This article reviews 36 studies conducted since 1967 which evaluated operant conditioning techniques to develop and improve self-help skills of mentally retarded persons. The studies fell within three categories: self-feeding and other mealtime behaviors, personal care skills (dressing, hygiene, etc.), and the simultaneous development of various self-help skills. Studies are analyzed in terms of the subjects, the target behaviors, training techniques and their effects, experimental designs, and reliability of measurement. The paper concludes with a critique of the studies, some suggestions for future research, and tentative teaching implications based on the results of the studies.
Get full access to this article
View all access options for this article.
References
1.
Abramson, S.E., & Wunderlich, R.A.Dental hygiene training for retardates: An application of behavioral techniques. Mental Retardation, 1972, 10(3), 6-8.
2.
Albin, J.B.Some variables influencing the maintenance of acquired self-feeding behavior in profoundly retarded children. Mental Retardation , 1977, 15(5), 49-52.
3.
Azrin, N.H., & Armstrong, P.M.The "mini-meal" - a rapid method for teaching eating skills to the profoundly retarded. Mental Retardation , 1973, 11(1), 9-13.
Ball, T.S., Seric, K., & Payne, L.Long-term retention of self-help skill training in the profoundly retarded . American Journal of Mental Deficiency, 1971 , 76, 378-382.
6.
Barton, E.S., Guess, D., Garcia, E., & Baer, D.Improvements of retardates' mealtime behaviors by timeout procedures using the multiple baseline technique. Journal of Applied Behavior Analysis, 1970, 3, 77-84.
7.
Berkowitz, S., Sherry, P.J., & Davis, B.A.Teaching self-feeding skills to profound retardates using reinforcement and shaping procedures. Behavior Therapy, 1971 , 2, 62-67.
8.
Brody, J.F., Esslinger, S., Casselman, G., McGlinchey, M., & Mitala, R.The itinerant training team: Variations on a familiar concept. Mental Retardation, 1975, 13 (2), 38-42.
9.
Campbell, D.T., & Stanley, J.C.Experimental and quasi-experimental designs for research. Chicago: Rand McNally, 1973.
Colwell, C.N., Richard, E., McCarver, R.B., & Ellis, N.R.Evaluation of self-help habit training of the profoundly retarded . Mental Retardation, 1973, 11 (3), 14-18.
12.
Cuvo, A.J.Child care workers as trainers of mentally retarded children. Child Care Quarterly, 1973, 2(1), 25-37.
13.
Groves, I., & Carroccio, D.A self-feeding program for the severely and profoundly mentally retarded . Mental Retardation, 1971, 9(3), 10-12.
Haywood, H.C.The ethics of doing research ... and not doing it. American Journal of Mental Deficiency, 1977, 81, 311-317.
17.
Henricksen, K., & Doughty, R.Decelerating undesired mealtime behavior in a group of profoundly retarded boys. American Journal of Mental Deficiency, 1967, 72, 40-44.
18.
Hollis, J.H., & Gorton, C.E.Training severely and profoundly developmentally retarded children . Mental Retardation, 1967, 5(4), 20-24.
19.
Horner, D.R., & Keilitz, I.Training mentally retarded adolescents to brush their teeth. Journal of Applied Behavior Analysis, 1975, 8, 301-309.
20.
Kimbrell, D.L., Luckey, R.E., Barbuto, P.F., & Love, J.G.Operation dry pants: An intensive habit training program for severely and profoundly retarded. Mental Retardation, 1967 , 5(2), 32-36.
21.
Leath, J.R., & Flournoy, R.L.Three year follow-up of intensive habit training program. Mental Retardation, 1970, 3 (8), 32-34.
22.
Leibowitz, M.J., & Holcer, P.Building and maintaining self-feeding skills in a retarded child. The American Journal of Occupational Therapy, 1974 ,28, 545-548.
23.
Lemke, H., & Mitchell, R.D.Controlling the behavior of a profoundly retarded child. The American Journal of Occupational Therapy, 1972, 26, 261-264.
24.
Lent, J.R.Teaching daily living skills. In J. M. Kauffman and J. S. Payne (Eds.), Mental retardation: Introduction and personal perspectives . Columbus Ohio: Charles E. Merrill , 1975.
