DOCSLIB.ORG

Ma DATE 72 NOTE 528P

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read 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 Problems in Teaching Mathematics Third Yearbook: Selected Topics in the Teaching of Mathematics Fourth Yearbook: Significant Changes and. Trends in the Teaching of Mathematics throughout the World since 1910 Fifth Yearbook: The Teaching of Geometry Sixth Yearbook: Mathematics in Modern Life Seventh Yearbook: The Teaching of Algebra Eighth Yearbook: The Teaching of Mathematics in the SecondarySchool Ninth Yearbook: Relational and Functional Thinking in Mathematics Tenth Yearbook: The Teaching of Arithmetic Eleventh Yearbook: The Place of Mathematic, in Modern Education Twelfth Yearbook: Approximate Computation Thirteenth Yearbook: The Nature of Proof Fourteenth Yearbook: The Training of Mathematics Teachers Fifteenth Yearbook: The Place of Mathematics in SecondaryEducation Sixteenth Yearbook: Arithmetic in General Education Seventeenth Yearbook: A Source Rook of Mathematical Applications Eighteenth Yearbook: Multi-Sensory Aids in the Teaching ofMathematics Nineteenth Yearbook: Surveying Instruments: Their Historyand Classroom Use Twentieth Yearbook: The Metric System of Weights and Measure, Twenty -first. Yearbook: The Learning of Mathematics: Its Theory and Practice Twenty-second Yearbook: Emerging Practice, in Alathematic, Education Twenty-third Yearbook: Insights rout Modern Mathematics Twenty-fourth Yearbook: The Growth of Mathematical Ideas, Grades K-12 Twenty-fifth YearbookInstruction in Arithmetic Twenty-sixth Yearbook: Evaluation in Mathematics Twenty-seventh Yearbook: Enrichment Mathematics for the Grade, Twenty-eighth Yearbook: Enrichment Mathematics for High School Twenty-ninth Yearbook: Topics in Mathematic, for Elementary SchoolTeachers Thirtieth Yearbook: More Topics in Mathematic, for Elementary School Teacher., Thirty-first Yearbook: Historical Topics for the MathematicsClassroom Thirty-second Yearbook: A History of Mathematics Education inthe United States and Canada Thirty-third Yearbook : The Teaching of Secondary SchoolMathematics Thirty-fourth Yearbook: Instructional Aids in Mathematics Thirty-fifth Yearbook: The Slow Learner in 3/athematic& The Slow Learner in Mathematics Thirty-fifth Yearbook National Council of Teachers of Mathematics 1972 PERMISSION TO REPRODUCE THIS COPY RIGHTED MATERIAL BY MICROFICHE ONLY .IAS BEEN GRANTED BY N.C.T.M. TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE US OFFICE OF EDUCATION FURTHER REPVIDUCTION OUTS,E THE ERIC SYSTEM RECUIRES PER MISSION OF THE COPYRIGHT OWNER Copyright © 1972 by THE NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS.INC. 1201 Sixteenth Street, NW, Washington, D.C. 20036 All rights reserved Library of Congress Cataloging in Publication Data: National Council of Teachers of Mathematics. The slow learner in mathematics. (Its Yearbook 35) Includes bibliographies. 1. MathematicsStudy and teachingAddresses. essays, lectures.2. Slow learning children Addresses, essays, lectures.I. Title.II. Series. QA1.N3 35th[QA11] 512%1'07 72-8350 Printed in the United States of America Contents Preface vii Acknowledgments xii I. Characteristics and Needs of the Slow Learner 1 Richard TV. Schulz, Cedar Rapids Community Schools, Cedar Rapids, Iowa 2. The Research Literature 26 Len Pikaart, University of Georgia, Athens, Georgia James TV. Wilson. University of Georgia, Athens, Georgia 3. Behavioral Objectives 52 Henry II. Wolbesser, University of Maryland, College Park, Maryland Heather L. Carter. University of Texas, Austin, Texas 4. A Favorable Learning Environment 104 James R. Pearson, Dade County Public Schools, Miami, Florida 5. Adjustment of Instruction (Elementary School) 129 Charlotte W. Junge, Wayne State University, Detroit , Michigan 6. Teaching Styles (Secondary School) 163 Elizabeth A. Collins, Dade County Public Schools, Miami, Florida 7. Aids and Activities 182 Evan M. Maletsky. Montclair State College, Upper Montclair, New Jersey Vi CONTENTS 8.The Laboratory Approach 221 Patricia S. Davidson. Boston State College, Boston, Mas,a- chusetts Marton I. Walter, Graduate School of Education,Harvard University, Cambridge, Massaclmsetts 9. Diagnostic-Prescriptive Teaching 282 Vincent J. Glenn" The University of Connecticut,Storrs, Connecticut John W. Wilson, University of Maryland, CollegePark, Maryland 10. Classroom and School Administration 319 Paid V. Rog ler, Wilmington Public Schools, Wilmington,Dela- ware 11. Promising Programs and Practices 345 12. The Training of Teachers 402 Dora Helen Skypek, Emory University, Atlanta,Georgia Appendix A: Activities, Games, and Applications 444 Thomas E. Rowan, Maryland State Departmentof Education, Baltimore, Maryland William G. McKenzie, Prince Georges CountyPublic Schools, Upper Marlboro, Maryland Appendix B: Sample Lessons 487 Index . 