Abnormal stereotyped behaviors are common in the behavior of severely retarded, autistic, and visually handicapped children. This project is based on the idea that stereotyped behaviors are maintained by control of the feedback from the stereotyped behaviors. Previous work has emphasized the feedback properties of the behaviors. This project tests the theory that it is control, i.e., free access and immediate reinforcement that is also important. In addition to working with the Control theory, this project will describe some characteristics of abnormally focused affections that appear to be important in the behavior of at least some people with severe multiple handicaps. Three approaches will be used. The first involves observations of free behavior in classrooms, at home, and in a laboratory. The second includes a series of laboratory investigations in which visual or auditory feedback from stereotyped behaviors and focused affections is presented to a child. These studies will seek to analyze the feedback from focused affections; determine whether a child prefers feedback that s/he present rather than the same stimuli presented by someone else; will analyze three components of control; and will establish and eliminate artificial stereotyped behavior. The final studies will be two treatment studies in the home and classroom. The first will be a special fading procedure to broaden the range of feedback to which the child will respond. The last will allow the child to obtain freely another reward that s/he favors.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Project (R01)
Project #
5R01HD027184-04
Application #
2200277
Study Section
Human Development and Aging Subcommittee 3 (HUD)
Project Start
1991-03-01
Project End
1996-02-29
Budget Start
1994-03-01
Budget End
1996-02-29
Support Year
4
Fiscal Year
1994
Total Cost
Indirect Cost
Name
University of Illinois at Chicago
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
121911077
City
Chicago
State
IL
Country
United States
Zip Code
60612
Berkson, Gershon (2002) Early development of stereotyped and self-injurious behaviors: II. Age trends. Am J Ment Retard 107:468-77
Berkson, G; Tupa, M; Sherman, L (2001) Early development of stereotyped and self-injurious behaviors: I. Incidence. Am J Ment Retard 106:539-47
Berkson, G; Andriacchi, T; Sherman, L (2001) More information on the nature of stereotyped body-rocking. Am J Ment Retard 106:205-8
Berkson, G; Andriacchi, T (2000) Body-rocking in college students and persons with mental retardation: characteristics, stability, and collateral behaviors. Res Dev Disabil 21:13-29
Rafaeli-Mor, N; Foster, L; Berkson, G (1999) Self-reported body-rocking and other habits in college students. Am J Ment Retard 104:1-10
Berkson, G; Rafaeli-Mor, N; Tarnovsky, S (1999) Body-rocking and other habits of college students and persons with mental retardation. Am J Ment Retard 104:107-16
Baranek, G T (1999) Autism during infancy: a retrospective video analysis of sensory-motor and social behaviors at 9-12 months of age. J Autism Dev Disord 29:213-24
Foster, L G (1998) Nervous habits and stereotyped behaviors in preschool children. J Am Acad Child Adolesc Psychiatry 37:711-7
Berkson, G (1998) Brief report: Control in highly focused top-spinning. J Autism Dev Disord 28:83-6
Baranek, G T; Foster, L G; Berkson, G (1997) Tactile defensiveness and stereotyped behaviors. Am J Occup Ther 51:91-5

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