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Biomedical subjects

F R Rusch

Publications and source records attributed to F R Rusch.

36 records · Page 2Linked to original sources
PubMed1987

Use of the partial-sequential withdrawal design to assess maintenance of mentally retarded adults' acquired meal preparation skills.

This study is presented as a follow-up to an earlier fully-controlled acquisition study in which three mentally retarded adults had acquired the ability to use sequenced picture recipe cards to prepare breakfast and dinner meals. Immediately following the acquisition demonstration, instructional components and trainers were partially-sequentially withdrawn. Reliable self-reports from the subjects and their mentally retarded roommates were established prior to trainer withdrawal. The demonstrated self-report method provided a means to assess performance following the withdrawal of trainers. Performance was maintained during a 10 month period.

Activities of Daily Living↗
PubMed1986

Comparison between nonhandicapped and mentally retarded workers: why they lose their jobs.

Reasons why 133 competitively employed nonhandicapped and 8 mentally retarded food service workers lost their jobs were examined. Reasons for termination were analyzed in terms of the social and production categories provided by Greenspan's (1981) social competence model. The majority of mentally retarded workers lost their jobs for productivity reasons, with some associated secondary social problems. The nonhandicapped workers lost their jobs for both social and production problems. When more than one reason was provided for termination, the impact of social problems increased. Results are discussed in terms of previous studies and in relation to their possible impact upon employment training and placement issues with mentally retarded workers.

Adult↗
PubMed1985

Competitive employment: teaching mentally retarded employees self-instructional strategies.

The purpose of this study was to teach two mentally retarded employees to perform tasks associated with their jobs. Typically, they served meals during lunch and dinner hours; however, they failed to wipe counters, and check and restock supplies. A self-instructional package, similar to the package introduced by Bornstein and Quevillon (1976), was incorporated to improve their performance in these areas. A multiple-baseline design was utilized in which training was sequentially introduced across subjects. The subjects were taught to ask questions about which tasks needed to be completed, answer their questions, and guide their performance in the task by self-instructing. The self-instructional strategies were introduced just prior to lunch and dinner (30-min period) and during the first 30 min of the lunch and dinner service periods, respectively. During training, both subjects demonstrated that they were capable of rehearsing each of the self-instructional strategies in a specific sequence. Following training, both subjects performed at least one of the three tasks (i.e., wiping counters, checking supplies, restocking supplies) during 84 and 88% of the observed work periods. Additionally, the results of the intervention indicated that both subjects spent more time working and met or exceeded nonprobationary, nonhandicapped coworkers' production standards (social validation measure). The results of this study are compared with those reported by others. Future areas of research are indicated.

Adult↗
PubMed1984

Competitive employment: assessing employee reactivity to naturalistic observation.

This study assessed the work behavior of five mentally retarded dishwashers. An ABCBC design was utilized with special educators initially observing the dishwashers (Overt measures). During the B phases these educators observed the same dishwashers' work behavior while a second group of observers, posing as kitchen laborers (coworkers), assessed work behavior, during other periods of the day (Overt or Covert). Finally, during C phases, special educators and coworkers recorded dishwashers working at the same time (Overt and Covert). Results indicated dishwashers worked more when educators observed them. Dishwashers spent less time working when these educators were absent. During the "Overt and Covert" observation phases (Phase C), where covert measures were taken in addition to overt measures (i.e., at the same time and on the same person), covert measures covaried with educators' measures of work performance. These results are discussed with suggestions to initiate a program of research to investigate the use of coworkers in the administration of behavior change methods, in work settings.

Adult↗
PubMed1983

Evaluating the degree of concordance between employers' evaluations of work behavior.

This study investigated employers' evaluations of work performed by six mentally retarded adults in a restaurant setting. The results suggested two important points. First, employers, when provided repeated observations of worker performance, rate employees fairly consistently along the production dimension (inter-rater reliability). Secondly, these same employers did not agree with themselves when provided double filmings of the same person working (intrarater reliability). Potential explanations for these findings and future areas of research are discussed. Finally, degree of concordance between trained observers and these same employers was estimated.

Adult↗
PubMed1983

Social validation in competitive employment: evaluating work performance.

Social validation is a methodology utilized to evaluate the social acceptability of treatment goals, procedures, and results of applied interventions. This methodology lends itself well to assessing the work performance of mentally retarded individuals in nonsheltered employment settings, i.e., competitive employment. In this investigation, work evaluations provided by managers, shift supervisors, nonhandicapped co-workers, and mentally retarded workers (self) were analyzed. Results indicated significant differences across rater groups with regard to worker evaluation. Mentally retarded individuals rated their own work behavior most positively, followed by co-workers, shift supervisors, and managers, respectively. Rater groups disagreed particularly with respect to evaluating mentally retarded workers' job skills and interpersonal relationships in the job environment. Implications of these findings to the issues of concordance and consumer validation are discussed.

