INDEPENDENT AND SOCIAL PLAY AMONG PROFOUNDLY MENTALLY RETARDED ADULTS: TRAINING, MAINTENANCE, GENERALIZATION, AND LONG-TERM FOLLOW-UP
Play skills were taught to eight profoundly mentally retarded adults in two interrelated experiments. In Experiment 1, a multiple baseline across subjects design was used to assess the efficacy of verbal and physical prompts on independent play. In Experiment 2, the same subjects and experimental pr...
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| Veröffentlicht in: | Journal of applied behavior analysis 1987, Vol.20 (1), p.23-34 |
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| creator | Singh, Nirbhay N. Millichamp, C. Jane |
| description | Play skills were taught to eight profoundly mentally retarded adults in two interrelated experiments. In Experiment 1, a multiple baseline across subjects design was used to assess the efficacy of verbal and physical prompts on independent play. In Experiment 2, the same subjects and experimental procedures were used to develop social play. Verbal prompting and graduated physical guidance procedures were found to be effective in substantially increasing independent play in Experiment 1 and social play in Experiment 2. Positive changes were also observed in collateral behaviors. Inappropriate play decreased slightly and stereotypy decreased to very low levels. Social interaction increased substantially in Experiment 2 when social play was targeted but little change was observed in Experiment 1 when only independent play was targeted. Treatment gains were maintained for 26 weeks in Experiment 1 and 10 weeks in Experiment 2. In addition, the treatment gains were generalized across subjects and settings in Experiment 2. Finally, regular follow‐up checks showed that independent and social play remained in the repertoire of the subjects for 12 months following the termination of programmed maintenance. |
| doi_str_mv | 10.1901/jaba.1987.20-23 |
| format | Article |
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Jane</creator><creatorcontrib>Singh, Nirbhay N. ; Millichamp, C. Jane</creatorcontrib><description>Play skills were taught to eight profoundly mentally retarded adults in two interrelated experiments. In Experiment 1, a multiple baseline across subjects design was used to assess the efficacy of verbal and physical prompts on independent play. In Experiment 2, the same subjects and experimental procedures were used to develop social play. Verbal prompting and graduated physical guidance procedures were found to be effective in substantially increasing independent play in Experiment 1 and social play in Experiment 2. Positive changes were also observed in collateral behaviors. Inappropriate play decreased slightly and stereotypy decreased to very low levels. Social interaction increased substantially in Experiment 2 when social play was targeted but little change was observed in Experiment 1 when only independent play was targeted. Treatment gains were maintained for 26 weeks in Experiment 1 and 10 weeks in Experiment 2. In addition, the treatment gains were generalized across subjects and settings in Experiment 2. Finally, regular follow‐up checks showed that independent and social play remained in the repertoire of the subjects for 12 months following the termination of programmed maintenance.</description><identifier>ISSN: 0021-8855</identifier><identifier>EISSN: 1938-3703</identifier><identifier>DOI: 10.1901/jaba.1987.20-23</identifier><identifier>PMID: 3583963</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>Adolescent ; Adult ; Behavior Therapy - methods ; Education of Intellectually Disabled ; Fantasy ; Female ; Follow-Up Studies ; Generalization (Psychology) ; Humans ; Imagination ; independent play ; Interpersonal Relations ; Leisure Activities ; Play and Playthings ; profoundly mentally retarded adults ; prompting ; Social Behavior Disorders - rehabilitation ; social interaction ; social play ; stereotypy</subject><ispartof>Journal of applied behavior analysis, 1987, Vol.20 (1), p.23-34</ispartof><rights>1987 