This article reviews the status of development disabilities in The Netherlands with an emphasis on the position of behavior modification. Three topics are discussed: (a) history and legal structure of the care system, (b) conflicting approaches pertaining to education and training, and (c) training and research efforts in the field. It is concluded that the implementation of behavior modification in (residential) facilities for the developmentally disabled is still a difficult process.
The present study indicates the impact of undesirable competing behaviors on the maintenance and generalization of desirable behaviors by two children with severe developmental disabilities. A combination multiple probe and withdrawal design was employed in the study. It was found that behaviors which served a relatively obvious function, and which were desired by classroom teachers, were replaced by less desirable behaviors which served the same function within maintenance and/or generalization situations. It was further demonstrated that the desired behavior could be elicited in those situations by reducing the functionality of the less desirable response. Both general and specific implications for educational practice are discussed.
In the present study, high school students with moderate and severe retardation were trained to locate 15 grocery items through Isolated In vivo training and Simulation-Plus-In vivo training. Isolated in vivo training consisted of daily instruction in locating 15 target items in a single store located near the subjects' school. Simulation plus in vivo training included training with slides of grocery store aisles and shelves in the classroom plus training in a single store located near the students' school. Generalized responding was assessed through a multiple-baseline design across subjects in three novel grocery stores and validated in a store frequented by the students' families. Results indicate that generalization was more likely when the range of stimulus variation in training examples was expanded via in-class simulations. The results are discussed in terms of procedures for teaching generalized skills and guidelines that can be used by teachers for developing effective classroom-based simulations.
Results of 162 early intervention efficacy studies with disadvantaged, at-risk, and handicapped children were analyzed to draw conclusions about the efficacy of early intervention, identify variables which covary with effectiveness, and identify areas for future research. Because of the scarcity of data and methodological problems with efficacy studies with handicapped children, much of the paper focuses on conclusions drawn from research with disadvantaged and at-risk populations and the implications of those data for handicapped children. It is concluded that early intervention has substantial immediate benefits for at-risk and disadvantaged children. What few data are available about the effects of parental involvement, age at which intervention starts, training of the intervenor, and maintenance of effects are often contrary to what many people have assumed. Methodological suggestions to improve future early intervention research are discussed.
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