Eliminating self-injurious behavior by educative procedures

Azrin, Nathan H.; Gottlieb, Lawrence J.; Hughart, L.; Wesolowski, Michael D.; Rähn, T.

doi:10.1016/0005-7967(75)90004-2

Cited by 96 publications

(23 citation statements)

References 12 publications

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“…Addi tionally, all of the persons questioned concerning the procedure concurred that the overcorrection was an ac ceptable intervention. This finding is compatible with Volume 7, Winter 1982 aotAVH3B snoiunrNi-ii3s JO xoNanoauj previous work that found that overcorrection was more acceptable to significant others than various other in terventions (e.g., Azrin, Gottlieb, Hughgart, Wesolowski, & Rahn, 1975). Results of the social validity data concerning the effects of the intervention paralleled what could be expected from the observa tional data.…”

Section: Resultssupporting

confidence: 88%

Analysis and Intervention of Self-Injurious Behavior

Durand

1982

Research and Practice for Persons with Severe Disabilities

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Article Descriptors self-injurious behavior; social validation; negative reinforce ment; sensory reinforcement; overcorrection; collateral behaviors; functional analysis; maintenance This research utilized combined multitreatment and multiple baseline designs to determine the relative in fluences of task demands, vibration, and a brief over correction procedure on two topographies of selfinjurious behavior in one 16-year-old retarded male. Results showed that: (1) under high demand conditions only one topography of self-injury displayed systematic change (increased frequency), (2) under a vibration condition with no demands both topographies de creased from baseline levels, and (3) a 30-second overcorrection procedure was successful in virtually eliminating self-injury at initial implementation and at a 1-year follow-up. Social validity measures confirmed the findings of response suppression and, additional ly, increases in social play behavior. These data sug gest that the self-injurious behaviors within one per son/nay be controlled by more than one stimulus condition.

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Section: Resultssupporting

confidence: 88%

Analysis and Intervention of Self-Injurious Behavior

Durand

1982

Research and Practice for Persons with Severe Disabilities

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“…The specific techniques that have been used include the differential reinforcement of other behavior (Repp & Dietz, 1974), the differential reinforcement of incompatible behavior (Young & Wincze, 1974), overcorrection (Azrin, Gottlieb, Hugart, Wesolowski, & Rain, 1975), time-out (Duker, 1975; This work was supported in part by a field-initiated research grant, #G007603954, from the Bureau of Education for the Handicapped. The authors express their appreciation to Carol Lipner for her assistance in data collection and are also grateful for the cooperation of the staff at the Nassau Center for the Emotionally Disturbed and of the staff at the Sagamore Children's Psychiatric Center.…”

mentioning

confidence: 99%

Task Difficulty and Aberrant Behavior in Severely Handicapped Students

Weeks

Gaylord‐Ross

1981

J of App Behav Analysis

203

116

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The influence of task difficulty on aberrant behavior was investigated with three severely handicapped students. Noticeably higher rates of problem behavior occurred in demand compared to no-demand conditions. In addition, there were higher rates of problem behaviors on difficult versus easy tasks. Both these findings were validated with visual discrimination and perceptual motor tasks. An errorless learning procedure effectively minimized errors and aberrant behavior in visual discrimination tasks but not in perceptual motor tasks. It was conceptualized that aberrant behavior was maintained by negative reinforcement contingencies. Difficult tasks were aversive to the children, who emitted aberrant responses to escape or avoid such tasks. By contrast, conditions in which no demands were made, easy tasks, and, in visual discrimination learning, errorless tasks, were less aversive and resulted in little or no problem behavior. Implications for reducing maladaptive behaviors through curricular modifications are discussed and contrasted to more traditional consequence manipulation approaches.

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“…Some authors have reported that restitution is mainly punitive (Doke & Epstein, 1975;Foxx, 1976a) but claims for its educative value have also been made (Duker & Seys, 1977;Foxx, 1976b;Foxx & Azrin, 1972). Positive practice has also been regarded as punitive (Epstein, Doke, Sajwaj, Sorrell, & Rimmer, 1974;Foxx, 1977;Harris & Romanczyk, 1976; Kelly & Drabman, 1977;Luiselli, Helfen, & Pemberton, 1977;Rollings, Baumeister, & Baumeister, 1977) but also has been described as primarily educative or reeducative (Azrin, Gottlieb, Hughart, Wesolowski, & Rahn, 1975;Azrin & Powers, 1975;Azrin & Wesolowski, 1974). Epstein et al (1974) studied positive practice procedures that were topographically similar or topographically dissimilar to the desired target behavior.…”

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confidence: 99%

Identifying the Educative and Suppressive Effects of Positive Practice and Restitutional Overcorrection

Carey

Bucher

1981

J of App Behav Analysis

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Two major features of the overcorrection procedure, restitution and positive practice, were analyzed for their educative and suppressive properties in the treatment of profoundly retarded adults. Positive practice techniques that were topographically similar and dissimilar to the target behavior were studied. Eating behavior and puzzle performance were observed. Restitutional overcorrection and both forms of positive practice were effective for suppressing inappropriate behaviors. Even when appropriate behaviors had been acquired by positive practice, restitution and dissimilar positive practice were generally ineffective for increasing their rate of occurrence. However, topographically similar positive practice was successful as a means of teaching new appropriate behaviors.

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Eliminating self-injurious behavior by educative procedures

Cited by 96 publications

References 12 publications

Analysis and Intervention of Self-Injurious Behavior

Analysis and Intervention of Self-Injurious Behavior

Task Difficulty and Aberrant Behavior in Severely Handicapped Students

Identifying the Educative and Suppressive Effects of Positive Practice and Restitutional Overcorrection

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