Intervention With Individuals Who Have Severe Disabilities: General Case Instruction of Communication and a Methodological Critique of Drug Intervention for Self-Injury

154 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997.Research is examined critically and data are generated relevant to behavior challenges and language skills of individuals with severe disabilities. First, the use of opiate blockers in the treatment of self-injurious behavior is reviewed. The research is critically evaluated and potential methodological confounds which affect interpretation of the results are explored. Additionally, methods for enhancing the internal and external validity of future research are suggested. Second, strategies for assessing and teaching communication skills to individuals with severe disabilities are elaborated. A number of specific relevant issues are identified and recommendations for future research are delineated in Chapters 2 and 3. Chapter 4 is a pioneering study in which the general case instructional model is adapted for the domain of language. An experimental analysis is conducted to determine the effectiveness of this approach for teaching generalized requests for assistance. In Chapter 5, a proposed study is described that would build on prior research. This proposal represents a systematic replication of earlier work that addresses the weaknesses inherent in the prior efforts at applying general case instruction to the acquisition of language. Finally, implications and future research directions are elaborated in Chapter 6.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD