Updated 06/05

This is a partial list of materials on this topic available from DB-LINK. In most instances, DB-LINK is able to provide a copy of the complete article. For this and other questions or information that you may need, please contact DB-LINK, (800) 438-9376 or (800) 854-7013 (TTY) or email: dblink@tr.wou.edu.

1993-1666

Analysis of a reinforcement/time-out treatment package to control severe aggressive and destructive behaviors in a multi-handicapped, rubella child --Luiselli, James K and others. APPLIED RESEARCH IN MENTAL RETARDATION, Vol. 4 1983, pp.65-78. (1983)

1993-1665

Assessment and treatment of self-injury in a deaf-blind child --Luiselli, James K. JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES, September 1992, pp.219-226. (1992) This study addressed the assessment and treatment of high-rate self-injurious behavior in a child who was blind and deaf. The frequency of self-injury was assessed within different environmental conditions to identify potential influences on the behavior. Effective treatment was demonstrated in the form of a single response interruption procedure that entailed physically blocking self-injurious behaviors. Subsequently, treatment was generalized successfully throughout the child's waking hours. The study provides an example of nonaversive treatment of a serious behavior disorder and the use of a functional assessment methodology to determine treatment selection.

2000-0410

Behavioral consequences of congenital rubella --Chess Stella, M.D.; Fernandez Paulina, Ph.D.; Korn Sam Ph.D. THE JOURNAL OF PEDIATRICS, Vol. 93 No. 4, 1978, pp 699-703. (1978) This article describes a study done in 1978 of preschool aged children with congenital rubella.

1993-2919

Behavioral Interventions to Reduce Maladaptive Responding in youth with Dual Sensory Impairment : An Analysis of Direct and Concurrent Effects --Sisson, Lori A., Van Hasselt, Vincent B., Hersen, Michel. Sage Publications, Inc. BEHAVIOR MODIFICATION, Vol.17, No. 2, April 1993, pp. 164-188. (1993) This journal article describes the efficacy of different behavioral interventions for reducing maladaptive responses of two individuals who are deaf-blind and profoundly mentally retarded.

2001-0567

Behavioral Treatment of High-Rate Aggression in a Rubella Child --Luiselli, James K.; Greenidge, Ariel. Great Britain: JOURNAL OF BEHAVIORAL THERAPY & EXPERIMENTAL PSYCHIATRY, vol. 13, #2, 1982, pp. 152-157. (1982) This study looks at a 12 year-old rubella child exhibiting high rates of aggression and treated through a combination of differential reinforcement and time-out procedures in a residential school program. Provides detail on the study, its methods, results and a discussion of the conclusions drawn.

1998-0544

Communication-Based Interventions for Students with Sensory Impairments and Challenging Behavior --Berotti, Denise; Durand, V. Mark. From a workshop called "If Only They Could Talk! Replacing Behavior Problems with Communication", at October 1998 Project Directors' Meeting for the Services for Children with Deaf-Blindness Program. (1998) Describes research efforts with students having significant sensory impairments as well as challenging behavior. The students were taught to use commercially available vocal output devices (Speak Easy, Voicemate, Parrot, Wolf communication board, or Introtalker) to elicit responses previously obtained by challenging behavior. The study suggests that using vocal output devices for functional communication training has potential for reducing challenging behavior of students with multiple disabilities. Reviews preliminary suggestions for matching individuals with the most appropriate vocal output device that resulted from clinical work.

1993-0250

Congenital Rubella : Lessons of History --Keet, Sylvia; Follini, Maida. Canadian Deaf-Blind and Rubella Association. Proceedings of the Third Canadian Conference on Deaf-Blindneess, Winnipeg, 1990. (1990) Drawing on their experience in the long-term follow-up of a group of nine children affected by the 1974-75 rubella epidemic, the authors address language learning and problem behaviors exhibited by these children in their mid-adolescent years. Problem behaviors include self-stimulation, self-abuse, physically aggressive behavior, and sexually aggressive behavior.

