This investigation was performed pursuant to Grant No. 0–71-0449(607) with the Bureau of Education for the Handicapped, Office of Education, U.S. Department of Health, Education, and Welfare. Points of view or opinions stated do not necessarily represent official Office of Education policy. All of the research and major portions of the writing for this article were completed while the authors were affiliated with Project MORE, Bureau of Child Research and Parsons State Hospital and Training Center. Sincere appreciation is extended to the staff of Project MORE, James R. Lent, Director, for their assistance and encouragement.
TRAINING MENTALLY RETARDED ADOLESCENTS TO BRUSH THEIR TEETH1
Article first published online: 27 FEB 2013
1975 Society for the Experimental Analysis of Behavior
Journal of Applied Behavior Analysis
Volume 8, Issue 3, pages 301–309, Fall 1975
How to Cite
Horner, R. D. and Keilitz, I. (1975), TRAINING MENTALLY RETARDED ADOLESCENTS TO BRUSH THEIR TEETH. Jnl of Applied Behav Analysis, 8: 301–309. doi: 10.1901/jaba.1975.8-301
- Issue published online: 27 FEB 2013
- Article first published online: 27 FEB 2013
- Received 15 April 1974; Final acceptance 10 February 1975
- program evaluation;
- self-care behavior;
The need for self-care by retarded individuals in behaviors such as brushing teeth led to the development and evaluation of a comprehensive toothbrushing program that included a task analysis and training procedure specific to each component of the task analysis. Eight mentally retarded adolescents, in two groups, individually received acquisition training that included scheduled opportunities for independent performances, verbal instruction, modelling, demonstration, and physical assistance. The first group of four subjects received token plus social reinforcement; the second received only social reinforcement. All eight subjects showed improved toothbrushing behaviors when compared to baseline. Six of the eight subjects correctly performed all toothbrushing steps in two of three consecutive sessions. The study emphasizes the need for systematic program development and evaluation.