THE NONAVERSIVE/POSITIVE TREATMENT OF SEVERELY AND PROFOUNDLY RETARDED CLIENTS WITH SERIOUS BEHAVIORAL PROBLEMS (GENTLE TEACHING).
Contributors: University of South Carolina.
Published: 1992
Number of pages: 70
Subjects: Psychology, Behavioral.; Health Sciences, Education.; Health Sciences, Nursing.
Description: The use of positive nonaversive procedures for the treatment of severe behavior problems of persons with mental retardation may be considered as a viable alternative to the use of restrictive aversive procedures. The purpose of this investigation was to examine the influence of social reinforcement as defined by Gentle Teaching on the overall behaviors of persons with mental retardation.

Participants in this study were clients that lived at Midlands Center, a residential facility that provides services to persons with mental retardation. A comparison was made of the differences in staff and client behaviors with staff trained in Gentle Teaching being compared to staff that received the standard pre and inservice training in a residential facility. Dependent variables include: staff's positive/interactive behaviors, ratings of clients' aberrant behaviors, clients' positive/interactive behaviors, clients' inappropriate or nonparticipatory behaviors, and ratings of staff's Gentle Teaching-like behaviors. The frequencies of positive/interactive behaviors of staff and clients were examined as well as the frequency of inappropriate behaviors of the clients. Analyses were made of staff's ratings of clients' aberrant behaviors, and the ratings of staff behaviors. Videotaping was used to view samples of staff and client interactional behaviors. The video tapes were rated by an independent rater in order to determine the frequencies of staff and clients interactive and participatory behaviors.

The results indicate that staff and clients in the Gentle Teaching group exhibited significantly higher frequencies of positive/interactive behaviors than those in the non Gentle Teaching group. The Gentle Teaching group displayed spontaneity in initiating and reciprocating positive behavioral interactions between each other. The Gentle Teaching staff rated their clients as displaying significantly fewer aberrant behaviors. Significant differences between the groups were found in exhibiting certain nonparticipatory behaviors. The clients in the Gentle Teaching group displayed a higher frequency of nonparticipatory behaviors within the category of active withdrawal. Examples of these behaviors include sliding onto the floor, yelling, running away, and stomping feet. Aggressive behaviors were at a minimum, which was due in part to the strict adherence by the staff of both experimental groups, to the administration's policy regarding protecting the clients from harm.
Notes: Source: Dissertation Abstracts International, Volume: 53-12, Section: B, page: 6536.

Thesis (PH.D.)--UNIVERSITY OF SOUTH CAROLINA, 1992.

School code: 0202.