Society for the Experimental Analysis of Behavior</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4997-a689632abdb5752bf2aad24981a08385c7448973d9f28938d20e3baa56a1d7683</citedby><cites>FETCH-LOGICAL-c4997-a689632abdb5752bf2aad24981a08385c7448973d9f28938d20e3baa56a1d7683</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC1285949/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC1285949/$$EHTML$$P50$$Gpubmedcentral$$H</linktohtml><link.rule.ids>230,314,727,780,784,885,27869,27924,27925,53791,53793</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/3583963$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Singh, Nirbhay N.</creatorcontrib><creatorcontrib>Millichamp, C. Jane</creatorcontrib><title>INDEPENDENT AND SOCIAL PLAY AMONG PROFOUNDLY MENTALLY RETARDED ADULTS: TRAINING, MAINTENANCE, GENERALIZATION, AND LONG-TERM FOLLOW-UP</title><title>Journal of applied behavior analysis</title><addtitle>J Appl Behav Anal</addtitle><description>Play skills were taught to eight profoundly mentally retarded adults in two interrelated experiments. In Experiment 1, a multiple baseline across subjects design was used to assess the efficacy of verbal and physical prompts on independent play. In Experiment 2, the same subjects and experimental procedures were used to develop social play. Verbal prompting and graduated physical guidance procedures were found to be effective in substantially increasing independent play in Experiment 1 and social play in Experiment 2. Positive changes were also observed in collateral behaviors. Inappropriate play decreased slightly and stereotypy decreased to very low levels. Social interaction increased substantially in Experiment 2 when social play was targeted but little change was observed in Experiment 1 when only independent play was targeted. Treatment gains were maintained for 26 weeks in Experiment 1 and 10 weeks in Experiment 2. In addition, the treatment gains were generalized across subjects and settings in Experiment 2. Finally, regular follow‐up checks showed that independent and social play remained in the repertoire of the subjects for 12 months following the termination of programmed maintenance.</description><subject>Adolescent</subject><subject>Adult</subject><subject>Behavior Therapy - methods</subject><subject>Education of Intellectually Disabled</subject><subject>Fantasy</subject><subject>Female</subject><subject>Follow-Up Studies</subject><subject>Generalization (Psychology)</subject><subject>Humans</subject><subject>Imagination</subject><subject>independent play</subject><subject>Interpersonal Relations</subject><subject>Leisure Activities</subject><subject>Play and Playthings</subject><subject>profoundly mentally retarded adults</subject><subject>prompting</subject><subject>Social Behavior Disorders - rehabilitation</subject><subject>social interaction</subject><subject>social play</subject><subject>stereotypy</subject><issn>0021-8855</issn><issn>1938-3703</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1987</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>K30</sourceid><recordid>eNqFUU1v0zAYjhBolMGZE5IlJE7N5o84tjkgmSbtAq5TZammcbGcJmUpaTOSFtgP4H_j0qoCLlzsR3o-_L5-PO8lghdIQHS5soV1iLMLDH1MHnkDJAj3CYPksTeAECOfc0qfes_6fgUhwjCkZ94ZoZyIkAy8n4mO4lnsDp0DqSNwnY4SqcBMyVsgp6megFmWjtO5jtQtmDqVVA5kcS6zKI6AjOYqv34L8kwmOtGTIZg6kMda6lE8BJNYx5lUySeZJ6ke_n5BuVA_j7MpGKdKpTf-fPbce7K0TV-9ON7n3nwc56MrX6WTZCSVvwiEYL4NuRsa26IsKKO4WGJrSxwIjizkhNMFCwIuGCnFEnP3DSWGFSmspaFFJQs5OffeHXLvd8W6KhfVZtvZxtx39dp2D6a1tfmb2dR35nP7zSDMqQiEC3hzDOjar7uq35p13S-qprGbqt31hjEaBKFATvj6H-Gq3XUbt5xBBCFBcUD3qsuDatG1fd9Vy9MoCJp9v2bfr9n3azA0mDjHqz83OOmPhTo-OPDf66Z6-F-c-SDfS4aZs_kHW91vqx8nm-2-mJARRs2NnhiYX31kGaWGkF8GpbVq</recordid><startdate>1987</startdate><enddate>1987</enddate><creator>Singh, Nirbhay N.</creator><creator>Millichamp, C. Jane</creator><general>Blackwell Publishing Ltd</general><general>Society for the Experimental Analysis of Behavior</general><scope>BSCLL</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>JRZRW</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>SFNNT</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>1987</creationdate><title>INDEPENDENT AND SOCIAL PLAY AMONG PROFOUNDLY MENTALLY RETARDED ADULTS: TRAINING, MAINTENANCE, GENERALIZATION, AND LONG-TERM FOLLOW-UP</title><author>Singh, Nirbhay N. ; Millichamp, C. Jane</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4997-a689632abdb5752bf2aad24981a08385c7448973d9f28938d20e3baa56a1d7683</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1987</creationdate><topic>Adolescent</topic><topic>Adult</topic><topic>Behavior Therapy - methods</topic><topic>Education of Intellectually Disabled</topic><topic>Fantasy</topic><topic>Female</topic><topic>Follow-Up Studies</topic><topic>Generalization (Psychology)</topic><topic>Humans</topic><topic>Imagination</topic><topic>independent play</topic><topic>Interpersonal Relations</topic><topic>Leisure Activities</topic><topic>Play and Playthings</topic><topic>profoundly mentally retarded adults</topic><topic>prompting</topic><topic>Social Behavior Disorders - rehabilitation</topic><topic>social interaction</topic><topic>social play</topic><topic>stereotypy</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Singh, Nirbhay N.</creatorcontrib><creatorcontrib>Millichamp, C. 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Jane</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>INDEPENDENT AND SOCIAL PLAY AMONG PROFOUNDLY MENTALLY RETARDED ADULTS: TRAINING, MAINTENANCE, GENERALIZATION, AND LONG-TERM FOLLOW-UP</atitle><jtitle>Journal of applied behavior analysis</jtitle><addtitle>J Appl Behav Anal</addtitle><date>1987</date><risdate>1987</risdate><volume>20</volume><issue>1</issue><spage>23</spage><epage>34</epage><pages>23-34</pages><issn>0021-8855</issn><eissn>1938-3703</eissn><abstract>Play skills were taught to eight profoundly mentally retarded adults in two interrelated experiments. In Experiment 1, a multiple baseline across subjects design was used to assess the efficacy of verbal and physical prompts on independent play. In Experiment 2, the same subjects and experimental procedures were used to develop social play. Verbal prompting and graduated physical guidance procedures were found to be effective in substantially increasing independent play in Experiment 1 and social play in Experiment 2. Positive changes were also observed in collateral behaviors. Inappropriate play decreased slightly and stereotypy decreased to very low levels. Social interaction increased substantially in Experiment 2 when social play was targeted but little change was observed in Experiment 1 when only independent play was targeted. Treatment gains were maintained for 26 weeks in Experiment 1 and 10 weeks in Experiment 2. In addition, the treatment gains were generalized across subjects and settings in Experiment 2. Finally, regular follow‐up checks showed that independent and social play remained in the repertoire of the subjects for 12 months following the termination of programmed maintenance.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><pmid>3583963</pmid><doi>10.1901/jaba.1987.20-23</doi><tpages>12</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0021-8855 |
| ispartof | Journal of applied behavior analysis, 1987, Vol.20 (1), p.23-34 |
| issn | 0021-8855 1938-3703 |
| language | eng |
| recordid | cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_1285949 |
| source | MEDLINE; Periodicals Index Online; EZB-FREE-00999 freely available EZB journals; PubMed Central |
| subjects | Adolescent Adult Behavior Therapy - methods Education of Intellectually Disabled Fantasy Female Follow-Up Studies Generalization (Psychology) Humans Imagination independent play Interpersonal Relations Leisure Activities Play and Playthings profoundly mentally retarded adults prompting Social Behavior Disorders - rehabilitation social interaction social play stereotypy |
| title | INDEPENDENT AND SOCIAL PLAY AMONG PROFOUNDLY MENTALLY RETARDED ADULTS: TRAINING, MAINTENANCE, GENERALIZATION, AND LONG-TERM FOLLOW-UP |
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