DOCSLIB.ORG

The Use of Intensive Behavioural Intervention for Children with Autism

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Use of Intensive Behavioural Intervention for Children with Autism The Use of Intensive Behavioural Intervention for Children With Autism Volume 14, Number 2, 2008 Abstract Autism is a pervasive developmental disorder with prevalence rates increasing yearly. Autism is Authors characterized by impaired social interaction, specific Christina de Rivera language abnormalities, behavioural stereotypes, and a range of cognitive deficits. The presence of CanCog Technologies, Inc. symptoms and the severity impairments vary from Toronto, Ontario individual to individual with deficits ranging from non-verbal and severe intellectual disabilities, to high-functioning. Currently, there is no cure for autism. However, intensive behavioural intervention (IBI) is gaining worldwide popularity as the treatment of choice. Intensive behavioural interventions have roots in applied behavioural analysis. The efficacies of the methodologies that have been used worldwide have varied. This paper compares the original IBI program developed by Lovaas with the current program used by the Toronto Partnership for Autism Services. Research is needed to determine what aspects of IBI are most effective for children with autism, which children benefit the most, if IBI is needed on a continued basis to maintain gains that are made, and if IBI programs are cost-effective for the government. Correspondence Christina de Rivera First described by Leo Kanner in 1943, autism christina.derivera@ was considered to be found in children who had a utoronto.ca serious inability to foster relationships with other people before 30 months of age. These children had Keywords abnormal language development and participated in stereotyped behaviours with an insistence on intensive behavioural sameness (Kanner, 1943). Today, it is considered intervention, one of the pervasive developmental disorders and autism, pervasive developmental diagnosis is usually made using the Diagnostic disorders, Statistical Manual IV-TR (American Psychiatric Lovaas method, Association [DSM-IV-TR], 2000) or World Health Toronto Partnership for Organization criteria (World Health Organization, Autism services 1994). (See also Fletcher, Loschen, Stavrakaki, & First, 2007a, 2007b). 2 DE RIVERA In the mid to late 1990s, the prevalence of of a behavioural response affects the autism was estimated to be approximately likelihood that the individual will produce 1 in every 1,000 children (Fombonne, 1999). the behaviour again. According to B. F. Since then, there have been numerous Skinner, behaviour modification “consists reports suggesting that the prevalence of changing the consequences of behaviour, is increasing (e.g., Bello, 2007; Coo et al., removing the consequences, which may 2007; Rutter, 2005; Wing & Potter, 2002). have caused trouble, or arranging new The process of “diagnostic substitution”— consequences for behaviour which has the switching of children with another lacked strength (Skinner, n.d.). According special education classification to autism— to this theory, the consequences of accounts for a substantial proportion of one’s behaviour directly influence the this increase (Coo et al., 2007). However, likelihood that the behaviour will occur the possibility has not been ruled out again (Skinner, 1999). That is, behaviour that increasing prevalence is the result frequency increases when it is rewarded, of environmental factors (e.g., Bello, 2007; and decreases when it is followed by Rutter, 2005). punishment. Current treatment methods for the There are seven elements that are contained autistic spectrum disorders include in every ABA program (Baer, Wolf, & Risley, the management of associated 1968). First, the program must be applicable. medical problems, pharmacologic and That is, behaviours that are being targeted nonpharmacologic intervention for must have functional significance. Second, challenging behaviours or coexisting the program must include behaviours that mental health conditions, and use of are observable so that performance can complementary and alternative medical be recorded. Third, the program must treatments (e.g., Myers & Johnson, 2007). involve analysis that contains data that The application of intensive behavioural shows that behavioural improvements