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

Abstract

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 boy's mother was trained to administer the training package contingent upon three of her son's 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 child's target behaviors. Results indicate that the procedures were effective in directly increasing the child's instruction-following behavior and decreasing his noncompliance and inappropriate play responses. Moreover, a correlated reduction in the boy's 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.

Boys who fight at home and school: Family conditions influencing cross-setting consistency.

“…For example, some research has shown that noncompliance to adults is the initial step in a more general antisocial progression (Loeber & Schmaling, 1983;Patterson, 1982;Patterson & Dawes, 1975). Treatment studies have shown that aggressive patterns often decrease in frequency as part of a treatment program directed at the child's noncompliance (Patterson, 1982;Russo, Cataldo, & Cushing, 1981;Whitman, Hurley, Johnson, & Christian, 1978-cited in Voeltz & Evans, 1982. This suggests that compliance training is one important step toward reducing aggression in children.…”

Research‐Based Interventions with Divorced Families

“…Usually parents are encouraged to issue single, concrete commands and to allow a reasonable period of time before assessing compliance. Instruction or command training has been reported by Strober and Bellack (1975), Budd, Green;and Baer (1976), Welch (1976), McMahon and Forehand (1978), Whitman et al (1978), and Kelley et al (1979). In the present authors' clinical work, such training has been of value to recently divorced parents who, because of their own uncertainty, frustration, or personal problems, have been giving their youngsters confusing "mixed messages."…”

“…Behavior therapists have taught parents to use contingent positive reinforcement in a variety of situations that divorced parents might encounter with their offspring. Found in the literature are programs to increase the following: (a) appropriate social behavior (Whitman, Hurley, Johnson, & Christian, 1978); (b) childrens' participation in parent-child communication (Arnold, Sturgis, & Forehand, 1977;Lysaght & Burchard, 1975); (c) desirable sibling interaction (Lavigueur, 1976); (d) appropriate classroom behavior (Ayllon, Garber, & Pisor, 1975;Strober & Bellack, 1975); (e) compliance at home (Bornstein & Hamilton, 1978;Bucher & Reaume;Crozier & Katz, 1979;Jason, 1977;Johnson, Whitman, & Barloon-Noble, 1978;Kelley, Embry, & Baer, 1979;Strober & Bellack, 1975); and (f) compliance during shopping trips (Barnard, Christopherson, & Wolf, 1977;Clark, Greene, Macrae, McNees, Davis, & Risley, 1977).…”