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The Development and Factor Structure of the Functional Assessment for Multiple CausaliTy (FACT).
Peer reviewed Peer reviewed
Matson, Johnny L.; Kuhn, David E.; Dixon, Dennis R.; Mayville, Stephen B.; Laud, Rinita B.; Cooper, Christopher L.; Malone, Carrie J.; Minshawi, Noha F.; Singh, Ashuind N.; Luke, Melissa A.; Lott, Julia D.; Matson, Michael L. – Research in Developmental Disabilities, 2003
Since many problem behaviors of individuals with mental retardation are maintained by multiple functions, this project developed the Functional Assessment for multiple CausaliTy (FACT), an informant-based, forced-choice measure designed to identify the most prominent function associated with the occurrence of problem behaviors. This paper…
Descriptors: Adult Education, Behavior Problems, Elementary Secondary Education, Functional Behavioral Assessment
Efficacy of Behavioral Interventions for Reducing Problem Behavior in Persons with Autism: A Quantitative Synthesis of Single-Subject Research.
Peer reviewed Peer reviewed
Campbell, Jonathan M. – Research in Developmental Disabilities, 2003
Analysis of 117 research articles reporting use of behavioral interventions with single subjects with autism concluded that behavioral treatments are effective in reducing problematic behaviors. Type of target behavior and type of treatment did not moderate average treatment effect. Reliability of observation, number of treatment data points, and…
Descriptors: Autism, Behavior Modification, Behavior Problems, Elementary Secondary Education
Problem Solving and Strategy Production in Mentally Retarded Persons.
Peer reviewed Peer reviewed
Ferretti, Ralph P. – Research in Developmental Disabilities, 1989
This review shows that mentally retarded children can produce problem-solving strategies if they comprehend the task requirements, share the experimenter's goal, and construct an optimal problem-solving representation. Instruction with multiple exemplars of a task can induce generalized strategy use, and nonvolitional mechanisms play a role in use…
Descriptors: Elementary Secondary Education, Learning Strategies, Mental Retardation, Problem Solving
Parent- and Self-Ratings of Anxiety in Children with Mental Retardation: Agreement Levels and Test-Retest Reliability.
Peer reviewed Peer reviewed
Sarphare, Geeta; Aman, Michael G. – Research in Developmental Disabilities, 1996
This study compared fears and social anxiety in children with (n=57)and without (n=25) developmental disabilities, using self-ratings and parent ratings. Children without disabilities showed significantly higher consistency over time than children with disabilities. Correlations between parent and child ratings were fair to good. (DB)
Descriptors: Anxiety, Children, Elementary Secondary Education, Emotional Problems
Psychopharmacology Research for Individuals with Mental Retardation: Methodological Issues and Suggestions.
Peer reviewed Peer reviewed
Matson, Johnny L.; Bielecki, JoAnne; Mayville, Stephen B.; Matson, Michael L. – Research in Developmental Disabilities, 2003
A review found many of the studies that have assessed the efficacy of psychotropic medications with individuals with mental retardation (MR) are methodologically flawed. It details suggestions to improve the quality of medication studies and avoid methodological problems that prevent the scientific advancement of psychopharmacological research…
Descriptors: Adults, Drug Therapy, Elementary Secondary Education, Guidelines
Fears of Youth with Mental Retardation: Psychometric Evaluation of the Fear Survey Schedule for Children-II (FSSC-II).
Peer reviewed Peer reviewed
Gullone, Eleonora; And Others – Research in Developmental Disabilities, 1996
This study compared psychometric results on the Fear Survey Schedule for Children-II for 187 children and adolescents with mental retardation and 372 intellectually average students. The schedule demonstrated sound psychometric properties for both samples. Mentally retarded subjects scored significantly higher than the comparison sample, and their…
Descriptors: Adolescents, Age Differences, Children, Elementary Secondary Education
Attentional Aspects of Classroom Behavior and Discrimination Learning.
Peer reviewed Peer reviewed
Strand, Steve C. – Research in Developmental Disabilities, 1991
This study found that teachers' ratings of their 8 severely mentally handicapped pupils' (ages 9-18) classroom behavior were correlated with children's performance on a discrimination learning task. The factors of attention/distractibility and responsivity to consequences correlated significantly with number of errors and number of trials to…
Descriptors: Attention Control, Behavior Problems, Cognitive Processes, Conceptual Tempo