2001-0321

Effect of Noncontingent Sensory Reinforcement, Contingent Sensory Reinforcement, and Response Interruption on Stereotypical and Self-Injurious Behavior --Sprague, Jeffrey; Holland, Kim; Thomas, Karen. RESEARCH IN DEVELOPMENTAL DISABILITIES, vol. 18, #1, 1997, pp. 61-77. (1997) This study assesses the effects of different consequent stimuli on the rate of stereotypical and self-injurious behavior performed by two individuals with severe developmental disabilities and dual sensory impairments. Data shows whether or not the behavior exhibited is increased during alone time, or if the person was exhibiting self-injurious behaviors as a demand condition. The study provided an analysis of the role of automatic reinforcement and our ability to provide competing sensory consequences that function to suppress stereotypical and self-injurious behavior. Specially assessed sensory consequences were also used to increase adaptive behavior for both participants with mixed results. The analysis demonstrates a potentially useful method for assessing the effects of competing sensory consequences.

2002-0395

Eliminating Challenging Behaviors in Multiple Environments Throughout the Entire Day --Umbreit, John. EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES, December 1997, pp. 321-330. (1997) This study examined the potential of functional assessment-based intervention applied in multiple natural environments through the day. The assessment and intervention involved two phases with a young woman with deaf-blindness. Phase one (functional assessment) included structured interviews and observations, hypothesis development, and hypothesis testing within the context of naturally occurring routines. Phase two (intervention), involved increasing the amount of attention the subject received, while implementing the behavior modification strategies into the natural daily routine.

1994-0555

Functional Communication Training Using Assistive Devices : Effects on Challenging Behavior and Affect --Durand, V. Mark. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION, vol. 9, September 1993, pp. 168-176. (1993) This study evaluates the effectiveness of functional communication training as an intervention for the aggression, self-injury, and tantrums exhibited by three students. Assistive devices were used to augment their communicative skills. Data analysis indicates that intervention reduced the students challenging behavior. Includes addendum of similar study done by Durand and Berotti.

2001-0578

Impulsivity in Rubella Deaf Children : A Longitudinal Study --Chess, Stella, M.D.; Fernandez, Paulina, Ph.D. AMERICAN ANNALS OF THE DEAF, June 1980, pp. 505-509. (1980) A longitudinal study of congenital rubella syndrome in deaf, hearing, and children with multiple disabling conditions in addition to their deafness children. The study compared at levels of impulsivity in the three groups over developmental periods of their life. Provides a meaningful discussion of impulsivity in deaf children as compared to deaf mutlihandicapped.

2003-0016

Learning to Communicate : Is it the Same for Adults? --Hart, Paul; Noble, Ian. NUD BULLETIN, January 2002, pp. 11-15. (2002) This article describes a case study of Fiona Duncan, a deafblind woman in her early forties who recently began to exhibit aggression towards others and an increase in self-abusive behavior. Describes co-creative communication as the method of response that staff used to work with her to reduce her aggressive behaviors. Describes this approach, tracking her behavior changes, and the final results.

1994-0524

Nonaversive Olfactory Conditioning To Control Aggressive Behaviors of a Blind, Hearing Impaired, and Noncommunicating Child --Gross, E.R. JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES, Vol. 6, No. 1, 1994, pp. 77-82. (1994) Report of a research project using a single subject design in which a totally blind, hearing impaired, noncommunicating child, who frequently acted out his dislikes by biting or hitting, was conditioned to a non-aversive odor when he was feeling contentment. The conditioned stimulus, spearmint vapor, was used to calm him long enough for the teacher to be able to intervene without danger.

2000-0573

Opiate Antagonists for Recurrent Self-Injurious Behavior in Three Mentally Retarded Adults --Buzan, Randall D., M.D.; Dubovsky, Steven L., M.D.; Treadway, J.T., Ph.D.; Thomas, Marshall M.D. PSYCHIATRIC SERVICES, vol. 46, #5, May 1995, pp. 511-512. (1995) This article reports on the use of naltrexone with three mentally retarded adults who have had long histories of self-injurious behavior and unsuccessful behavioral and drug treatments. In all three cases, the self-injurious behavior was substantially decreased. A review of each individual case is provided as well as the results attained.

