The Role of Input Organization in the Learning and Memory of Mental Retardates

Spitz, Herman H.

doi:10.1016/s0074-7750(08)60202-5

Cited by 81 publications

(43 citation statements)

References 38 publications

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“…First, during timeout the student would be viewing all of the reinforcers and activities enjoyed by other students. This might help later to motivate the student to refrain from misbehaving in order to remain in the activities and receive reinforcers or help to bridge the timeout duration for the lower functioning retarded who do not mediate time spans very well (Spitz, 1966). Second, timeout could be implemented more immediately than in the case where the misbehaver must be escorted to a room that might be located some distance away.…”

mentioning

confidence: 99%

THE TIMEOUT RIBBON: A NONEXCLUSIONARY TIMEOUT PROCEDURE¹

Foxx

Shapiro

1978

J of App Behav Analysis

112

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Recently, the use of timeout rooms has been questioned by various agencies, and some have adopted policies that prohibit or greatly restrict exclusionary timeout. The present study developed a timeout procedure that did not require removal of the misbehaver from the learning environment. The procedure was applied to the disruptive behaviors of five severely retarded children in an institutional special-education classroom. An observer prompted all teacher behaviors related to the procedures to assure their precise implementation. After baseline, a reinforcement-only condition was implemented. Each child was given a different colored ribbon to wear as a tie and received edibles and praise every few minutes for good behavior and for wearing the ribbon. When timeout was added, a child's ribbon was removed for any instance of misbehavior and teacher attention and participation in activities ceased for three minutes or until the misbehavior stopped. Reinforcement continued at other times for appropriate behavior. An ABCBC reversal design was used to demonstrate control of the behavior by the conditions applied. On average, the children misbehaved 42% and 32% of the time during the baseline and reinforcement conditions respectively but only 6% of the time during the timeout conditions. A followup probe during the new school year revealed that the teacher was able to conduct the procedure independently and that the children's disruptive behaviors were maintained at low levels. The practicality and acceptability of the procedure were supported further by the successful implementation of the procedure by a teacher in another state and by responses to a questionnaire given to 40 mental health professionals. The ribbon procedure appears to be a viable form of timeout, provided that disruptive behaviors during timeout can be tolerated within the setting, or a backup procedure such as exclusionary timeout is available when needed.

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mentioning

confidence: 99%

THE TIMEOUT RIBBON: A NONEXCLUSIONARY TIMEOUT PROCEDURE¹

Foxx

Shapiro

1978

J of App Behav Analysis

112

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show abstract

“…If the retardates could not handle the amount of information, they should have exhibited a greater decrement in recall in this experiment. It is more likely that inconsistent organization (Spitz, 1966;Winters & Gerjuoy, 196 7) and scanning resulted in poorer recall.…”

Section: Methodsmentioning

confidence: 99%

Recognition of tachistoscopically exposed letters by normals and retardates’

Winters¹,

Gerjuoy²

1969

Perception & Psychophysics

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“…Spitz focused on what he termed "input organization" (Spitz, 1966) as a critical factor for increasing the efficiency of visual search, and visual attentional functioning in general, in those with intellectual disabilities. Much as proposed in the human factors approach, Spitz described the effects of re-structuring visual arrays on cognitive performances.…”

Section: Research On Visual Selective Attentionmentioning

confidence: 99%

Enhancing Cognitive Performances of Individuals with Intellectual Disabilities: A Human Factors Approach

Carlin¹

2012

Latest Findings in Intellectual and Developmental Disabilities Research

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The Role of Input Organization in the Learning and Memory of Mental Retardates

Cited by 81 publications

References 38 publications

THE TIMEOUT RIBBON: A NONEXCLUSIONARY TIMEOUT PROCEDURE¹

THE TIMEOUT RIBBON: A NONEXCLUSIONARY TIMEOUT PROCEDURE¹

Recognition of tachistoscopically exposed letters by normals and retardates’

Enhancing Cognitive Performances of Individuals with Intellectual Disabilities: A Human Factors Approach

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The Role of Input Organization in the Learning and Memory of Mental Retardates

Cited by 81 publications

References 38 publications

THE TIMEOUT RIBBON: A NONEXCLUSIONARY TIMEOUT PROCEDURE1

THE TIMEOUT RIBBON: A NONEXCLUSIONARY TIMEOUT PROCEDURE1

Recognition of tachistoscopically exposed letters by normals and retardates’

Enhancing Cognitive Performances of Individuals with Intellectual Disabilities: A Human Factors Approach

Contact Info

Product

Resources

About

THE TIMEOUT RIBBON: A NONEXCLUSIONARY TIMEOUT PROCEDURE¹

THE TIMEOUT RIBBON: A NONEXCLUSIONARY TIMEOUT PROCEDURE¹