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Biomedical subjects

D Guess

Publications and source records attributed to D Guess.

At least 19 recordsLinked to original sources
PubMed2000

Behavior states are real and observable.

Mudford, Hogg, and Roberts (1999) published additional concerns about their failure to achieve interobserver agreement on adults with mental retardation when using an experimental, 13-category behavior state code we earlier provided to them at their request. They presented findings of interobserver agreements from a videotape of their 3 adult participants that was scored by observers at the University of Kansas. In this response we present extensive investigations demonstrating the reliable measurement of behavior state among infants and adults with mental retardation, including independent data from other state researchers. We give arguments showing why their "videotape study" does not meet requirements for acceptable research methodology and discuss other procedural issues for measuring state behavior among infants with and those without disabilities.

Adult↗
PubMed1998

Response to Mudford, Hogg, and Roberts on continuous recording of behavior state.

A recently published article by Modford, Hogg, and Roberts (1997) raised concerns about the observation code used by Guess, Rues, and Roberts (1993) in a longitudinal research project to assess emerging behavior state patterns in infants and young children. Specifically, Mudford et al. found low within-state reliability scores when they used the code with 3 adults who had profound mental retardation. From these findings, Mudford et al. questioned whether the state code satisfies the natural science approach for measuring observable behavior and whether behavior state in only a hypothetical construct. In response, we have raised concerns about the thoroughness of the reliability data collected by Mudford et al. and the conclusions and interpretations they derived from these data.

Adult↗
PubMed1995

Analyzing Behavior State and Learning Environments: application in instructional settings.

An evaluation of the effects of the ABLE (Analyzing Behavior State and Learning Environments) model was presented. Eight teachers received training on observing behavior state and relevant environmental variables; analyzing potential effects of nutrition and medications; identifying strategies for individual students; and participating in a process to generate classroom-based intervention strategies based on their observations. Results showed that teachers were able to reliably implement the model, which produced significant increases in occurrences of the preferred alert and active states and significant decreases in nonpreferred states, such as sleep, drowse, daze, and crying/agitated. Additional findings indicated that the teachers were satisfied with the training procedures and found the model to be relevant and appropriate for students with profound mental retardation. Case studies were briefly presented.

Adolescent↗
PubMed1995

Replication and extended analysis of behavior state, environmental events, and related variables among individuals with profound disabilities.

Knowledge from previous studies pertaining to state behavior of individuals with profound and multiple disabilities and its relation to other environmental and physiological variables was replicated and extended. Behavior state and environmental data were collected over a 5-hour period for most of 66 students with profound disabilities from 21 educational settings. Results showed general consistency in state patterns and profile groupings with previous investigations, a strong relation between different state profiles and measures of development, and consistency of state patterns across CA levels. Transitional probabilities and z scores were used to confirm changes in state behavior of half of the subjects following primarily adult interactions. Results were discussed in relation to theoretical implications and intervention recommendations.

Activities of Daily Living↗
PubMed1995

Attractor dimensions of behavior state changes among individuals with profound disabilities.

Accumulating evidence indicates that many physiological and psychological processes behave in nonlinear ways, and some developmental researchers have recommended that behavior states should also be investigated within this framework. We examined state transitions for evidence of nonlinearity among 66 subjects with profound disabilities. States were observed during continuous periods of 5 hours for each subject. Data were analyzed as percentage time subjects spent in various states, influence of environmental variables, and evidence of nonlinear state transitions. Twenty of three subjects demonstrated chaotic state trajectories, but there appeared to be no observed characteristics that differentiated them from other participants. Findings suggest complex behavioral processes in the levels of alertness and responsiveness associated with some individuals with profound disabilities. Implications for other populations and physiological measures were discussed.

Adolescent↗
PubMed1994

Some educational implications for students with profound disabilities at risk for inadequate nutrition and the nontherapeutic effects of medication.

The educational relevance for students with profound disabilities of being at risk for poor nutrition and the potential problems caused by the nontherapeutic effects of some medications were examined, examples of their significance presented, some reasons for their occurrence discussed, and some suggestions for instructional personnel offered. Two classroom-based cases were included that described the resolution of a nutritional and a medication problem, including the role of the teacher and health-related personnel.

Child↗
PubMed1993

Analysis of behavior state conditions and associated environmental variables among students with profound handicaps.

State conditions in combination with environmental events and factors significantly affect the level of alertness and responsiveness among students with profound and multiple handicaps. State conditions and environmental variables over a continuous, 5-hour period for each of 25 students in classroom settings were measured. Data were assessed using transitional probability, time series, and correspondence analysis procedures. Results showed the presence of state sequence patterns, short state change periods, and a relatively small amount of association between specific behavior states and the environmental factors and events measured in the study.

Adolescent↗
PubMed1991

Emergence and maintenance of stereotypy and self-injury.

A three-level model was used to explain the emergence and maintenance of rhythmic stereotypy and self-injury. Level I represents rhythmic behaviors as internally regulated and common in normally developing infants, but delayed in onset among children with handicapping conditions. Consistent with homeostasis theory, Level II considers stereotypy and self-injury as adaptive responses to under- or overstimulating environments. Level III represents stereotypy and self-injury as learned behaviors emitted to control the behavior of others. The model includes fluid transitions between the levels. Implications for assessment intervention and prevention were discussed and further research suggested.

Arousal↗
PubMed1987

Head-erect behavior among three preschool-aged children with cerebral palsy.

This article presents the results of a multiple baseline design, across subjects, to assess the effect of vibratory stimulation on head-erect behavior in subjects who were prone. The subjects were three children with severe multiple handicaps whose mean age was 2 years 4 months and whose conditions included seizures and muscle tone disorders. Frequency of head lifts and cumulative duration of head-erect behavior were recorded during three-minute sessions with the subjects positioned prone on their forearms over a wedge. After baseline observations were recorded, vibration was applied to the paraspinal muscles of the neck and upper back for the first two minutes of each intervention session. In addition, electromyographic activity was recorded for a three-minute session at least once during both the baseline and intervention conditions. Results of the study demonstrated an increase in the cumulative duration of head-erect behavior for the three subjects and an accompanying increase in EMG activity during muscle vibration. The diversity of handicapping conditions (ie, seizures, hypertonia, and hypotonia) appeared to have no effect on the benefits received from muscle vibration for these subjects. Limitations of the study and implications for future research are discussed.

Behavior Therapy↗