2005-0209

People with Intellectual Disability, Sensory Impairments and Behaviour Disorder : A Case Series --Carvill, S.; Marston, G. VOL. 46, #3, March 2002, pp. 264-272: JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, vol. 46, #3, March 2002, pp. 264-272. (2002) Sensory impairments (SI) are more prevalent in people with intellectual disability (ID). Both conditions lead to higher rates of emotional and behavioural problems than in the general population. The identification of psychiatric disorders in this group can be difficult, particularly in those with severe ID and limited communication skills. The present paper presents a series of 18 case reports of individuals with ID, SI and behavioural problems--11 patients had both hearing and visual impairment. The patients were referred to the Psychiatry of ID service in South Birmingham, UK, from residential facilities run by SENSE, the National Deaf-Blind and Rubella Association. The majority of cases were young male caucasians with congenital rubella syndrome and autistic spectrum disorder, referred because of self-injurious behaviour or aggression. Nine cases were treated with autidepressants, five underwent environmental changes and two had medication reduced. All showed some improvement. The benefits of comprehensive assessments, the use of standardized assessment tools and trials of treatments are discussed in the context of making psychiatric diagnoses.

1993-2250

Persons Handicapped by Rubella: : Victors and Victims: A Follow-up Study --Dijk, Jan Van. Amsterdam: Swets & Zeitlinger B.V. (1991) This book is the follow-up report of research in Australia reported 12 years ago, assessing the learning potential of 81 children handicapped by rubella. This follow-up study addresses the question of the extent to which the abilities of hearing impaired rubella children, with or without cataracts, could be developed. A small subsample of the group had successfully overcome many behavioral and learning problems predominant in the first years of their lives. Author provides interpretation of the data on recovery presented in this survey research report. Bibiliography and case studies are included.

1994-0560

Problem Behaviour as Communication --Durand, V. Mark. BEHAVIOUR CHANGE, vol. 10, no. 4, 1993, pp. 197-207. (1993) Individuals with intellectual disabilities commonly engage in a variety of problematic behaviors such as aggression and self-injury. This paper discusses the value of using a communicative model to study these behavior problems. First, the reciprocal nature of behavior problems is outlined. Next, research on the use of functional communication training as a treatment for behavior problems is reviewed in terms of its initial effectiveness, generalisation, and maintenance, as well as the mechanisms responsible for behavior change. Finally, recommendations are made for future research and training efforts aimed at reducing severe behavior problems.

1994-0427

Reinforcement Control of Severe Dysfunctional Behavior of Blind, Multihandicapped Students --Luiselli, James K.; Myles, Ellen; Evans, Tracy P.; Boyce, Delma A. AMERICAN JOURNAL OF MENTAL DEFICIENCY, vol. 90, no. 3, 1985, pp. 328-334. (1985) The effectiveness of reinforcement-based programs with blind, multihandicapped students was examined. In Study 1 the aggressive behavior of a deaf/blind adolescent was eliminated through a differential reinforcement of other behavior (DRO) procedure that was combined with a reinforcer cueing technique and brief time-out. In Study 2 DRO was utilized to reduce stereotypic eye-pressing by a young blind child who was also hearing-impaired. Follow-up observations while treatment procedures remained operative revealed maintenance of intervention effects from 1 to 8 months posttreatment.

2000-0226

Research-to-Practice : Reducing Behavior Problems in Students Who Are Deaf-Blind --Durand, V. Mark; Tanner, Christie. DEAF-BLIND PERSPECTIVES, vol. 6, #3, Spring 1999, pp. 4-6. (1999) An article describing a project to determine why students with deaf-blindness exhibit problem behaviors such as aggression, self-injury, and tantrums. Once the "why" is determined, attempts to teach students another way to communicate their needs is done using vocal output communication aides (VOCAs) in an approach called functional communication training. Finally, the project assessed whether these specific communication strategies used in school can be effective outside the school environment.
Available on the web: http://www.dblink.org/lib/rp/durand.htm
http://www.tr.wou.edu/tr/dbp/pdf/may99.pdf

