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1.
J Appl Behav Anal ; 23(1): 99-110, 1990.
Article in English | MEDLINE | ID: mdl-2335488

ABSTRACT

A method is described for classifying and quantifying surface tissue damage caused by self-injurious behavior. The Self-Injury Trauma Scale permits differentiation of self-injurious behavior according to topography, location of the injury on the body, type of injury, number of injuries, and estimate of severity. Fifty pairs of independently scored records were subjected to interrater reliability analyses, and the following mean (median) percentage agreement scores were obtained: overall agreement, 97% (98%); location of injury, 99% (100%); type of injury, 96% (100%); number of injuries, 89% (100%); and severity of injury, 94% (100%). Percentage agreement also was calculated for three summary scores: Number Index, 90%; Severity Index, 92%; and Estimate of Current Risk, 100%. Potential applications and limitations of the scale are discussed.


Subject(s)
Intellectual Disability/complications , Self Mutilation/diagnosis , Skin/injuries , Trauma Severity Indices , Adolescent , Child , Child, Preschool , Female , Humans , Male
2.
Am J Ment Defic ; 91(6): 570-8, 1987 May.
Article in English | MEDLINE | ID: mdl-3591845

ABSTRACT

The Aberrant Behavior Checklist was used to collect data from a large United States institution for comparison with ratings previously obtained in New Zealand. A total of 531 subjects within the American facility and 937 residents of New Zealand institutions were studied. The United States data were factor analyzed using the same procedures that were employed to develop the scale in New Zealand. In addition, subscales of the Checklist were analyzed as a function of sex, age, country, and level of mental retardation. Finally, the effects of various medical conditions were analyzed. The original factor structure of the Checklist was validated for the United States sample, with a mean coefficient of congruence of .93 averaged across the five factors. Sex failed to influence subscale scores, whereas age, country, and severity of retardation significantly affected ratings. Deafness was unrelated to Checklist scores whereas cerebral palsy, epilepsy, psychosis, and psychoactive drug treatment were related.


Subject(s)
Behavior , Intellectual Disability/psychology , Adult , Affective Symptoms/complications , Factor Analysis, Statistical , Female , Hospitals, Psychiatric , Humans , Hyperkinesis/complications , Intellectual Disability/complications , Male , New Zealand , Social Isolation , Speech , Stereotyped Behavior , United States
3.
J Dev Behav Pediatr ; 8(2): 90-6, 1987 Apr.
Article in English | MEDLINE | ID: mdl-3584477

ABSTRACT

Nonacceptance of prescribed oral medications among young children hinders medical treatment. The literature pertaining to teaching children how to swallow pills or capsules is reviewed. In addition, a multiple case study demonstrating the efficacy of a brief, easy-to-implement procedure designed to promote capsule acceptance is presented. In this study, two four-year-old children diagnosed to have chronic illnesses participated. In Case 1, use of verbal instruction, modeling, shaping, and contingent reinforcement resulted in the rapid acquisition of capsule swallowing skills. In Case 2, these training procedures, in combination with physical guidance contingent upon noncompliance, successfully produced repeated acceptance of medication by a child who had refused to swallow capsules. In both cases, compliance has been maintained for at least six months.


Subject(s)
Behavior Therapy/methods , Capsules , Deglutition , Administration, Oral , Child, Preschool , Female , Humans , Patient Compliance
4.
J Appl Behav Anal ; 16(4): 395-415, 1983.
Article in English | MEDLINE | ID: mdl-6654771

ABSTRACT

Although considerable attention has been given to the development of institutional staff training and management programs, the generalized effects of such programs on staff and resident behavior have seldom been examined. This study evaluated a program for teaching institutional staff behavioral training and self-management skills during self-care teaching sessions with severely and profoundly retarded residents. Following baseline observations in three self-care situations (toothbrushing, haircombing, handwashing), four direct care staff were sequentially taught to use verbal instruction, physical guidance, and contingent reinforcement in the toothbrushing program. During maintenance, staff were simultaneously taught to record, graph, and evaluate resident and their own behavior in the toothbrushing sessions. Staff were taught use of the training and self-management skills through a sequence of written instructions, videotaped and live modeling, rehearsal, and videotaped feedback. Observer presence and experimenter supervision were gradually decreased during the maintenance condition. Results indicated that during training and maintenance staff: (a) learned to use the training skills appropriately and consistently in the example situation (toothbrushing); (b) applied the skills in the generalization situations (haircombing and handwashing); and thereafter (c) maintained consistent and appropriate use of the skills with infrequent supervision. In addition, important changes in retarded residents' independent self-care responding occurred as staff training skills developed. Results are discussed in terms of their implications for future research and continued development of effective staff training and management programs.


Subject(s)
Activities of Daily Living , Behavior Therapy/methods , Intellectual Disability/rehabilitation , Psychiatric Aides/education , Adolescent , Adult , Child , Feedback , Female , Hospitals, Psychiatric , Humans , Male , Reward , Teaching/methods , Videotape Recording
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