25.
Luckey, R.E., & Chandler, P.J.Demonstration habilitive and self-care nursing projects for multi-handicapped retardates. Mental Retardation , 1968, 6(5), 10-14.
26.
Martin, G.L., Kehoe, B., Bird, E., Jensen, V., & Darbyshire, M.Operant conditioning in the dressing behavior of severely retarded girls. Mental Retardation, 1971, 9(3), 27-30.
27.
Martin, L., McDonald, S., & Omichinski, M.An operant analysis of response interactions during meals with severely retarded girls. American Journal of Mental Deficiency, 1971, 76, 68-75.
28.
Miller, H.R., Patton, M.E., & Henton, K.R.Behavior modification of a profoundly retarded child: A case report . Behavior Therapy, 1971, 2, 375-384.
29.
Minge, M.R., & Ball, T.S.Teaching self-help skills to profoundly retarded patients. American Journal of Mental Deficiency, 1967, 71, 864-868.
30.
Murphy, M.H., & Zahm, D.Effects of improved ward conditions and behavioral treatment on self-help skills. Mental Retardation, 1975, 13 (6), 24-27.
31.
Nelson, G.L., Cone, J.D., & Hanson, C.R.Training correct utensil use in retarded children: Modeling vs. physical guidance . American Journal of Mental Deficiency, 1975 , 80, 114-122.
32.
O'Brien, F., & Azrin, N.H.Developing proper mealtime behaviors of the institutionalized retarded . Journal of Applied Behavior Analysis, 1972 , 5, 389-399.
33.
O'Brien, F., Bugle, C., & Azrin, N.H.Training and maintaining a retarded child's proper eating. Journal of Applied Behavior Analysis1972, 5, 67-72.
34.
Osarchuk, M.Operant methods of toilet behavior training the severely and profoundly retarded: A review. Journal of Special Education, 1973 , 7, 423-437.
35.
Roos, P., & Oliver, M.Evaluation of operant conditioning with institutionalized retarded children . American Journal of Mental Deficiency, 1969 , 74, 325-330.
36.
Song, A.Y., & Gandhi, R.An analysis of behavior during the acquisition and maintenance phases of self-spoon feeding skills of profound retardates. Mental Retardation , 1974,12(1), 25-28.
37.
Stolz, S.B., & Wolf, M. M. Visually discriminated behavior in a "blind" adolescent retardate. Journal of Applied Behavior Analysis , 1969,2, 65-67.
38.
Striefel, S.Behavior modification: Teaching a child to imitate. Lawrence, Ks: H&H Enterprises, 1974.
39.
Sulzer-Azaroff, B., & Mayer, G.R.Applying behavior analysis procedures with children and youth. New York: Holt, Rinehart and Winston, 1977.
40.
Teffrey, D., Martin, G.L., Samels, J.L., & Watson, C.Operant conditioning of grooming behavior in severely retarded girls . Mental Retardation, 1970, 8(4), 29-33.
41.
Wagner, P., & Sternlicht, M.Retarded persons as "teachers": Retarded adolescents tutoring retarded children. American Journal of Mental Deficiency , 1975, 79, 674-679.
42.
Watson, L.D.Application of operant conditioning techniques to institutionalized severely and profoundly retarded children. Mental Retardation Abstracts , 1967, 4, 1-18.
43.
Wehman, P.H.Effects of token reinforcement on maintaining oral hygiene skills in geriatric retarded women. Training School Bulletin, 1974, 71 (1), 39-40.
44.
York, R., Williams, W., & Brown, P.Teacher modeling and student imitation : An instructional procedure and teacher competency. AAESPH Review, 1976 , 1 (8), 11-15.
45.
Zeaman, D., & House, B.J.The role of attention in retardate discrimination learning. In N. R. Ellis (Ed.), Handbook of mental deficiency. New York: McGraw-Hill , 1963.
46.
Zeiler, M.S., & Jervey, S.S.Development of behavior: Self-feeding. Journal of Consulting and Clinical Psychology, 1968, 32 (2), 164-168.
