This paper is a behavioral analysis of learning and behavior problems which may be expected of severely developmentally disabled persons in vocational settings. The behavioral analysis includes three major sections: (1) a categorization and description of primary problems encountered by a severely handicapped population, (2) a logically arranged hierarchy of behavioral procedures which can be used to treat different types of problems, and (3) a general set of management strategies. It is recommended that the hierarchy of behavioral procedures be empirically validated.
Get full access to this article
View all access options for this article.
References
1.
WehmanP.MarchantJ.Reducing multiple problem behaviors in a profoundly handicapped child. Manuscript submitted for publication, 1977.
2.
AxelrodS.HallR.V.WeisL.RohrerS.Use of self-imposed contingencies to reduce the frequency of smoking behavior. In MahoneyM. J.ThoresonC. E. (Eds.), Self-control: Power to the person. Monterey, Calif.: Brooks/Cole, 1974.
3.
AzrinN. H.GottliebL.HughartL.WesolowskiM.D.RahnT.Eliminating self-injurious behavior by educative procedures. Behavior Research and Therapy, 1975, 13, 101–111.
4.
BatesP.WehmanP.KaranO.Evaluating the work performance of a developmentally disabled adolescent: Use of a changing criterion design. In KaranO.WehmanP.RenzagliaA.SchutzR. (Eds.), Habilitation practices with the severely developmentally disabled. Madison: University of Wisconsin Rehabilitation Research and Training Center, 1977.
5.
BellamyG. T.PetersonL.CloseD.Habilitation of the severely and profoundly retarded: Illustrations of competence. Education and Training of the Mentally Retarded, 1975, 10, 174–186.
6.
BrownL.PearceE.Increasing the production rate of trainable retarded students in a public school simulated workshop. Education and Training of the Mentally Retarded, 1970, 5, 15–22.
7.
ClarkeA.HermelinF.Adult imbeciles: Their abilities and trainability. The Lancet, 1955, 2, 337–339.
8.
CrossonJ. A.technique for programming sheltered workshop environments for training severely retarded workers. American Journal of Mental Deficiency, 1969, 73, 814–818.
9.
DeRooW.HaralsonH.Increasing workshop production through self-visualization on videotape. Mental Retardation, 1971, 9, 22–25.
10.
DietzS.ReppA.Decreasing classroom misbehavior through the use of DRL schedules of reinforcement. Journal of Applied Behavior Analysis, 1973, 6, 457–464.
11.
GardnerW. I.Use of punishment procedures with the severely retarded: A review. American Journal of Mental Deficiency, 1969, 74, 86–103.
12.
GlynnE. L.Classroom applications of self-determined reinforcement. Journal of Applied Behavioral Analysis, 1970, 3, 123–132.
13.
GoldM. W.Stimulus factors in skill training of the retarded on a complex assembly task: Acquisition, transfer and retention. American Journal of Mental Deficiency, 1972, 76, 517–526.
14.
GoldM. W.Research on the vocational habilitation of the retarded: The present, the future. In EllisN. (Ed.), International review of research in mental retardation (Vol. 6). New York: Academic Press, 1973.
15.
GoldM. W.Redundant cue removal in skill training for the mildly and moderately retarded. Education and Training of the Mentally Retarded, 1974, 9, 5–8.
16.
GoldM. W.Task analysis: A statement and an example using acquisition and production of a complex assembly task by the retarded blind. Exceptional Children, 1976, 43, (2), 78–87.
17.
GoldM. W.BarclayC. R.The learning of difficult visual discriminations by the moderately and severely retarded. Mental Retardation, 1973, 11, 9–11.
18.
GoldM. W.ScottK. G.Discrimination learning. In StephensW. B. (Ed.), Training the developmentally young. New York: John Day, 1971.
HellandC.PaluckR.KleinM. A.comparison of self and external reinforcement with the trainable mentally retarded. Mental Retardation, 1976, 14, 22–23.
22.
HollisJ. H.Development of perceptual motor skills in a profoundly retarded child: Part I, Prosthesis. American Journal of Mental Deficiency, 1967, 71, 941–952. (a).
23.
HollisJ. H.Development of perceptual motor skills in a profoundly retarded child: Part II, Consequence, change and transfer. American Journal of Mental Deficiency, 1967, 71, 953–963. (b).
24.
HunterJ.BellamyG. T.Cable harness construction for severely retarded adults: A demonstration of training techniques. AAESPH Review, 1976, 1(7), 2–13.
25.
IrvinL.General utility of easy-to-hard discrimination training procedures with the severely retarded. Education and Training of the Mentally Retarded, 1976, 11(3), 247–250.
26.
