Moses R. Johnson

Teaching addition and subtraction to mentally retarded children: A self-instruction program

Abstract Two self-instructional training procedures were used to teach addition and subtraction regrouping skills to three mildly mentally retarded children who had failed to learn these algorithms under normal classroom conditions. Number problems completed and accuracy were monitored during a daily math period and the effects of the training procedures were assessed through a multiple baseline design across subjects. For all three children, increases in accuracy on addition and subtraction problems requiring regrouping were evident during respective training conditions. Correlated but less pronounced increases in accuracy on addition and subtraction problems not requiring regrouping also occurred. A decline in the number of problems completed by each of the children was noted. Implications for the development and application of self-in instructional training procedures in academic situations are discussed.

Suppression of self-stimulatory behavior of a profoundly retarded boy across staff and settings: An assessment of situational generalization

This study examined the direct and generalized effects of positive reinforcement and modified arm overcorrection upon the occurrence of appropriate play and self-stimulatory behaviors of a 17-year-old profoundly retarded boy. A multiple baseline design was employed to assess the effects of treatment across 10 teachers in two settings. Results indicated that the procedure directly increased play behavior and suppressed self-stimulation. However, there was no evidence of generalized changes in the subjects behavior across teachers and settings. The failure of the treatment program to produce such changes was examined with reference to the procedures employed.

An alternative approach to reinforcement for applied researchers: Response deprivation *

The empirical law of effect, the Premack principle, and the response deprivation hypothesis were evaluated for their ability to specify methods of establishing effective reinforcement schedules in applied settings. The advantages and short-comings of each were discussed in the light of practical considerations, contributions to a scientific analysis of behavior, and empirical support reflecting on the theories. While the empirical law of effect was seen as providing some practical advantages, it is limited as a reinforcer selection procedure due to its post hoc descriptive nature and failure to provide a scientific analysis of the variables controlling reinforcement. The Premack principle appeared to have both practical and scientific advantages over the empirical law of effect but is severely limited by the failure of applied researchers to fairly evaluate it and by data contrary to its predictions. The response deprivation hypothesis offers the theoretical and practical advantages of the Premack principle plus several more. In addition, recent empirical evidence has appeared consistent with the predictions of this theory suggesting it may be a viable alternative for establishing effective reinforcement schedules that improve our ability to understand and manage behavior.

Response deprivation, reinforcement, and instrumental academic performance in an EMR classroom

The critical conditions for reinforcement specified by the Premack principle and the response deprivation hypothesis were compared in an academic setting. Four EMR children served as subjects and on-task math and reading were the dependent variables. Each child was presented with two schedules in a counterbalanced fashion using a withdrawal design. One of these schedules contained the variable of response deprivation while the other did not. For one pair of children, the schedules satisfied the appropriate probability differential specified by the Premack principle while the other pairs schedules did not. The results indicated increases of instrumental responding for all of the children when response deprivation was present but never when it was absent from a schedule. These results provided a systematic replication of recent applied research supporting the response deprivation hypothesis and were contrary to much previous research supporting the Premack principle.

Teaching a Parent in the Home to Train Self-Help Skills and Increase Compliance in Her Profoundly Retarded Adult Daughter

The purpose of this study was to teach behavior management skills to the mother of a 24-year old, noninstitutionalized, profoundly retarded, noncompliant, and aggressive woman. Through the use of written instructions and verbal feedback, the mother was trained to apply a positive reinforcement and time-out program. In contrast to previous studies using this approach, this instructional program contained extensive sequenced directions that enabled the mother to systematically apply the procedures in teaching her daughter basic self-help and preacademic skills. These included hair brushing, tooth brushing, face washing, bead stringing, and ring stacking. Results indicated the program was successful in reorienting the mothers behavioral “style” of interaction with her daughter, in increasing the daughters compliance, and in decreasing her noncompliance and aggressive responses during the self-help and preacademic training.

Direct and Generalized Reduction of Inappropriate Behavior in a Severely Retarded Child through a Parent-Administered Behavior Modification Program:

The direct and generalized effects of a parent-administered, positive reinforcement and physical restraint procedure upon the inappropriate behavior of an institutionalized, severely retarded boy were examined. The boys mother was trained to administer the training package contingent upon three of her sons responses during a play situation conducted within the institutional setting. A hybrid of multiple baseline and reversal designs was employed to assess the effects of the procedures on the childs target behaviors. Results indicate that the procedures were effective in directly increasing the childs instruction-following behavior and decreasing his noncompliance and inappropriate play responses. Moreover, a correlated reduction in the boys untreated aggression and clothes stripping was observed. Follow-ups conducted over a 4-month period indicate that all treatment effects were maintained over time. Possible explanations for why treatment produced a generalized decrease in responding are discussed.

Training a Retarded Client's Mother and Teacher through Sequenced Instructions to Establish Self-Feeding.

A parent and teacher were trained in home and school settings to administer a self-feeding program to a profoundly retarded adult woman. During the treatment period, a written sequenced instructional program specifying trainer contingencies, verbal instructions, nonverbal cues, and physical prompts was introduced. In order to assess the experimental effects of the program, a multiple baseline design across trainers and settings was employed. During training an increase in both the parent and teachers appropriate use of instruction and attention occurred, and a high stable rate of self-feeding responses developed across settings. After training, eight postcheck probes across different meals, settings, and trainers indicated maintenance of and suggested generalized changes in the womans self-feeding behavior.