are intervention (IBI) programs has received due to the therapy. Fourth, the techniques the most attention in the treatment domain. used must be clearly documented so that However, there is currently no cure for another person can easily replicate the autism and no gold standard for therapy. program. Fifth, the program must follow The main focus of this review article is established principles, such as those of to summarize behavioural interventions operant conditioning. Sixth, the program based on applied behavioural analysis should produce changes in behaviour that principles and also to summarize research are relevant to daily living, thus increasing findings about the efficacy of this particular the quality of life of the person. Last, type of behavioural therapy. In particular, changes in behaviour produced during the original program developed by Lovaas the therapy should generalize to other and the Toronto Partnership Autism situations and environments. Services (TPAS) program are discussed. Applied Behavioural Analysis and Applied Behavioural Analysis Autism Applied behavioural analysis (ABA) is In a talk given by Dr. McEachin and a scientific approach that attempts to summarized by Hultgren (1998), twelve change behaviour systematically using particular behavioural issues in autism the principles of operant conditioning. were outlined, and ways in which those Operant conditioning is a training or issues could be resolved using the learning process by which the consequence principles of ABA were proposed. JODD IBI FOR CHILDREN WITH AUTISM 3 1. Children with autism are often not highly Consequently, it is imperative that motivated. Thus, ABA should focus on lessons be as interesting as possible so making learning tasks interesting so that that the therapist is able to hold the the child will be motivated to learn the child’s attention. task. This means that if the child has 6. Sixth, children with autism have difficulty correctly learned the task, the positive understanding abstract concepts. It is consequence associated with learning essential that the therapist use simple, the task should be clear and sufficiently clear, and concise language so the child different from the negative consequence is able to follow the directions necessary of not having learned the task. In this to learn and perform the task. way, the child is able to see the cause 7. Children with autism have difficulty and effect relationship between correct learning by observation. This drives the learning of the task and its associated previous point about how children with positive consequence. According to autism need simple, clear, and concise the theories of operant conditioning, instruction about how to perform certain consequences normally have behavioural tasks. reinforcements associated with them (Skinner, 1999). 8. Children with autism have difficulty differentiating relevant stimuli from 2. Children with autism need tangible irrelevant stimuli. It is very important reinforcements. According to Dr. for the therapist to draw the attention McEachin, social reinforcements, such of the child to relevant stimuli so that as words of approval, are not usually he or she is able to make the correction sufficient to elicit the target behaviour. stimulus-response relationships. Making Instead, children with autism need connections between the stimulus, tangible reinforcements, such as edibles one’s response, and its consequence is or time to play with their toys. fundamental for effective behavioural 3. Children with autism have very short intervention based on ABA principles. attention spans. Thus, to ensure maximal 9. Children with autism often partake in effectiveness of behavioural treatment, behaviours, such as self-stimulation, that ABA breaks tasks down so that small can interfere with their learning. Thus, steps can be learned at a time. the first goal of the therapist is to stop 4. Children with autism are also easily the interfering behaviour so that he or distracted. Therefore, ABA therapy she can concentrate on teaching the task. initially takes place in a quiet environment This way, the child is able to devote 100% with few distractions to maximize of his or her attention into learning the learning potential. The eventual goal of task. the therapy, however, is to be able to 10. Children with autism learn better in generalize the behaviours learned during small groups. Because of this, most ABA ABA therapy to more natural settings, therapy is performed on a one on one such as play time or at school. Thus, basis. The ratio of children to therapist is as children become more successful in only increased once the child has shown performing a specific task, therapy may that he or she is able to learn in a one on move to more naturalistic environments. one setting. 