ERIC Number: ED176496
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
The Development of Treatment Techniques for the Remediation of Self-Injurious Behavior in the Classroom and Home. Final Report.
Gaylord-Ross, Robert J.
Four treatment procedures were evaluated for effectiveness in reducing self injurious behavior (SIB) of 22 severely handicapped students. Treatment procedures included contingent restraint, reinforcement withdrawal, differential reinforcement of incompatible behavior, and ommission training (rewarding the S for not emitting the SIB response). Results indicated the superiority of the contingent restraint (CR) procedure. CR was the only technique using a contingent application of an aversive stimulus. A theoretical analysis considered implications for treatment of SIB from positive and negative reinforcement interpretations. Three recommendations for treatment were made: the child should be programmed in a social and educational interaction as much as possible; educational materials and instructional commands should be programmed in a graduated fashion allowing aversive materials and commands to be avoided at first; and efforts should be made to identify maximally reinforcing stimuli. Cooperating teachers and parents were shown to be able to implement behavior modification techniques to reduce SIB. In a second study, SIB was found to be correlated with the type of task engaged in by a 16 year old severely retarded female. A third study demonstrated a relationship between task difficulty and aberrant behavior. Among appendixes are sample consent forms and data sheets, and three related papers: "An Analysis of Antecedent, Response, and Consequence Events in the Treatment of Self Injurious Behavior,""A Decision Model for the Treatment of Aberrant Behavior in Applied Settings," and "The Relationship Between Task Difficulty and Inappropriate Behavior in Severely Retarded Children." (CL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Yeshiva Univ., New York, NY.