JensK.ShoresR.Behavioral graphs as reinforcers for work behavior of mentally retarded adolescents. Education and Training of the Mentally Retarded, 1969, 4, 21–26.
27.
KazdinA. E.The effect of response cost and aversive stimulation in suppressing punished and nonpunished speech disfluencies. Behavior Therapy, 1973, 4, 73–82. (a).
28.
KazdinA. E.Toward a client administered token reinforcement program. Education and Training of the Mentally Retarded, 1973, 8, 4–11. (b).
KliebhahnJ.Effects of goal setting and modeling on job performances of retarded adolescents. American Journal of Mental Deficiency, 1967, 72, 220–226.
31.
MacDonoughT. S.ForehandR.Response-contingent time-out: Important parameters in behavior modification with children. Journal of Behavior Therapy and Experimental Psychiatry, 1973, 4, 231–236.
32.
MadsenC.BeckerW.ThomasD.KoserL.PlagerE.An analysis of the reinforcing function of “sit-down” commands. In ParkerR. K. (Ed.), Readings in educational psychology. Boston: Allyn & Bacon, 1970, 265–278.
33.
NelsonR. O.LipinskiD.BlackJ. L.The reactivity of adult retardates self-monitoring: A comparison among behaviors of different valences, and a comparison with token reinforcement. Psychological Record, in press.
34.
ReddW. H.BirnbrauerJ. S.Adults as discriminative stimuli for different reinforcement contingencies with retarded children. Journal of Experimental Child Psychology, 1969, 7, 440–447.
35.
ReppA.DietzS.DietzD.Reducing inappropriate behaviors in classrooms and in individual sessions through DRO schedules of reinforcement. Mental Retardation, 1976, 14, 11–14.
36.
RenzagliaA.WehmanP.SchutzR.KaranO.Use of cue redundancy and positive reinforcement to accelerate production rates in two profoundly retarded workers. In KaranO.WehmanP.RenzagliaA.SchutzR. (Eds.) Habilitation practices with the severely developmentally disabled. Madison: University of Wisconsin Rehabilitation Research and Training Center, 1977.
37.
RuschF.CloseD.Overcorrection: A procedural evaluation. AAESPH Review, 1976, 1(5), 32–45.
38.
SchroederS.Parametric effects of reinforcement frequency, amount of reinforcement, and required response force on sheltered workshop behavior. Journal of Applied Behavior Analysis, 1972, 5, 431–441.
39.
SchutzR.WehmanP.RenzagliaA.KaranO.Efficacy of contingent social disapproval on inappropriate verbalizations of two severely retarded males. Behavior Therapy, in press.
40.
SkinnerB. F.Science and human behavior. New York: Macmillan, 1953.
41.
ThomasD.BeckerW.ArmstrongM.Production and elimination of disruptive classroom behavior by systematically varying teachers' behavior. Journal of Applied Analysis, 1968, 1, 35–45.
42.
WehmanP.Behavioral self-control with the mentally retarded. Journal of Applied Rehabilitation Counseling, 1975, 6, 27–34.
43.
WehmanP.RenzagliaA.SchutzR.KaranO.Stimulating productivity in two profoundly retarded workers through mixed reinforcement contingencies. In KaranO.WehmanP.RenzagliaA.SchutzR. (Eds.), Habilitation practices with the severely developmentally disabled. Madison: University of Wisconsin Rehabilitation Research and Training Center, 1977.
44.
WehmanP.SchutzR.BatesP.RenzagliaA.KaranO.Self-management programs with mentally retarded workers: Implications for developing independent vocational behavior. In KaranO.WehmanP.RenzagliaA.SchutzR. (Eds.) Habilitation practices with the severely developmentally disabled. Madison: University of Wisconsin Rehabilitation Research and Training Center, 1977.
45.
WehmanP.SchutzR.RenzagliaA.KaranO.Use of positive practice to facilitate increased work productivity and instruction following in profoundly retarded adolescents. In KaranO.WehmanP.RenzagliaA.SchutzR. (Eds.), Habilitation practices with the severely developmentally disabled. Madison: University of Wisconsin Rehabilitation Research and Training Center, 1977.
46.
WilliamsP.Industrial training and remunerative employment of the profoundly retarded. Journal of Mental Subnormality, 1967, 13, 14–23.
47.
ZeamanD.HouseB.The role of attention in retardate discrimination learning. In EllisN. (Ed.), Handbook of mental deficiency. New York: McGraw-Hill, 1963.
48.
ZimmermanJ.OverpeckC.EisenbergH.GarlickB.Operant conditioning in a sheltered workshop. Rehabilitation Literature, 1969, 30, 323–334.
