Providing systematic individual teaching for severely disturbed and profoundly mentally-handicapped adults in residential care

Felce, David John, de Kock, Ursula, Mansell, Jim and Jenkins, Judith 1984. Providing systematic individual teaching for severely disturbed and profoundly mentally-handicapped adults in residential care. Behaviour Research and Therapy 22 (3) , pp. 299-309. 10.1016/0005-7967(84)90010-x

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Abstract

An organizational system for providing individualized behavioural teaching to severely and profoundly mentally-handicapped adults was developed by adapting the materials and procedures used in the Portage model of domiciliary teaching. Implementation of the system following a short training workshop was monitored in four residential units in turn over a 3-month period. The progress of each of 6 severely and profoundly mentally-handicapped adults in each unit was assessed on a defined task before and subsequent to teaching using a multiple time-series design. Little skill acquisition was found and the results are contrasted with evaluations of Portage services to pre-school mentally-handicapped children. Methodological considerations in the evaluation of progress in profoundly mentally-handicapped adults are raised.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Schools > Medicine Research Institutes & Centres > MRC Centre for Neuropsychiatric Genetics and Genomics (CNGG)
Subjects:	R Medicine > R Medicine (General) R Medicine > RZ Other systems of medicine
Publisher:	Elsevier
ISSN:	0005-7967
Last Modified:	30 Jun 2017 03:45
URI:	https://orca.cardiff.ac.uk/id/eprint/67396

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