5. Aside from learning difficulties due to 11. Children with autism do not use free attention span, children with autism time effectively. For this reason, ABA generally learn more slowly. Therefore, therapy is very structured, and to keep children with autism need a lot of the therapy interesting play skills are repetition to learn a particular task. incorporated into the schedule. V.14 N.2 4 DE RIVERA 12. Children with autism have sensory and/ child, preferably between the ages of 3½-5 or motor impairments. Thus, ABA therapy years. Due to
Load more

Recommended publications
  • L Brown Presentation
    Health Equity Learning Series Beyond Service Provision and Disparate Outcomes: Disability Justice Informing Communities of Practice HEALTH EQUITY LEARNING SERIES 2016-17 GRANTEES • Aurora Mental Health Center • Northwest Colorado Health • Bright Futures • Poudre Valley Health System • Central Colorado Area Health Education Foundation (Vida Sana) Center • Pueblo Triple Aim Corporation • Colorado Cross-Disability Coalition • Rural Communities Resource Center • Colorado Latino Leadership, Advocacy • Southeast Mental Health Services and Research Organization • The Civic Canopy • Cultivando • The Gay, Lesbian, Bisexual, and • Eagle County Health and Human Transgender Community Center of Services Colorado • El Centro AMISTAD • Tri-County Health Network • El Paso County Public Health • Warm Cookies of the Revolution • Hispanic Affairs Project • Western Colorado Area Health Education Center HEALTH EQUITY LEARNING SERIES Lydia X. Z. Brown (they/them) • Activist, writer and speaker • Past President, TASH New England • Chairperson, Massachusetts Developmental Disabilities Council • Board member, Autism Women’s Network ACCESS NOTE Please use this space as you need or prefer. Sit in chairs or on the floor, pace, lie on the floor, rock, flap, spin, move around, step in and out of the room. CONTENT/TW I will talk about trauma, abuse, violence, and murder of disabled people, as well as forced treatment and institutions, and other acts of violence, including sexual violence. Please feel free to step out of the room at any time if you need to. BEYOND SERVICE
    [Show full text]
  • Inhumane Beyond All Reason the Torture of Autistics and Other People with Disabilities at the Judge Rotenberg Center Shain Neumeier, J.D
    Inhumane Beyond All Reason The Torture of Autistics and Other People with Disabilities at the Judge Rotenberg Center Shain Neumeier, J.D. They call what the Judge Rotenberg Center does to people with disabilities treatment. That’s why it still happens. For over forty years, JRC has used painful methods of controlling the behavior of Autistic people, people with intellectual disabilities, and people with mental illnesses. This includes long-term mechanical restraint to a four-point board, food and sensory deprivation, social isolation, and, most infamously, electric shock. Labeling these methods as aversive behavioral modification, and even aversive therapy, JRC has not only been allowed to use them on their students – both children and adults – but has in fact received the approval of parents, state agencies and courts in doing so. JRC follows what its own administration has called a “radical Skinnerian” behavioral approach, relying on the principles of operant behavioral conditioning – namely, arranging an individual’s environment to provide rewards for appropriate or desired behavior and punishment for unacceptable or unwanted behavior. JRC’s founder, Matthew Israel, became fascinated with these principles after taking a class with B.F. Skinner, a pioneer in the field of operant conditioning, and reading his book, a novel called Walden Two, portraying a utopian society that was based on the ideas of behavioral psychology while he was a student at Harvard University. He in fact decided that it was his life’s mission to create such a utopian community, and, to this end, worked under B.F. Skinner during the course of his studies.
