Programs to teach sexual abuse prevention skills to persons with mental retardation have rarely been evaluated empirically, and typical evaluations are limited to assessment of the participants' knowledge rather than their performance of specific skills. In the present study, 6 adult women with mental retardation were trained in sexual abuse prevention, and performance was assessed using four separate measures: pretests and posttests of knowledge, verbal report, role play, and naturalistic probes. All women learned the skills but failed to exhibit them to criterion during the probes. We discuss the implications for further training and assessment of sexual abuse prevention skills.

Previous research has shown that behavioral skills training to teach sexual abuse prevention skills to women with mental retardation results in skill acquisition but poor generalization. In this investigation we evaluated procedures for enhancing generalization following training. Five women with mental retardation received 10 behavioral skills training sessions followed by in situ training when the skills did not fully generalize. Behavioral skills training resulted in skill acquisition and in situ training produced generalized responding during naturalistic assessments.

In this study, we sequentially administered up to four components of the habit-reversal treatment to 4 children with motor tics within a multiple baseline design. The habitreversal components included (a) awareness training; (b) awareness training and selfmonitoring; (c) awareness training, self-monitoring, and social support; and (d) awareness training, social support, and the use of a competing response. Results demonstrated that the combined use of awareness training, social support, and competing response training was effective in eliminating motor tics in 2 of 4 children, that awareness training alone was effective for 1 child, and that a combination of awareness training and self-monitoring was effective for the 4th child. The treatment and ensuing improvement were found to be socially valid. We discuss possible explanations for these results and recommend directions for future research.

Historically, individuals with mental retardation have not enjoyed the sexual freedom afforded to individuals without disabilities. Although progress has been made, there is much room for improvement. This article suggests a comprehensive approach to supporting the sexuality of adults with mental retardation. A discussion of traditional sex education programs is provided, followed by recommendations for building on this approach. Specifically, individualized assessment and programs, to be conducted within the framework of a person-centered planning approach, is proposed. This approach enlists significant persons in the target individual's life, including family and formal care providers, who can serve as supports. Finally, the support role of agencies providing services to individuals with mental retardation is discussed.

Three developmentally normal adolescents with chronic hair pulling were treated with a simplified habit reversal procedure consisting of awareness training, competing response training, and social support. Treatment resulted in an immediate reduction to near-zero levels of hair pulling, with one to three booster sessions required to maintain these levels. The results were maintained from 18 to 27 weeks posttreatment, although 1 participant reported difficulty at follow-up. The effectiveness of simplified habit reversal and suggestions for future research are discussed.