Comparative effects of gentle teaching and visual screening on self-injurious behaviour
| dc.contributor.author | Jones, Linzi J. | |
| dc.date.accessioned | 2021-11-03T19:26:47Z | |
| dc.date.available | 2021-11-03T19:26:47Z | |
| dc.date.issued | 1987 | en |
| dc.description.abstract | The effects of gentle teaching and visual screening on the self-injurious and collateral behaviours of three profoundly retarded persons was evaluated using an alternating treatments design. Visual screening and gentle teaching significantly reduced the headbanging of one subject compared to a no-treatment control phase. In addition, visual screening reduced face slapping in a second subject to near-zero levels, whereas gentle teaching failed to reduce the behaviour. Both procedures failed to substantially reduce mouthing by a third subject. However, overcorrection produced immediate and substantial reductions in mouthing. The presence of toys and functional activities in the no-treatment control condition did not decrease self-injurious behaviour. Differential reinforcement procedures conducted prior to treatment had some effect on headbanging but did not reduce face slapping and mouthing. | en |
| dc.identifier.uri | https://hdl.handle.net/10092/102845 | |
| dc.identifier.uri | http://dx.doi.org/10.26021/11979 | |
| dc.language | English | |
| dc.language.iso | en | |
| dc.publisher | University of Canterbury | en |
| dc.rights | All Rights Reserved | en |
| dc.rights.uri | https://canterbury.libguides.com/rights/theses | en |
| dc.subject | Self-destructive behavior | en |
| dc.subject | People with mental disabilities--Care | en |
| dc.title | Comparative effects of gentle teaching and visual screening on self-injurious behaviour | en |
| dc.type | Theses / Dissertations | en |
| thesis.degree.discipline | Psychology | en |
| thesis.degree.grantor | University of Canterbury | en |
| thesis.degree.level | Masters | en |
| thesis.degree.name | Master of Arts | en |
| uc.bibnumber | 225099 | en |
| uc.college | Faculty of Science | en |