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THE USE OF OVERCORRECTION PROCEDURES TO ELIMINATE SELF-STIMULATORY AND AGGRESSIVE-DISRUPTIVE BEHAVIORS IN SEVERELY MENTALLY RETARDED ADOLESCENTS
Abstract
This study investigated the effects of overcorrective functional movement training upon the inappropriate behaviors of two severely mentally retarded adolescents. Self-stimulatory and aggressive-disruptive behaviors prevented the subjects from participating in educational programs. Therefore a decision was made to implement procedures that would decelerate the frequencies of occurrences of these inappropriate behaviors. Experiment one was conducted within a multiple baseline design across behaviors and across environments. Overcorrective functional head movement training was used to decelerate frequencies of two self-stimulatory behaviors in a sixteen year old female. Both targeted behaviors were drastically decelerated, but a surprising event occurred: when overcorrection was applied to the first targeted behavior, the second targeted behavior appeared, but not in sufficient frequencies to approximate its baseline. An interesting side-effect of experiment one was the sudden alertness of the subject immediately following the application of the overcorrection procedure. Experiment two was also conducted within a multiple baseline design, but in this experiment baselining occurred across behaviors, across environments and across therapists. Overcorrective functional hand movement training was used to decelerate frequencies of two aggressive-disruptive behaviors in an eleven year old precocious pubescent male. Both targeted behaviors were decelerated in the primary environments, however a significant finding was the rapid control gained by a third therapist, which indicated generalization across therapists. One of the therapists in experiment two was not able to evidence a deceleration in behavior frequency with the subject. This result led to comments on the physical attributes of size and strength which are necessary to conduct overcorrection exercises with certain subjects. Experiment two produced a startling serendipitous result. Toward the end of the experiment the investigator discovered that the subject's medication had been manipulated several times during the study. A return-to-baseline procedure had to be implemented to insure the controlling effects of the overcorrection procedure. This event calls attention to the need of behavior analysts to consult with medical practitioners when attempting behavioral manipulations with mentally retarded individuals who may be on medication. Implications for teachers, parents and paraprofessionals are noted. With certain individuals a standard overcorrection procedure can be developed, and this technique can be easily taught to individuals that have authority functions over mentally retarded persons. Implications of overcorrection for society are also mentioned. The conclusions are that overcorrection is an effective method for decelerating self-stimulatory and aggressive-disruptive behaviors in mentally retarded adolescents; that the effects of overcorrection can generalize from one behavior to another; that the effects of overcorrection can generalized from one environment to another; and that the effects of overcorrection can generalize from one therapist to another.
Subject Area
Educational psychology
Recommended Citation
BURGER, JAMES MICHAEL, "THE USE OF OVERCORRECTION PROCEDURES TO ELIMINATE SELF-STIMULATORY AND AGGRESSIVE-DISRUPTIVE BEHAVIORS IN SEVERELY MENTALLY RETARDED ADOLESCENTS" (1980). ETD collection for University of Nebraska-Lincoln. AAI8021338.
https://digitalcommons.unl.edu/dissertations/AAI8021338