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At least 919 records · Page 51Linked to original sources
PubMed1994

Increasing opportunities for requesting in classrooms serving children with developmental disabilities.

Evaluated an intervention package for increasing requesting opportunities in special education classrooms. Five teachers, serving 26 children with moderate to severe disabilities, received in-service training, consultation, and feedback on the use of three strategies designed to create opportunities for requesting (i.e., missing item, interrupted chain, delayed assistance). Observations were conducted in a multiple-baseline across classrooms design to record the number and types of opportunities provided by each teacher. During baseline, few opportunities for requesting were observed. The number of opportunities for requesting and the number of correct student responses increased during intervention. Opportunities continued to be provided during generalization and follow-up sessions. The study demonstrated an effective strategy for helping teachers incorporate opportunities for functional communication into the natural environment.

Adolescent↗
PubMed1988

Prosodic aspects of motherese: effects on gaze and responsiveness in developmentally disabled children.

This study was conducted to examine the effectiveness of using voice tones (prosody) typical of "motherese" (O. K. Garnica, 1977, in C. E. Snow & C. A. Ferguson (Eds.), Talking to Children: Language Input and Acquisition, pp. 63-88, Cambridge: Cambridge Univ. Press) on responsiveness and eye gaze in children with severe handicaps. Specifically, two conditions, "motherese" and "conversational" voice tones, were compared. The current study presents data from naturalistic observations of six children, and controlled experimental manipulations with four children. The results of the naturalistic observations in Study 1 suggested a positive relationship between the use of voice tones typical of "motherese" and responsiveness and eye gaze. Further analysis using an alternating treatments design in Study 2 revealed similar results. Specifically, the use of prosody associated with "motherese" showed increased levels of eye gaze when compared to the use of "conversational tones." The results suggest the importance of considering normal development in analyzing social and teaching interactions between teachers and severely handicapped children.

Adolescent↗
PubMed1987

Psychotropic drug use with successful and unsuccessful community placed developmentally disabled groups.

While psychotropic drug use data have been reported for public residential facilities (PRF) and community residential facilities (CRF), no data have been reported for individuals discharged from PRFs and CRFs, especially with respect to how such usage relates to successful and unsuccessful placement. This study reports psychotropic drug use at the time of PRF discharge, at CRFs for successful placements, upon PRF readmission for unsuccessful placements, and factors related to successful and unsuccessful CRF placements.

Adult↗
PubMed1989

Psychotropic drug use in older developmentally disabled with behavioral difficulties.

Use of psychotropic medications with elders who are mentally retarded is a very common procedure. However, patterns of medication usage in this group are not easily determined. Objectives were to explore relationships between prescribed psychotropic treatments, the types of reported behavioral difficulties, and the size/type of living settings where these difficulties were exhibited. Subjects were moderately mentally retarded elders who were living in Congregate and Group care settings who were observed and rated by caretakers using a standard behavior rating instrument. Comprehensive medical (drug) and demographic data was obtained on each person. The study revealed that psychotropic use was more frequent in congregate care settings for these older clients. Those more elderly demonstrated a tendency toward higher utilization. Little differences were evident in the general characteristics (sex, IQ, reality orientation) of elders living in the two settings despite differences in drug use rates. Future research needs to focus on differences in behavior problems and setting factors to more fully understand drug utilization rates in elders with mental retardation.

Adult↗
PubMedDate not supplied

Evaluating facilitated communications of people with developmental disabilities.

A quasi-experimental message-passing procedure was used to assess the validity of the facilitated communication (FC) by people with autism and mental retardation or with mental retardation. The 23 participants were classified as having intellectual skills within the range of severe to profound mental retardation. Message-passing consisted of showing and verbally labeling a picture of a familiar object with the facilitator absent, and subsequent facilitation to generate a label or description of the object. Three-trial blocks were conducted with each participant on two different days. Blocks were conducted in the participants' normal FC setting, with their facilitators of choice, and no special apparatus was used. No participant was able to accurately label or describe the object shown to them with facilitation. Possible reasons for findings set forth by proponents of FC and findings from the emerging quantitative literature on FC are considered.

Adult↗
PubMedDate not supplied

A comparison of behavioral interventions reported in treatment studies and programs for adults with developmental disabilities.

