not predictive of participant food and drink preferences. A survey of service providers supported the importance of meal-related choices in this population. In Experiment 2, the practicality of the assessment procedure was supported by demonstrating that (a) routine caregivers could apply the procedure with appropriate supervision to provide choice opportunities, and (b) results of the procedure were predictive of participant choices when a less structured and more normal opportunity to express a preference was provided during regular mealtimes. Results are discussed in terms of extending the developing technology of preference and reinforcer identification to other important areas for persons with severe disabilities.     

Mentally retarded persons as parents: Prevalence and the situation of their children

This paper describes a research program on mentally retarded parents and their children. For this nation-wide study, two structured questionnaires were sent to all municipalities in Norway. Both questionnaires were sent to public health nurses and were followed-up by a structured telephone interview based on the questionnaires. The primary aim of the study was to survey the number of children born to mentally retarded parents. In addition, the children's needs and functional abilities were to be assessed. Twenty-three mentally retarded persons had given birth in the course of the past twelve months. A total of 126 children with mentally retarded parents were identified, with an incidence of 27 children per year, and a prevalence of approximately 430 children under 16 years of age in a population of 4 mill. People with a mean of 1.05 child per family. About 43% of the children of mentally retarded parents appeared to have learning difficulties. Forty percent of the children suffered from failures of care. Between 25% and 68% of the children with learning problems had poorly developed motor or language abilities, sense modalities or psycho-social status.     

Child abuse and neglect by parents with disabilities: A tale of two families

Two families, in which the children had been placed in foster care due to abuse and neglect by parents who had disabilities, were studied. In the first case, the mother was instructed in skills that our assessment suggested were important for her child's survival. The mother readily acquired and applied these skills, a fact reflected both in changes in her behavior and in changes in the child's well-being. In the second case, the parent's incremental resumption of child custody was made contingent upon completion of relevant parenting tasks. Initially, improvements in the completion of such tasks were evident, but over time and with the onset of militating factors, no further progress was made and all parental rights were terminated. The implications of these cases for behavior analysis and the effort to reunite and preserve families are discussed.     

智力落后儿童人格特性的研究

智力落后儿童由于大脑功能发育障碍,在个性的成熟和发展方面受到一定限制,表现出与正常儿童不同的个性特征。在不同智残程度的儿童中也存在着个性差异。智力与个性发展有密切关系,脑功能受损越严重,对个性发展的影响也就越明显。     

APPLICATION OF A SOCIAL SKILLS TRAINING PROGRAM IN THE MODIFICATION OF INTERPERSONAL DEFICITS AMONG RETARDED ADULTS: A CLINICAL REPLICATION

Six mentally retarded adults, equally divided into two treatment groups, were provided with individualized social skills training programs. Treatment, evaluated via a multiple-baseline design strategy, was sequentially and cumulatively applied across target behaviors over a four-week intervention period. Behavioral observation probes and social validation measures served as the primary dependent variables. Results indicated that (a) treatment was effective for virtually all behaviors across all subjects, (b) improvements occurred for both training and generalization scenes, and (c) behavioral performance was maintained one month following the termination of treatment.     

THE EFFECTIVENESS OF INTERPERSONAL SKILLS TRAINING ON THE SOCIAL SKILL ACQUISITION OF MODERATELY AND MILDLY RETARDED ADULTS

Sixteen moderately and mildly retarded adults were selected from a group residential facility and randomly assigned to experimental and control groups. The experimental group received a 12-session interpersonal skills training program consisting of instruction in the following areas: (1) Introductions and Small Talk, (2) Asking for Help, (3) Differing with Others, and (4) Handling Criticism. The social skills instructional package included verbal instruction, modeling, role playing, feedback, contingent incentives, and homework. As a result of this training program, moderately and mildly retarded adults acquired new social skills as evidenced by performance on a situation role play assessment. These gains generalized to untrained role play situations but did not result in significant group differences when assessed in a more natural setting (i.e., local grocery store).     

IDENTIFYING THE EDUCATIVE AND SUPPRESSIVE EFFECTS OF POSITIVE PRACTICE AND RESTITUTIONAL OVERCORRECTION

Two major features of the overcorrection procedure, restitution and positive practice, were analyzed for their educative and suppressive properties in the treatment of profoundly retarded adults. Positive practice techniques that were topographically similar and dissimilar to the target behavior were studied. Eating behavior and puzzle performance were observed. Restitutional overcorrection and both forms of positive practice were effective for suppressing inappropriate behaviors. Even when appropriate behaviors had been acquired by positive practice, restitution and dissimilar positive practice were generally ineffective for increasing their rate of occurrence. However, topographically similar positive practice was successful as a means of teaching new appropriate behaviors.     

INDUCING VARIABILITY IN COMMUNICATIVE GESTURES USED BY SEVERELY RETARDED INDIVIDUALS

Handicapped individuals who have been taught spontaneous gesture requests often use only a small part of their vocabulary. Procedures to recover the unused part of this vocabulary have not been documented. This study was designed to identify procedures for increasing the proportion of gestures used spontaneously. Six mentally handicapped individuals served as subjects. After a baseline phase during which spontaneous gesture requests were reinforced, consequences were withheld for high-rate gesture requests. This led to an increase in different gesture requests. Although gesture requests did not return to baseline levels during a reversal condition, functional control was demonstrated by way of a multiple baseline across subjects. The absence of a reversal effect suggests enduring effects of the procedure.     

NORMAL CHILDREN AS TUTORS TO TEACH SOCIAL RESPONSES TO WITHDRAWN MENTALLY RETARDED SCHOOLMATES: TRAINING,MAINTENANCE, AND GENERALIZATION

The findings of the three experiments reported herein indicate that normal children can successfully teach social responses (i.e., delayed imitation, cooperative play, and verbalization of positive comments) to withdrawn mentally retarded peers. The effects of the intervention generalized across stimulus and response conditions, while the trained and generalized levels of responding were maintained after the end of the intervention. Moreover, the subjects developed social responding within their classrooms and play areas parallel to the intervention and continued to increase such responding after the interruption of the intervention. Direct edible reinforcement appeared to be necessary at least during the initial period of the intervention. Vicarious edible reinforcement seemed useful to prompt the appearance of responding. Vicarious social reinforcement was ineffective at the beginning of the intervention, but apparently acquired prompting power at a later stage of training. Generalization results indicated that the similarity between the response occasions used for training and those used for testing generalization played an important role. Yet, the extensiveness of training and the development of responding within the classrooms and play areas may also have had a relevant effect. The development of social responding within the classrooms and play areas appeared to be mainly the effect of new learning. This was perhaps due to vicarious and direct social reinforcement.     

PARENT REINFORCEMENT FOR CHILD ACHIEVEMENT: THE USE OF A LOTTERY TO MAXIMIZE PARENT TRAINING EFFECTS

This study describes and evaluates a reinforcement program in which parents earned lottery tickets and won prizes for the progress made by their handicapped children during home-based intervention. An ABAB reversal design replicated across three families was used to assess the effects of the lottery on the children's mastery of language skills. Results showed that the reinforcement of the parents for training accomplishments, as indexed by their children's achievements, produced clinically significant increases in the children's progress when compared with the children's progress under the routine supportive practices of the baseline condition. The implications of the findings for parent training programs in general are discussed.