    [Show full text]
  • Ma DATE 72 NOTE 528P
    DOCUMENT RESUME --ED 071 870 SE 015 453 . , . AUTHOR Lowry, William C., Ed. TITLE, The Slow Learner in Mathematics. NCTM Yearbook 35. INSTITUTION National Council of Teachers of Mathematics, Inz;., Washington, D.C. ma DATE 72 NOTE 528p.. AVAILABLE fROMNational Council of Teachers of Mathematics, 1201 Sixteenth Street N. W.., Washington, D. C, 20036 (8.50, $7.50 for NCTM members) . EDRS PRICE ?F -$0.65 HC Not Available from EDRS. ,DESCRIPTORS *Activity Learning; *Curriculum; *Insti tion; Instructional Materials; Laboratory Procedures; *Mathematics Education; Objectives; *Slow Learners; Teacher Education; Teaching Methods ABSTRACT The first part of this yearbook treats the characteristics and needs of the slow learner, the research .literature, behavioral objectives, and the creation ofa favorable learning environment. The second part, meant to providemore specific help for the classroom teacher, deals with teaching techniques, iudtisensory aids and activities, mathematics laboratories, and diagnostic-prescriptive procedures. The third part covers classroom management and school administration, curiciculum for slow learners, and program descriptions for in- service, teacher education. Two appendices present activities, games, applications, and sample lessons that have been found to be effective with slowlearners. (Author/DT) -,17,1 yrm -3. -14.404t4,14.1t.011',1"wl" YEARBOOKS published by the National Council of Teachers of Mathematics First. Yea 'book : A General Survey of Progress in the Last Twenty -fireYears Second Yearbook: Curriculum
    [Show full text]
  • DOCUMENT RESUME ED 318 158 EC 230 560 TITLE the Language
    DOCUMENT RESUME ED 318 158 EC 230 560 TITLE The Language of Pain: PerFpecti.ves on Behaviour Management. INSTITUTION G. Allan Roeher Inst., Toronto (Ontario). REPORT NO ISBN-0-920121-36-5 PUB DATE 88 NOTE 179p. AVAILABLE FROM G. Allan Roeher Institute, 4700 Keele St., Kinsmen Building, York University, Downsview, Ontario, Canada M3J 1P3 ($14.95). PUB TYPE Books (010) -- Viewpoints (120) -- Collected Works General (020) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Advocacy; Behavior Change; *Behavior Modification; Case Studies; *Ethics; Foreign Countries; *Mental Retardation; Opinions; Outcomes of Treatment; *Punishment; *Training Methods IDENTIFIERS *Aversive Therapy ABSTRACT This examination of the use of aversive techriques as a form of "therapy" for people with mental handicaps includes 12 articles by specialists who argue that the use of aversive procedures is socially, ethically, legally, and scientifically untenable as well as 3 ancedotal case studies by a patient advocate and 2 personal accounts by persons who have suffered from aversive therapies, one of them a patient and the other a parent. The 12 articles have the following titles and authors: "Aversive Conditioning: Necessity or Failure?" (Tim Stainton); "The Use of Aversives: One Psychologist's Viewpoint" (Carole Sinclair); "Redefining the Problem: An Alternative View of Difficult Behavior" (Douglas Logan); "My Sister Kelly" (Mary Collins); "The Efficacy of Behaviour modification Techniques for Persons Labelled Mentally HanCinapped" ;Bill Downer); "Aversive Therapy" (Dot Ewen); "This May Hurt a Bit" (Orville Endicott); "'The Therapy of Despair': A Family Medicine Perspective" (Yves Talbot); "Legal Advocacy and the Use of Aversives" (Brian Weagant and Dorothy Griffiths); "Aversives: Differential 'Treatment' for People with a Mental Handicap" (S.
    [Show full text]
  • NEWSLETTER Building Better Trainers Through Education Nov/Dec 2001
    NEWSLETTER Building Better Trainers Through Education Nov/Dec 2001 The Science of Animal Training by Marian Breland Bailey, PhD, and Robert E. Bailey Editor’s note: We are pleased to dedicate this issue to an overview of operant conditioning—its grounding in science, its fundamental principles, and how behavior is analyzed by scientists. In two articles—this cover story and a second piece on the ABCs of behavior—behaviorists Marian and Bob Bailey summarize operant conditioning in a way that should be helpful to novice and experienced trainers alike. They whet our Joan Maxwell appetites for all there is to know, and all that is yet to be learned. Member Profile, p.13 We extend our deepest thanks to the Baileys for their contributions. Be sure to watch for INSIDE their articles in future issues, too, where they’ll talk about common myths and the application of operant conditioning in dog training. For a biographical sketch of the ABCs of Behavior ................................8 Baileys, please see “Meet the Baileys” on page 11. APDT Members in the News...............4 Editor’s Corner ..................................2 es, Virginia, there is a science animals could learn through imitation, trial and error, or observa- Executive Director’s Message............5 behind modern animal training. It’s called operant tion. By 1910 Thorndike had devel- Gimme Shelter ................................19 Y Y oped a law of psychology—the law conditioning (OC)—more precisely Meet the Baileys..............................11 referred to as behavior analysis— of effect—that attempted to explain Member Profile .................................13 and includes a method of behavior behavior in terms of stimulus- News from the UK.............................21 modification and therapy based on response and satisfaction/discom- OC Definitions at a Glance ................10 laboratory science.