Adult↗
PubMed1982

The use of picture cues to establish self-control in the preparation of complex meals by mentally retarded adults.

This investigation examined the effectiveness of picture cues in establishing self-control in the completion of complex meals by mildly and moderately retarded adults. Three participants, who lived in nonsheltered residential settings, were trained to prepare five complex meals. Following a training baseline comprised of pre-instruction, instructional feedback, and trainers' presence, picture recipe cards were introduced in a multiple-baseline fashion. Rapid improvement in the ability of each participant to independently complete each meal when the picture recipe cards were used occurred. A return to baseline for one of the participants demonstrated further self-directed antecedent stimulus control of the picture recipe cards as an effective treatment procedure. A discussion of future areas of research is included.

Adult↗
PubMed1982

Correspondence between saying and doing: Some thoughts on defining correspondence and future directions for application.

Israel (1978) evaluated and discussed research on positive and negative verbal-nonverbal correspondence. In the present report we attempt to delineate the relationship of correspondence training to two major intervention goals-producing (increasing) behavior and inhibiting (decreasing) behavior. The concepts of noncorrespondence and generalized positive correspondence are introduced. Past research relating to the correspondence analyses offered for the two intervention outcomes and possibilities for future research are discussed. The relationship of verbal correspondence training to the issues of response maintenance and response generalization is also examined.

Journal Article↗
PubMed1981

Toward a methodology of withdrawal designs for the assessment of response maintenance.

Single-case experimental designs have advanced considerably in the evaluation of functional relationships between interventions and behavior change. The systematic investigation of response maintenance once intervention effects have been demonstrated has, however, received relatively little attention. The lack of research on maintenance may stem in part from the paucity of design options that systematically evaluate factors that contribute to maintenance. The present paper discusses three design options potentially useful for the investigation of response maintenance. These include: (a) the sequential-withdrawal, (b) the partial-withdrawal, and (c) the partial-sequential withdrawal designs. Each design is illustrated and potential limitations are discussed.

Behavior Therapy↗
PubMed1980

Teaching mentally retarded adults to time-manage in a vocational setting.

Three retarded adults who had minimal ability to tell time were trained to "time-manage." Each was given a card with clock face representations on which the hands of the clock were drawn, representing each trainee's assigned lunch and break times. Instruction was given before work to perform each of the required behaviors when the "real" clock matched the clock faces. Praise was given following correct responses, and reprimands, instruction, and, in some instances, delay or omission of the scheduled activity followed incorrect responses. Pre-instruction and instructional feedback were then sequentially withdrawn. Results indicated that the package consisting of pre-instruction, instructional feedback, and picture cues was effective in producing independent time management responding. When the first two components were withdrawn, two trainees maintained high levels of correct responding. Correct responding decreased for one trainee when pre-instruction was withdrawn. Reintroduction and subsequent withdrawal of the components resulted in maintenance by this trainee. Little improvement in time-telling ability resulted.

Adult↗
PubMedDate not supplied

Prediction of residential independence of special education high school students.

The residential independence of post-secondary students was assessed for the 2,686 interviewees of the National Longitudinal Transition Study who had left United States high schools between 1985 and the time of the questionnaire in 1987. An index of residential placement independence was the dependent variable in a regression analysis that featured 37 community, family, student, and school program characteristics entered as block-wise predictors (i.e., entered in a controlled order). Results showed a total R2 of .443, with missing data, student maladaptive ("problem") behavior, student competence, and family characteristics all contributing significantly to the prediction of post-school residential independence.

Activities of Daily Living↗
PubMedDate not supplied

Residential independence of former special education high school students: a second look.

The residential independence of postsecondary students was assessed in 5,462 parents or surrogate parents of students with disabilities from the National Longitudinal Transition Study who had left United States high schools between 1985 and the time of the questionnaire in 1990. An index of residential placement independence served as the dependent variable in a hierarchical regression analysis that featured 43 community, family, student, and school program characteristics entered as block-wise predictors (i.e., entered in a controlled order). This analysis produced a multiple R2 of .376: missing data, youths' daily living skills, youths' social skills, youths' maladaptive ("problem") behaviors, and community characteristics all contributed significantly to the prediction of the postschool residential independence of former special education students during the first 5 years after they had left secondary school.

Activities of Daily Living↗