Applied research in mental retardation has focused on skill training and education to the relative neglect of measuring and increasing happiness in the lives of people with mental retardation. Here we report the results of four preliminary studies that were conducted to develop and demonstrate methodologies for measuring happiness in people with profound mental retardation and other severe handicaps. These results suggest that: (1) facial expressions can provide a valid measure of happiness, and can be measured reliably by relatively untrained observers; (2) the rate of spontaneous smiling is highly variable across individuals; (3) some individuals’ happiness can be increased dramatically by very simple social interactions; and (4) clients’ differential emotional reactions to various caregivers may be useful in tracking the development of social relationships. Suggestions for future research include systematic replication of these preliminary findings with a larger number and variety of subjects, and demonstration of how these measures can be applied to quality assurance systems.

This study evaluated the effects of the Positive Environment Program (PEP) on the behaviors of residents and staff in a state-operated residential facility during a 2 1 2 year period. The participants included 19 adult residents with profound cognitive and physical disabilities and 11 staff members who worked with them. Data were collected on alertness, leisure material availability, engagement, staff interactions, and resident affect during two samples of data collection six months prior to implementation of PEP. Training was then provided to staff on positive interaction skills. Following the training, researchers implemented a monitoring program and a staff incentive program. The results of this project showed improvements in staff interactions, resident interaction with leisure materials, improved levels of alertness, and increases in a`happiness index'. The bene®ts and limitations of this project as well as future research are discussed.

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This study evaluated a center-wide training system in a state-operated mental retardation center. Staff performance was assessed under varying conditions with collateral measures collected on resident behavior. The quality of training delivered by direct-care staff was measured following the completion of an inservice training program and when individual feedback and praise were available or a group contingency where feedback, praise, and money were available. Inservice training was not found to be sufficient to maintain staff training skills. Providing feedback and praise had mixed results in maintaining staff behavior. A group contingency using feedback, praise, and money was found to be immediately effective in improving and maintaining staff behavior. Collateral measures on student behavior were also provided that indicated that consistent, quality training by staff resulted in increased student skill acquisition. These results are discussed within the framework of conducting research in applied settings.