    [Show full text]
  • Violence in Clinical Psychiatry Is Taking Place in the Stimulating, Idiosyncratic and Authentic City of Ghent
    Bart Thomas Roger Almvik Palmstierna Tom Henk Nijman Johan Håkon Bjørngaard Nico Oud Patrick Callaghan Patrick Callaghan - Nico Oud - Johan Håkon Bjørngaard Patrick Callaghan - Nico Oud - Johan Håkon Bjørngaard Henk Nijman - Tom Palmstierna - Roger Almvik - Bart Thomas Henk Nijman - Tom Palmstierna - Roger Almvik - Bart Thomas VIOLENCE “New horizons in interdisciplinary approaches” Proceedings of the 8th European Congress on The 8th European Congress on Violence in Clinical Psychiatry is taking place in the stimulating, idiosyncratic and authentic city of Ghent. VIOLENCE IN People from all corners of the world will deliver papers, symposia and workshops, present posters and debate how ‘new and interdisciplinary approaches’ might transform the landscape of violence research, CLINICAL education and practice. The concerns the congress addresses will be IN CLINICAL PSYCHIA of interest and signifi cance to people providing, using, developing and commissioning mental health and intellectual disability services, PSYCHIATRY as well as the people who shape policies. The congress showcases scientifi c advances in violence prevention, reduction, risk and management and their application to specifi c populations and topics. Leading international scholars who are at the forefront of thinking on violence in clinical psychiatry, and beyond, spearhead what promises to be a lively three days of making discoveries about violence in clinical psychiatry, and making these discoveries matter to people’s health and well being. Prof. Patrick Callaghan Mr. Nico Oud, MNSc ISBN 978-90-574-0112-1 Prof. Johan Håkon Bjørngaard Prof. Henk Nijman TRY Prof. Tom Palmstierna Dr. Roger Almvik 9 789057 401121 Mr. Bart Thomas, MSc Violence in Clinical Psychiatry Design and production: DM Creatieve Communicatie.
    [Show full text]
  • Autistic Adult and Non-Autistic Parent Advocates: Bridging the Divide
    AUTHORS' VERSION Rottier, H. & Gernsbacher, M. A. (2020). Autistic adult and non-autistic parent advocates: Bridging the divide. In. A. C. Carey, J. M., Ostrove, & T. Fannon (Eds.) Disability alliances and allies (Research in social science and disability, Vol. 12, pp. 155-166). Emerald Publishing Limited. https://doi.org/10.1108/S1479-354720200000012011 Chapter 7 AUTISTIC ADULT AND NON-AUTISTIC PARENT ADVOCATES: BRIDGING THE DIVIDE Helen Rottier and Morton Ann Gernsbacher ABSTRACT Purpose: Due to the developmental nature of autism, which is often diagnosed in preschool or elementary school-aged children, non-autistic parents of autistic children typically play a prominent role in autism advocacy. How- ever, as autistic children become adults and adult diagnoses of autism continue to rise, autistic adults have played a more prominent role in advo- cacy. The purpose of this chapter is to explore the histories of adult and non-autistic parent advocacy in the United States and to examine the points of divergence and convergence. Approach: Because of their different perspectives and experiences, advocacy by autistic adults and non-autistic parents can have distinctive goals and conflicting priorities. Therefore, the approach we take in the current chapter is a collaboration between an autistic adult and a non-autistic parent, both of whom are research scholars. Findings: The authors explore the divergence of goals and discourse between autistic self-advocates and non-autistic parent advocates and offer three principles for building future
