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| Working with Children and Families |
| Thursday, November 29, 2001 |
| 10:00 AM–10:50 AM |
| White Hall |
| Area: DDA |
| Chair: Joseph J. Plaud (Cambridge Center for Behavioral Studies) |
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| Employing Analogue Methodology to Investigate the Determinants of Communicative Behaviors in Children with Cornelia de Lange Syndrome |
| Domain: Applied Behavior Analysis |
| KATE ARRON (University of Birmingham, England), Christopher Oliver (University of Birmingham, England), Scott S. Hall (University of Birmingham, England), Jenny Sloneem (University of Birmingham, England) |
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| Abstract: Few studies have examined the effect of antecedent attention on problem and communicative behaviours. In this study, the effect of antecedent attention on the behavior of eighteen children diagnosed with CdLS was examined. These children, known for their apparent disinterest in social interaction and physical contact, were exposed to two analogue conditions in which levels of social contact were systematically manipulated using a reversal design. All analogue sessions were videotaped and specific communicative and problem behaviours were operationally defined and coded using a real time data capture system. Inter-observer reliability was calculated on a 10-second interval by interval basis and Cohen’s Kappa was satisfactory for all codes. Results indicated that, contrary to expectations, individuals with CdLS exhibited a number of pro-social communicative behaviours in order to elicit social interaction from others. |
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| Family Orientation in a Natural Situation: A Proposal of Prevention of Mental Retardation |
| Domain: Applied Behavior Analysis |
| SONIA REGINA FLORIM ENUMO (Federal University of Espirito Santo, Brazil) |
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| Abstract: Prevention has been pointed as an efficient solution for infant developmental problems in developing countries. A residential visiting program to three subjects with Down's Syndrome (2 years old), by two Psychology trainees has been proposed in order to investigate the viability and variables involved in a secondary deficiency prevention program. The intervention consisted of: a) Evaluation of development, through interviews with parents and teachers, observation at preschool, application of the Bayley Developmental Scales and the Portage inventory; b) parent orientation about developmental stimulation activities, through weekly residential visits; c) biweekly meetings with the parents for exchange of experiences and discussion of developmental and behavioral control related themes; d) biweekly meetings for integration and socialization of the subjects and their families, by furnishing socialization activity models. The evaluation showed a general average performance of 40%, with more problems in language and cognition areas. After one year in the program, a general average improvement of 49.5% on the subjects' performance was observed. Methodology aspects of the obtained data are discussed, as well as the process of ongoing the treatment and its importance on a psychosocial approach, and this proposal of integration of teaching, research, and extension activities. |
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