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Results for “Intellectual Disability”

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At least 1,783 records · Page 99Linked to original sources
PubMed1991

Interspersed requests: a nonaversive procedure for reducing aggression and self-injury during instruction.

Interspersed requests are simple commands, with a high likelihood of being followed correctly, that are interspersed among instructional trials to increase the probability that a learner will attempt to perform new or difficult tasks without engaging in aggression or self-injurious behavior. This report presents two assessments of the effect of interspersed requests on aggression and self-injury during instruction. The participants were individuals with severe mental retardation who used aggression and self-injury to avoid difficult instructional situations. Results from both studies indicate that interspersed requests were effective at increasing the responsiveness of the learners to instructions and reducing levels of aggression and self-injury.

Activities of Daily Living↗
PubMed1992

Gentle teaching and applied behavior analysis: a critical review.

In recent years, there has been a growing controversy surrounding gentle teaching. This paper explores the nature of this controversy with particular reference to the relationship between gentle teaching and applied behavior analysis. Advantages and disadvantages of this approach are discussed, and it is suggested that gentle teaching and applied behavior analysis need not be regarded as mutually exclusive approaches to working with persons with mental retardation.

Aggression↗
PubMed1996

Analysis of free-time contingencies as positive versus negative reinforcement.

Providing a short break contingent on completed work may increase responding through positive reinforcement (e.g., access to preferred activities) or negative reinforcement (e.g., escape form work). In this investigation, three analyses conducted with a boy with profound mental retardation showed that (a) a 20-s break increased responding more than a positive reinforcer (cola) did, and (b) the reinforcing effect of a 20-s break were affected by the availability of positive reinforcers during the break were affected by the availability of positive reinforcers during the break.

Autistic Disorder↗
PubMed2000

Further evaluation of low-ranked items in stimulus-choice preference assessments.

The generality of the findings reported by DeLeon, Iwata, and Roscoe (1997) was examined by conducting two stimulus-choice preference assessments, the second of which evaluated low-ranked items from the initial assessment. Results for the 2 participants suggested that supplementary assessments of low-ranked items may be useful for identifying a wider variety of reinforcing stimuli.

Adolescent↗
PubMed2003

Progressing from programmatic to discovery research: a case example with the overjustification effect.

Scientific research progresses along planned (programmatic research) and unplanned (discovery research) paths. In the current investigation, we attempted to conduct a single-case evaluation of the overjustification effect (i.e., programmatic research). Results of the initial analysis were contrary to the overjustification hypothesis in that removal of the reward contingency produced an increase in responding. Based on this unexpected finding, we conducted subsequent analyses to further evaluate the mechanisms underlying these results (i.e., discovery research). Results of the additional analyses suggested that the reward contingency functioned as punishment (because the participant preferred the task to the rewards) and that withdrawal of the contingency produced punishment contrast.

Activities of Daily Living↗
PubMed1974

Acquisition of matching to sample via mediated transfer.

Two severely retarded Down's-syndrome boys learned a matching-to-sample performance through mediated transfer. The transfer paradigm involved three sets of stimuli, one auditory set (A) and two visual sets (B and C). The subjects were taught directly to do B-A and C-B matching, but experienced no direct association between C and A. They acquired the ability to do C-A matching without having been taught that performance directly. They also learned indirectly to name some of the visual stimuli, but naming was apparently not the mediator in the emergent C-A matching. The use of words and letters as stimuli highlighted the possible relevance of mediated associations in the indirect acquisition of elementary reading comprehension and oral reading. The acquisition of matching via mediated transfer also raised some new considerations concerning the role of coding responses in arbitrary matching to sample.

Acoustic Stimulation↗
PubMed1976

Knowledge of results and counting of sequential light flashes by retarded and intellectually normal children.

12 adolescent retarded boys and 12 younger third-grade boys of equivalent mental age observed sequential flashes of light and made judgements of numerosity. Durations of successive flashes were 300, 500, 700, and 900 msec. in trains of 1 to 15 flashes. Over six daily sessions, subgroups receiving information about accuracy after each trial made fewer errors, and subgroups receiving none made more errors. The linear trend interaction of knowledge of results with IQ was significant, with performance of the nonretarded boys decreasing to the level of the retarded boys in the no-feedback condition. With feedback, the rate of decrease in error over sessions was similiar for both levels of IQ. The results indicate a substantial effect of knowledge of results in improving accuracy of counting by retarded and nonretarded children, this effect being relatively greater for the latter group.

Adolescent↗