    [Show full text]
  • Teaching Students Who Have Difficulty Mastering Lmitation
    Western Michigan University ScholarWorks at WMU Dissertations Graduate College 12-2017 Teaching Students who have Difficulty Mastering lmitation Jennifer Mrljak Western Michigan University, [email protected] Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Applied Behavior Analysis Commons, and the Educational Psychology Commons Recommended Citation Mrljak, Jennifer, "Teaching Students who have Difficulty Mastering lmitation" (2017). Dissertations. 3191. https://scholarworks.wmich.edu/dissertations/3191 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. TEACHING STUDENTS WHO HAVE DIFFICULTY MASTERING IMITATION by Jennifer Mrljak A dissertation submitted to the Graduate College in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Psychology Western Michigan University December 2017 Doctoral Committee: Richard W. Malott, Ph. D., Chair Stephanie Peterson, Ph.D. Ron Van Houten, Ph.D. Carmen Jonaitis, Ed. D. Steven Ragotzy, Ph.D. TEACHING STUDENTS WHO HAVE DIFFICULTY MASTERING IMITATION Jennifer Mrljak, Ph.D. Western Michigan University, 2017 Some children with autism are unable to acquire imitation despite receiving early intensive behavioral intervention (EIBI) meant to teach that and other important skills. Many EIBI programs use physical-prompting hierarchies either as a component of the discriminative stimulus or the correction procedure following an error (Lovaas, 1981; Maurice, Green, & Luce, 1996). But even after lengthy exposure to these teaching techniques, some children still do not acquire imitative repertoires.
    [Show full text]
  • A Short History of Aversives in Massachusetts By: Polyxane S
    A Short History of Aversives in Massachusetts by: Polyxane S. Cobb Introduction People with severe behavioral problems, who may be aggressive or self-abusive, and who have profound difficulties learning to control their behaviors have long been a challenge. Over the years people have developed theories exploring what the contributing factors might be in the expression of these behaviors. Often, however, the sources have remained obscure and the methods to correct them have remained elusive. Many purported therapies have been developed that promise the elimination of these behaviors. Some have been rigorously tested and then shared in detail within the profession through articles in scientific journals and, therefore, held up to the scrutiny of peer review. Others remain unpublished promises—perhaps presented verbally at conferences. “Aversive Therapy” is in the latter category. Its most extensive use began at the Behavior Research Insti- tute (BRI) in California. Following a series of lawsuits by private clients as well as the State of California, BRI moved its operations to Rhode Island. Because many of the residences attached to the school were located in Massachusetts, the facility needed to have a license in Massachu- setts. The Office for Children (OFC), then the licensing agency for all programs effecting children in Massachusetts, tried to suspend the use of aversives at the program. BRI went to probate court in Bristol County, complaining that without the use of these procedures their clients would either permanently injure themselves or even risk death. The commonwealth maintained that only the OFC had jurisdiction to permit the use of aversives. It therefore did not present opposing arguments to the BRI contentions.
    [Show full text]
  • A Human Rights Approach to Applied Behavior Analysis (ABA) Therapy Rebecca Rubey [email protected]
    The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Master's Projects and Capstones Theses, Dissertations, Capstones and Projects Winter 12-15-2017 Privileging Autistics of Color: A Human Rights Approach to Applied Behavior Analysis (ABA) Therapy Rebecca Rubey [email protected] Follow this and additional works at: https://repository.usfca.edu/capstone Part of the Applied Behavior Analysis Commons, Bilingual, Multilingual, and Multicultural Education Commons, Disability and Equity in Education Commons, Educational Methods Commons, and the Special Education and Teaching Commons Recommended Citation Rubey, Rebecca, "Privileging Autistics of Color: A Human Rights Approach to Applied Behavior Analysis (ABA) Therapy" (2017). Master's Projects and Capstones. 680. https://repository.usfca.edu/capstone/680 This Project/Capstone is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Master's Projects and Capstones by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. University of San Francisco Privileging Autistics of Color: A Human Rights Approach to Applied Behavior Analysis (ABA) Therapy A Field Project Proposal Presented to The Faculty of the School of Education International and Multicultural Education Department In Partial
    [Show full text]
  • Torture Not Treatment
    I -Child restrained at waist, arms, chest, groin and feet in isolation room -Leg cuffs used to restrain children in chairs -Cover Photo: Child face-down on a four-point restraint board attached to electric shock device. Torture not Treatment: Electric Shock and Long-Term Restraint in the United States on Children and Adults with Disabilities at the Judge Rotenberg Center Urgent Appeal to the United Nations Special Rapporteur on Torture Presented by: Mental Disability Rights International 1156 15th Street NW, Suite 1001 Washington, DC 20005 www.mdri.org Primary Author/Researcher: Laurie Ahern President Co-Author: Eric Rosenthal, Esq. Executive Director Torture Not Treatment: Electric Shock and Long-Term Restraint in the United States on Children and Adults with Disabilities at the Judge Rotenberg Center Copyright 2010, Mental Disability Rights International Copies of this report are available from: Mental Disability Rights International 1156 15th Street, NW Suite 1001 Washington, DC 20005 Telephone: 202.296.0800 E-mail: [email protected] Website: www.mdri.org All photos copyright CBS Inc., 1994, Eye to Eye with Connie Chung Mental Disability Rights International Mental Disability Rights International (MDRI) is an international human rights organization dedicated to the human rights and full participation in society of people with disabilities worldwide. MDRI documents human rights abuses, supports the development of disability rights advocacy, and promotes international awareness and oversight of the rights of people with disabilities. MDRI advises governments and non-governmental organizations to plan strategies to bring about effective rights enforcement and service-system reform. Drawing on the skills of attorneys, mental health professionals, people with disabilities and their families, MDRI challenges the discrimination and abuse faced by people with disabilities worldwide.
    [Show full text]
  • Merrill Winston, Ph.D., BCBA-D Laraine Winston, M.S., BCBA PCMA
    NOT v Punishment is a Negative Procedure! Merrill Winston, Ph.D., BCBA-D Laraine Winston, M.S., BCBA PCMA 1 1 Introduction Punishment is a very controversial topic in applied behavior analysis today. Because reinforcement, antecedent manipulations, and certain skill acquisition procedures are often described as “positive,” the implication is that punishment procedures must be “negative.” Some procedures – mostly those described as “positive” – are also characterized as “natural,” with the implication that they’re automatically good, or at least benign. 2 2 Introduction Well, that’s not the case at all. In fact, there is no evidence that all reinforcement procedures are “positive” in the sense of always being pleasant and producing no ill effects. And it’s certainly not the case that all “positive” procedures are “natural,” or vice versa. Indeed, there are many naturally occurring consequences that most of us would not describe as pleasant or “positive.” 3 3 Introduction The terms “positive,” “negative,” and “natural” in this context are more political in nature than scientific or logical, and carry with them more baggage than a fully loaded 747. Punishment has undeniably become ABA’s redheaded stepchild, and the use of punishment procedures typically invokes the wrath of the local behavioral program review committee and the “positively” enlightened crowd. 4 4 Overview Misconceptions about reinforcers and punishers Problems with punishers and reinforcers Punishment and coercion Punishment is all around us, necessary, and beneficial 5 5 Overview Problems in using “typical” punishers with atypical individuals Problems caused by aversives in general Benefits of learning to tolerate avervises Teaching people how to “handle” aversives 6 6 A quote from Dr.
    [Show full text]