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Increasing mentally retarded adolescents' verbalizations about current events
I Keilitz1, D J Tucker, R D Horner
1Bureau of Child Research, University of Kansas.
Journal of Applied Behavior Analysis
|January 1, 1973
Summary
This study shows that how often adolescents with intellectual disabilities view news and whether they receive rewards for accurate descriptions significantly improves their verbal accuracy. This enhances learning and communication skills.
Area of Science:
- Behavioral Psychology
- Developmental Psychology
- Special Education
Background:
- Understanding factors influencing verbal behavior in institutionalized adolescents with intellectual disabilities is crucial.
- Previous research has explored antecedent and consequent events in shaping behavior.
Purpose of the Study:
- To examine how the temporal distribution of media exposure and reinforcement procedures affect the accuracy of verbal statements made by institutionalized adolescents with intellectual disabilities.
- To identify effective strategies for improving communication skills in this population.
Main Methods:
- Three institutionalized adolescents with intellectual disabilities participated.
- Verbal statements about current events were recorded after exposure to television news.
- News presentations were varied between massed and distributed formats.
- Contingent tokens and social praise were used as reinforcement for correct verbal responses.
Main Results:
- Distributed presentation of news items, compared to massed, led to more accurate verbalizations.
- The use of contingent tokens and social praise significantly improved the accuracy of verbal statements.
- Both temporal distribution and reinforcement procedures positively impacted verbal accuracy.
Conclusions:
- The temporal arrangement of information delivery and the application of behavior-analytic reinforcement strategies are effective in enhancing the verbal accuracy of institutionalized adolescents with intellectual disabilities.
- Findings suggest practical implications for educational and therapeutic interventions aimed at improving communication in individuals with intellectual disabilities.