Visual Screening: An Alternative Method for Reducing Stereotypic Behaviors

Abstract

Visual screening, a mildly aversive response suppression procedure, was evaluated across two studies for its effectiveness in reducing topographically similar and dissimilar stereotypic behaviors of four developmentally disabled children. In the first study, a multiple baseline design across subjects and behaviors was used to assess the effectiveness of the procedure as a treatment for reducing the visual and auditory self-stimulatory responses of two 9-yr-old mentally retarded and behaviorally disturbed children. A multiple baseline design across subjects was used in the second study to evaluate the effectiveness of visual screening as a treatment for reducing stereotypic fabric pulling and self-mutilative ear bending, respectively, of two 13-yr-old mentally retarded, autisticlike adolescents. Long-term follow-up data for both studies were reported. The results suggested that visual screening was an easily administered, effective, and exceptionally durable treatment procedure for controlling a variety of stereotypic behaviors commonly associated with the developmentally disabled.

An Evaluation of Gentle Teaching and Visual Screening in the Reduction of Stereotypy

“…The subject was immediately directed to a task and the task-training procedures were used. Each occurrence of stereotypy resulted in the subject's eyes being covered by the therapist's hand to block his vision while the therapist's other hand held the back of the subject's head (McGonigle et al, 1982). This condition was essentially the addition of visual screening to task training from the previous phase.…”

“…The goals of the present study were to provide an empirical evaluation of the clinical effectiveness of gentle teaching and to compare its effectiveness with a well-researched procedure, visual screening (McGonigle, Duncan, Cordisco, & Barrett, 1982), in the treatment ofstereotypy, a prevalent maladaptive behavior of persons with mental retardation (LaGrow & Repp, 1984). A secondary goal was to determine the effects of these procedures on collateral behaviors, especialy social interaction with the therapist for evidence of bonding (which is integral to the expected effects of gentle teaching), as well as on-task and disruptive behavior.…”

The Effectiveness of Gentle Teaching

“…Jordan et al (1989) studied the stereotyped behaviour of three male clients with severe learning disabilities, aged 21, 28 and 7 years, and compared the effectiveness of gentle teaching, a reductive procedure known as visual screening and a tasktraining condition in decreasing the rate of stereotyped behaviour. Visual screening is a punishment procedure in which a screen is placed in front of the eyes of a client contingent upon the occurrence of a maladaptive behaviour (McGonigle, Duncan, Cordisco & Barrett, 1982). Jordan et al measured both the rates of stereotyped behaviour and of what they termed bonding behaviour (smiling, physical approach, touching, hugging and eye contact).…”

Comparative effects of gentle teaching and visual screening on self‐injurious behaviour

“…During this phase, each occurrence of self-injury resulted in the application of visual screening. Each occurrence of self-injury resulted in Desmond's eyes either being covered with both of the therapist's hands to block his vision or one hand being placed over his eyes and the other hand was placed behind his head to hold it still (McGonigle et al, 1982). Release from visual screening occurred after 5 s had elapsed with no resistance (e.g.…”