2000-0072

Treatment of a Chronic Organic Mental Disorder with Dextromethorphan in a Man with Severe Mental Retardation --Welch, Leisa; Sovner, Robert. BRITISH JOURNAL OF PSYCHIATRY, vol. 161, 1992, pp. 118-120. (1992) A study describing the effects of prescribing the drug dextromethorphan to a deaf-blind man with severe mental retardation with self-injurious behaviors (SIB). Dextromethorphan, an antitussive agent found commonly in cough medicines, affects the central nervous system serotonergic systems, and this was the probably therapeutic mechanism thought to decrease SIBs and other maladaptive behaviors.

2005-0219

The Treatment of Severe Self-Injurious Behavior by the Systematic Fading of Restraints : Effects on Self-Injury, Self-Restraint, Adaptive Behavior, and Behavioral Correlates of Affect --Oliver, Chris; Hall, Scott; Hales, Jackie; Murphy, Glynis; Watts, Derek. RESEARCH IN DEVELOPMENTAL DISABILITIES, vol. 19, #2, pp. 143-165. (1998) Severe self-injurious behavior (SIB) in people with mental retardation is difficult to treat when dangerously frequent or intense responding rules out functional analysis and interventions that permit free responding. This situation is common when restrictive devices, such as straight arm splints, are used. In this study, the effects of introducing flexion into a straight-arm splint, on SIB, self-restraint, adaptive behavior, and behavioral correlates of affect were examined for three individuals with severe mental retardation. One was a 25-year-old woman who was deaf-blind as a result of congenital rubella syndrome. Using single-case design methodology, for two individuals self-injury was reduced to zero, while the overall level of restriction was also significantly reduced. From the observed behavioral correlates of affect, there was no evidence of an increase in negative affect with the introduction of the new splint and the fading procedure, but there was evidence of an increase in positive vocalizations. Engagement in activities and social contact were not affected by the introduction of the new splint. The reasons for a decrease in SIB with a corresponding decrease in restriction in the absence of any manipulation of contingencies for SIB are discussed, with particular reference to stimulus control.

1994-0419

Treatment of an Assaultive, Sensory-Impaired Adolescent through a Multicomponent Behavioral Program --Luiselli, James K. JOURNAL OF BEHAVIOR THERAPY AND EXPERIMENTAL PSYCHIATRY, vol. 15, no. 1, 1984, pp. 71-78. (1984) This project examined the effects of a multicomponent behavioral treatment program on assaultive behavior in a deaf, visually-impaired adolescent boy. Two types of assaultiveness were monitored: aggression towards adults and destruction of the physical environment. Intervention consisted of (1) a token economy system, (2) a response cost procedure, (3) a "relaxation" technique, and (4) skill training sessions. Through use of a multiple baseline across behaviors design, it was demonstrated that differently reinforcing the absence of target behaviors on a weekly basis was the crucial ingredient in the treatment package. During a maintenance programming phase, the boy was gradually weaned off the token system. At 1- and 2-year follow-ups, no aggressive or destructive acts had occurred and the boy was showing improved communication and interpersonal skills.

2005-0017

The Use of Contingent Water Misting in the Treatment of Self-Choking --Peine, Hermann A.; Liu, Lianjun; Blakelock, Harold; Jenson, William R.; Osborne, J. Grayson. JOURNAL OF BEHAVIOR THERAPY AND EXPERIMENTAL PSYCHIATRY, vol. 22, #3, pp. 225-231. (1991) A 25-year-old deaf-blind, mentally retarded man was treated for chronic self-choking using water mist treatment and positive reinforcement. During the pre-treatment baseline period, self-chokes occurred at a rate of 2.09 per minute. During treatment sessions each self-choke was followed by water misting of the subject's face paired with a forceful "No!". Periods of 20 seconds in which self-chokes did not occur were positively reinforced with liquids and/or social contacts. Water mist treatment was associated with at least a 10-fold and as much as a 100-fold reduction of self-choking (0.02-0.20 self-chokes per minute). Eight-month follow-up observations showed that self-choke rates were at zero.