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Results for “Developmental Disabilities”

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PubMed2003

beta-Endorphin and ACTH are dissociated after self-injury in adults with developmental disabilities.

Relations between self-injuring behavior (SIB), the hypothalamic-pituitary-adrenal (HPA) stress axis, and response to an opiate antagonist were examined. Subjects were observed in their residential settings, while behavior was recorded. Blood was collected in the morning, evening, and immediately after SIB. Plasma beta-E was uncoupled from ACTH after SIB but not during the morning baseline. A significant number of the subjects (a) reduced their SIB at least 25% at all doses of naltrexone (NTX) and (b) reduced their SIB over 50% for at least one dose of NTX. The lowest dosage of NTX significantly reduced SIB in subjects with baseline levels of beta-E higher than after SIB. Results support previous reports that the HPA axis is disturbed among subjects exhibiting SIB.

Adolescent↗
PubMed1979

Complications related to the administration of general anesthesia in 600 developmentally disabled dental patients.

A total of 600 handicapped patients had dental rehabilitation under general anesthesia during an eight-year period. Handicaps included mental retardation, cerebral palsy, Down syndrome, seizure disorders, autism, cystic fibrosis, osteogenesis imperfecta, and muscular dystrophy. No significant complications developed in the majority of patients. This is attributed to thorough preoperative evaluation, appropriate anesthetic management, and vigilant postoperative observation.

Adolescent↗
PubMed1981

Communicating with the family of the child with a developmental disability.

As more and more families of handicapped children seek dental care, increased demands will be placed on the dentist and staff to communicate effectively and humanely, not only with the child but with the parents. Increased training is currently being provided through doctoral programs and continuing education to deal with special human needs of the patient and family in a dental setting. The dentist should address the thoughts and feelings of the parents as well as those of the child. The child and family present special problems but also special opportunities to fulfill professional responsibilities and experience personal and professional gratification.

Adolescent↗
PubMed2000

The role of the pediatrician in transitioning children and adolescents with developmental disabilities and chronic illnesses from school to work or college. American Academy of Pediatrics. Committee on Children With Disabilities.

The role of the pediatrician in transitioning children with disabilities and chronic illnesses from school to work or college is to provide anticipatory guidance and to promote self-advocacy and self-determination. Knowledge of the provisions of the key federal laws affecting vocational education is essential for the pediatrician's successful advocacy for patients.

Adolescent↗
PubMed1990

Discrimination training for persons with developmental disabilities: a comparison of the task demonstration model and the standard prompting hierarchy.

A comparison was made between two procedures for teaching persons with severe handicaps: (a) the task demonstration model, which is based upon a fading procedure and general case programming, and (b) the standard prompting hierarchy, a least-to-most intrusive prompting procedure commonly used to teach these individuals. Five phases were used in comparing the procedures: pretesting, training, two generalization tests, and a 6-month maintenance test. Eight students learned two discrimination tasks by each procedure, with each task involving two- or three-digit numbers. Results showed that under the task demonstration model all 8 subjects had more unprompted correct responses (about 1.5 times as many) in training, all 8 subjects had fewer errors (about 0.6 times as many) in training, all 8 subjects had more correct responding in the generalization test with untrained stimuli in the training room, 6 of 8 subjects had more correct responding with untrained stimuli in another room, a 7th had equivalent amounts, and 7 of 8 subjects had more correct responding on a 6-month maintenance test. Thus, the task demonstration model proved superior to the standard prompting hierarchy in 29 of 32 tests of correct responding. Results are discussed in terms of implications for stimulus control training strategies.

Adolescent↗
PubMed1992

An analysis of a group teaching procedure for persons with developmental disabilities.

This study evaluated whether a concurrent group teaching procedure, in which all students respond simultaneously, could be used for persons with moderate or severe mental retardation. The teaching procedure used was the Task Demonstration Model, a program based on stimulus-control research and the fading techniques of behavioral psychology. Three teachers and three groups of students participated. Results showed that the teachers increased their rates of questions and instructions, positive feedback, and use of functional materials, but they reduced their rate of prompts to almost zero. Students increased their percentage and rate of correct responding as well as their engaged time. In addition, maladaptive responding, for which there were never any direct consequences, decreased from 45% to 10% for 8 of the 14 students. Results are discussed primarily in two areas: (a) changing stimulus control from teacher prompts to critical elements of the items being taught, and (b) reasons for the reduction of maladaptive behavior for 8 of the subjects.

Adolescent↗
PubMed1994

Increasing requests by adults with developmental disabilities using incidental teaching by peers.

