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| Developmental Disabilities II |
| Friday, November 30, 2001 |
| 10:00 AM–10:50 AM |
| White Hall |
| Area: DDA |
| Chair: Dennis Rose (National Institute of Education) |
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| Evocative and Discriminative Effects of Others on the Occurrence of Problem and Communicative Behaviors |
| Domain: Applied Behavior Analysis |
| MICHAEL HEARN (University of Birmingham, England) |
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| Abstract: Few studies have documented the evocative and discriminative effects of others on the occurrence of problem and communicative behaviours in the natural environment. In this single case study, a 15-year old boy with severe developmental disabilities who showed chronic SIB was observed for eleven hours interacting with his mother in his living room at home. Inter-observer reliability was acceptable for all behavior codes (Kappa $0.6). Conditional probabilities were calculated using the method described by Lerman & Iwata (1993). SIB systematically increased when his mother left the room and decreased when she returned. Communicative behaviours varied inversely with SIB. It is hypothesized that the presence of the boy’s mother in the room acted as a discriminative stimulus for communicative behaviours, whilst her absence acted as an establishing operation for SIB. |
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| Including Children with Downs Syndrome in a Regular Singaporean Kindergarten |
| Domain: Applied Behavior Analysis |
| DENNIS ROSE (National Institute of Education), Penny S. Tok (Down Syndrome Association, Singapore)) |
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| Abstract: Special education in Singapore is segregated. All children with developmental disabilities attend segregated special schools. One consequence of this is that teachers and the public in Singapore have little or no understanding of the move towards inclusion in other parts of the world. Regular education is also highly structured, with even kindergarten children sitting in rows, completing workbooks, and being assigned homework.
This paper reports on a project promoted by the Downs Syndrome Association of Singapore. Four children with Downs Syndrome were introduced to a regular kindergarten. The data reports on their social adjustment to the setting and to regular children, their learning, and the responses of regular children and teachers to their presence. |
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