521 Preface In the revolution that has reshaped school mathematics over the past twenty years, the major efforts at first were in behalf of the capable student. Experienced teachers, however, have long been aware that mathematically capable students comprise only a part of the student population. A group often as large as the capable group, and in some schools larger, is made up of students who have considerable difficulty learning mathematics and whose achievement is noticeably below de- sired levels. Dedicated mathematics teachers have addressed them- selves to the problems of these students for many years. By the sixth decade of the twentieth century, however, the need for greater math- ematical competency on the part of all members of society was becoming increasingly clear. National, state, and local interest started to focus more than previously on the large number of studentsin our schools who have trouble learning generally; and among these, of course, are those who have trouble learning mathematics. The Yearbook Planning Committee of the NCTM, at its April 1966 meeting, agreed to recommend to the Board of Directors a year- book on the slow learner in mathematics,, subject to the following limitations: 1. No attempt was to be made to identify such students beyond the general definition of "students who are not achieving at the desired level." 2. The yearbook was to deal with the subject matter objectivesfor slow learners and the methods for attaining these objectives at various levels. The Board approved the recommendation, and a planning com- mittee for the yearbook was formed. The planning committeehad as vii Viii PREFACE its immediate work the developmentof a proposal for a conference on the slow learner in mathematics. Itwas hoped the conference would generate ideas that wouldculminate in the yearbook. The planning committee completed itswork in April 1967, whereuponan editor and an editorial panel for theyearbook were appointed. Four of the original planning committeemembers remained on the editorial panel. Vincent Brant replaced .JackE. Forbes, who became chairman of the NCTNI Yearbook PlanningCommittee at that time. The conference approach to generatingideas for the yearbook did not prove feasible because of thecost of such an undertaking, and that approach was abandoned.During the early part of 1968 the editorial panel met twice. At thosemeetings we agreed on basic themes for the yearbook, selectedtentative titles for the chapters, sketched chrpter outlines, and selectedprospective authors. In August 1968 a schedule and a budget for theyearbook were proposed to the Board of Directors. The Boardapproved the proposal later that year. By early 1969 the writing team for the yearbookwas complete. The editorial panel agreed with thefirst limitation set by the Year- book Planning Committee and didnot attempt to identify slow learners other than by noting that theseare students who are net achieving at the desired level. \Vewere well aware that there are a number of reasons why students do not achieve. \Vewere also aware of the number of differentlabelsunderachiever, low achiever, low- ability student, disadvantaged student,and so forthappliea to various groups of these students. Wechose to use the term slow learner because the studentswe
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]
  • 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]
  • BRIGHTON ROCK Hard Rock Album of the Year
    WEEKLY April SUN MON T\J E WED THU FRI SAT • ~j $3.00 .' $2.80 plus .20 GST ~ Volume 55 No. 13 March 21, 1992 • .' No.1 ALBUM • • 0 No.1 HIT • 0 0 o ~ THIS LOVE IS FOREVER JUSTIFIED AND ANCIENT -Paul Janz The KLF • · . .• . • WORLD LOVE SAVE THE BEST FOR LAST: Lisa Lougheed . Vanessa Williams .................... · . • CAN'T CRY HARD ENOUGH ONE The Williams Brothers IO. IO.' • IO •••••••••••••• · U2 • _ 0 I BELIEVE (When I Fallin Love :~~Zr • - It Will Be Forever) • 0 "'e/( ., ..................George Michael . AIN'T IT HEAVY EVER CHANGING TIMES TO BE WITH YOU BRYAN ADAMS Melissa Etheridge • Aretha Franklin/Michael Mr. Big Waking Up The Neighbours ............ , ......... McDonald Atlantic A&M - CD-75021 5637-2-Q SHAKE THIS TOWN : Robbie Robertson I'M THE ONE YOU NEED : ..................... : Jody Watley •••• ••• ••• •• •• •• 10 ••• • BETIER DAYS • • Bruce Springsteen LAID SO LOW (Tears Roll Down) ....... GET BACK ....... : Tears For Fears 0 , •• ·. ' PAPA LOVED MAMA • 0 Garth Brooks Haywire • 0 ..................... : UHH AHH o~ Boyz II Men NOTHING SHORT OF DYING • 0 ..................... Ia THE BIG ONES GET AWAY Travis Tritt · NOT THE ONLY ONE WAYNE'S WORLD ... .... LOVIN' ALL NIGHT · ~~~~ ?~i~~e:~~r.i~ Bonnie Raitt Soundtrack • Rodney Crowell . ' IF YOU COULD SEE ME NOW (l'veGot To) STOP THINKING MR. BIG 'ME' : ' Devonsquare • 'BOUT THAT Lean Into It · .. 'rr woiir 'BE AND' YOU' .. : ..... ·CA·Li. My'NA'M'E' ..... : Ken Harnden James Taylor BOOTSAUCE : Love & Sas • Bull • ....PROFESSIONAL Foci' ... " .... " : . .. PLASTIC' . : ........ ........................ .. Michael White :. SALT N' PEPA . · .... MOUNTAIN ()F'LOVE' ... .....................Alanis : The Hits Remixed e • Molly & The Heymakers DESIREE ................................... .. ...... PEARL JAM Rick Vito w/Stevie Nicks • THE WHEEL OF LOVE Ten ....
    [Show full text]