Rowland P. Barrett

A comparison of punishment and DRO procedures for treating stereotypic behavior of mentally retarded children

Abstract In the present study, two mentally retarded children with high rare stereotypic responding were hospitalized in a university medical school setting and treated with punishment and differential reinforcement of other behavior (DRO). Differential impact of the two treatment conditions was assessed using an alternating treatments design that incorporated the use of condition-specific discriminative stimuli. Experimental control was established through the use of a separate condition of no treatment. Results of the study indicated that for both subjects, all conditions were clearly discriminated and that punishment procedures were more effective for suppressing stereotypies than DRO. Six-month follow-up data were reported. Implications for future research utilizing the alternating treatments design were also discussed.

Treatment of stereotyped hair-pulling with overcorrection: A case study with long term follow-up☆

Abstract The present study reports the successful use of a positive practice overcorrection procedure for reducing sterotyped hair-pulling in a 7 1 2 -yr-old severely mentally retarded girl. This procedure was implemented after the unsuccessful use of a response prevention “treatment” by her parents. In addition, a verbal warning procedure was used to maintain the near-zero rate of hair-pulling achieved through overcorrection. Follow-up data for 1 year were reported.

Reducing stereotypic behaviors: An analysis of treatment procedures utilizing an alternating treatments design

The present study examined the utility of the alternating treatments design by comparing physical restraint and positive practice overcorrection to a “no treatment” condition in the reduction of stereotypic behavior. Both active treatments were more effective than no treatment, and the treatments were differentially effective for different children.

Treatment of compulsive rituals with visual screening: a case study with long-term follow-up.

The present study reports on the use of visual screening, a mildly aversive response suppression procedure, as a treatment for reducing compulsive behaviors in a four and one-half year-old developmentally disabled boy. Two distinct patterns of compulsive responding were observed: repetitive (stereotyped) shoe-related behaviors and a ritualistic shoe-related act. The effect of visual screening on repetitive shoe-related responses was initially evaluated in a laboratory setting under A-B-A-B-B1 experimental conditions and systematically extended to the classroom setting in multiple baseline fashion. Visual screening was also contingently applied as treatment for the shoe-related ritual, with the effects analyzed using a similar multiple baseline format across hospital residential unit and natural home settings. Results of the study indicated that visual screening was an effective treatment for suppressing both forms of the subjects compulsive responding and that it was an easily learned and administered procedure from both staff and parent perspectives. Follow-up data across 12 months were obtained and indicated that the effect of treatment was exceptionally durable.

Treatment of stereotyped toe-walking with overcorrection and physical therapy.

Abstract The present study reports on the successful integration of a behavior therapy technique (positive practice overcorrection) within a traditional physical therapy program for reducing stereotyped toe-walking in a nine-year-old moderately mentally retarded boy with bilateral heel cord tightening. The integration of therapies was effected following the unsuccessful long-term use of therapeutic exercise program alone. In addition, a verbal warning procedure was used to maintain the near-zero rates of stereotyped toe-walking upon the conclusion of active treatment. Follow-up data for six weeks were reported.

Parallels in art and play therapy with a disturbed retarded child

There is a great deal of literature on the therapeutic aspects of play with children (Ginott, 1961; Haworth, 1964; Schaefer, 1976) and a growing body of literature on art therapy with children (Kramer, 1971; Rubin, 1977). There is also interest in combining two expressive methods to form a third type of therapeutic experience. For example, Irwin, Rubin & Shapiro (1975) discuss the formation of an art-drama group where both therapies were used within the same therapy sessions. There is a dearth of meaningful literature, however, on art therapy and play therapy with retarded children (Roth, 1978; Roth, 1979; Stacey & DeMartino, 1957; Wilson, 1977). This paper illustrates how the retarded child can benefit from simultaneous participation in art therapy and play therapy. Each therapy is distinct and neither modality is subordinate to the other. The opportunity to observe the same child in both art therapy and play therapy has allowed the following observations: 1. Retarded children are capable of symbolic processes. 2. A similar therapeutic process is revealed in more than one setting and in more than one treatment modality. 3. A comparison of the child’s performance across settings may both confirm the nature of his problems and facilitate their resolution. Art therapy and play therapy within the context of this paper are briefly defined as follows: Art therapy is a treatment that offers children an opportunity to communicate through the use of art materials. Children represent through scribbling, drawing, painting, or interacting with clay, feelings and ideas that bother them but which they may not fully understand nor be able to talk about directly. It gives children an outlet for sharing thoughts that are disturbing while participating in the art-making process or by telling a story related to a finished art product. Play therapy is based on the idea that playing with toys and acting out stories in play is a natural and easy way for children to express thoughts and feelings that may be troubling. The therapeutic use of play whether it be representational, symbolic, or dramatic play provides the child with a non-threatening opportunity to reveal his fears, hopes, and fantasies. For the nonverbal child, both play therapy and art therapy offer a special form of self-expression that is meaningful.