A peer-delivered incidental-teaching procedure was used to instruct appropriate requesting in adults with moderate to severe mental retardation or autism. Three pairs of group-home residents participated in an incidental-teaching procedure to increase appropriate requesting, prompting, and responding of residents during lunch-preparation sessions. An increase in the number of incidental-teaching episodes during dinner was obtained, and remained high when lunch-making training sessions were withdrawn. In addition, during the incidental-teaching phase, an increase in appropriate requests and overall verbalizations occurred for the peer learners. Changes in appropriate requesting and overall verbalizations also remained higher than baseline when training was withdrawn.

Adult↗
PubMed1997

Using self-management procedures to improve the productivity of adults with developmental disabilities in a competitive employment setting.

This study describes the use of self-management procedures, similar to those proposed by Lagomarcino, Hughes, and Rusch (1989), to improve the productivity of 2 women with mild mental retardation who worked in restaurants. Substantial improvements were observed as a function of treatment, and the procedures were deemed acceptable by the participants, their coworkers, and their supervisors.

Adult↗
PubMed1997

Effects of reinforcement choice on task responding in individuals with developmental disabilities.

The effects of reinforcement choice on task performance were examined with 6 individuals who had been diagnosed with severe to profound mental retardation. Five highly preferred items were identified for each participant via stimulus preference assessments. Participants then were exposed to choice and no-choice conditions that were alternated within reversal and multielement designs. During choice sessions, participants were permitted to select between two preferred stimuli contingent on responding. During no-choice sessions, the therapist delivered a single item contingent on responding. Preference for the stimuli was held constant across conditions by yoking the items delivered during no-choice sessions to those selected during the immediately preceding choice sessions. All participants exhibited similar rates of responding across choice and no-choice conditions. These findings indicate that for individuals with severe disabilities, access to choice may not improve task performance when highly preferred items are already incorporated into instructional programs.

Adolescent↗
PubMed1997

Functional analysis and treatment of social-communicative behavior of adolescents with developmental disabilities.

This investigation used functional analyses to identify the social variables that maintained the inappropriate social-communicative behaviors of 2 adolescent students with mental retardation. Analyses were performed in the students' classrooms with the assistance of peers and teachers. The results of these assessments were used to identify appropriate, functionally equivalent behaviors that the students were taught to self-monitor. Findings showed substantial decreases in inappropriate social responding and increases in the use of appropriate social skills.

Adolescent↗
PubMed2000

Effects of choice of stimuli as reinforcement for task responding in reinforcement for task responding in preschoolers with and without developmental disabilities.

The effects of choice and no choice of stimuli as reinforcement for task responding were investigated across preschoolers with and without disabilities. Five less preferred stimuli were identified for each participant using a stimulus preference assessment. No differences were found for choice and no-choice conditions when the less preferred stimuli were used as reinforcers.

Behavior Therapy↗
PubMed2005

Establishing derived requesting skills in adults with severe developmental disabilities.

This project examined whether a history of reinforced relational responding would result in derived requesting skills in 3 adults with disabilities. Participants were first taught to request preferred items using pictures; they were then taught conditional discriminations between pictures and their dictated names and between dictated names and their corresponding text. Finally, requests for preferred items using corresponding text were evaluated. All 3 participants demonstrated derived requesting skills.

Adult↗
PubMed2006

Analysis of factors that affect responding in a two-response chain in children with developmental disabilities.

A sequence of behaviors consisting of appropriate responses, inappropriate responses, or a combination of both can be linked together in a behavior chain. Several operant processes may disrupt behavior chains. For example, one or more members of the behavior chain may be affected when reinforcement is withheld for the last response in the chain (extinction), when the last response is reinforced even if it occurs without the other responses in the chain (unchaining), or when access to the terminal reinforcer is available independent of responding (satiation). However, few studies have examined the effects of these types of procedures on responding that occurs in the context of behavior chains. The purpose of this study was to examine the effects of three clinically relevant procedures and processes (i.e., extinction, satiation, and unchaining) on behaviors that occur as part of a behavior chain. Overall, extinction and satiation resulted in a decrease in both responses in the chain. During the unchaining procedure, decreases were observed in the first response in the chain but not in the second response.

Attention Deficit and Disruptive Behavior Disorder↗
PubMed1975

A new method for toilet training developmentally disabled children.

20 profoundly retarded children (4 to 12 yr.) were trained, using a variety of relaxation and tension activities designed to help them differentiate and gain control of the toileting musculature. Operant techniques were used to reinforce appropriate urination. The post-training scores of the experimental and control groups differed significantly for both accidental and appropriate urination.

Child↗