This study examined the frequency with which behavioral interventions reported in the research literature were being incorporated into residential treatment programs addressing identical skill deficits. A sample of 113 research articles involving 299 subjects and a corresponding sample of 299 adaptive skill programs implemented in state-funded facilities were reviewed. Information was collected about subject attributes, target behaviors, types of intervention, and alternative instructional techniques. Chi-square analyses revealed significant differences between researchers and clinicians in the categories of adaptive and maladaptive behavior targeted as well as the behavioral interventions reported. Disparities were also found in treatment implementation practices including the use of task analysis, instruction in the natural environment, teaching of replacement skills, and the functional analysis of behavior. These differences are discussed in light of federal regulations governing practices in state-funded facilities as well as current research trends.

Adult↗
PubMedDate not supplied

The concept of automatic reinforcement: implications for behavioral research in developmental disabilities.

Automatic reinforcement refers to situations in which behavior is maintained by operant mechanisms independent of the social environment. A number of difficulties exist in conducting an adequate functional analysis of automatically reinforced aberrant behavior. For example, sources of reinforcement are often difficult or impossible to identify, manipulate, or control. Further, the development of treatments is often difficult because many behavioral interventions, such as timeout, involve manipulation of the social environment--an approach that may be functionally irrelevant in the case of automatic reinforcement. This article discusses the problems inherent in the analysis of automatically reinforced behavior and reviews four classes of treatment that are compatible with that behavioral function. The four types of intervention reviewed include manipulations of establishing operations, sensory extinction, differential reinforcement, and punishment. Suggestions for future research are discussed.

Conditioning, Operant↗
PubMedDate not supplied

The Nisonger CBRF: a child behavior rating form for children with developmental disabilities.

Although the rate of behavior and emotional problems of children with mental retardation is considerably higher than the rate among typically developing children, there is a shortage of tools for assessing persons with mental retardation. The Child Behavior Rating Form (CBRF) was modified by altering instructions and adding new items describing behavior problems known to occur in children with mental retardation. The adapted scale was named the Nisonger CBRF. Three hundred sixty-nine children being assessed at a University Affiliated Program for MR/DD were rated on the CBRF by their parents and teachers. Independent factor analyses of parent and teacher ratings produced two Social Competence subscales and six Problem Behavior subscales. These results were largely consistent across rater types and similar to prior findings with the CBRF. Internal consistency was generally high, parent-teacher agreement was satisfactory, and subscales from the Nisonger CBRF correlated highly with analogous subscales from the Aberrant Behavior Checklist. The Nisonger CBRF appears to be a promising new tool for assessing behavioral and emotional problems in children with mental retardation; however, further psychometric work is warranted.

Adolescent↗
PubMed2005

Programmed Instruction to teach pointing with a computer mouse in preschoolers with developmental disabilities.

Programmed Instruction combined with experimenter-provided prompts (physical, verbal, and gesturing) was used to teach pointing with a computer mouse. Three preschoolers who scored at least 1 year below their chronological age levels participated. During the pre-assessment, none of the participants demonstrated pointing. However, they could press and release the mouse button. Programmed Instruction consisted of three stages, based on an analysis of the behavioral prerequisites for pointing. Stage 1 was designed to teach participants to move the mouse. Stage 2 was designed to teach participants to move the on-screen cursor onto specific items on the screen. Stage 3 was designed to teach participants to click on specific items on the screen. Experimenter-provided prompts were used to facilitate skill acquisition at each stage. The post-assessment showed that all participants learned pointing after intervention. The intervention package consisting of Programmed Instruction and experimenter-provided prompts was effective for teaching the hand-eye coordination required for pointing.

Child, Preschool↗
PubMed2006

Matching analysis of socially appropriate and destructive behavior in developmental disabilities.

This study examined socially appropriate and destructive behavior in unconstrained natural environments using a matching law analysis (MLA) of real time observational data. The participants were two school-age children and one adult with mild to moderate cognitive disabilities. Event lagged sequential analysis (SQA) provided the obtained rates of staff attention to socially appropriate and inappropriate behaviors, which were then used in the matching law equations. For one participant the matching analysis showed a high (72%) variance-accounted-for (VAF) in behavior allocation in response to attention. For a second participant, matching analysis conducted on behavior allocation in response to staff attention showed lower (50%) VAF by staff attention. In the third case, the MLA also showed high (94%) VAF by attention. Suggestions for future extensions of matching analysis to clinically significant behavior and the limitations of the MLA for evaluating functional relationships in natural environments are discussed.

Adolescent↗