Mothers with mental retardation who do or do not abuse or neglect their children

Mothers with mental retardation with or without a history of child abuse and/or neglect were compared on a number of demographic variables. The reasons why children were or were not removed also were examined. The demographic comparisons showed that while those mothers with such a history generally had higher IQs, they were similar to the mothers without such a history. Twice as many of those with a history of abuse and/or neglect were married, lived independently, and had at least two children, one of which often had problems, in comparison to those without such a history. Examination of the reasons for child removal showed that removal occurred if the mother had a problem in addition to her retardation or if she was unwilling to attend and actively participate in a training program and/or did not have someone who could provide support. If a mother was willing and did attend training and had support, children were either not removed initially or were returned upon evidence that the mother was actively participating. In comparison to those mothers with a history of abuse and/or neglect, those without such a history functioned at a lower intellectual and functional level and were living with a relative who shared child-care responsibilities.     

On the conclusive validation of symbol manipulative processes (How do you know it has to work?)

This paper discusses the ramifications of the problem of proving that the design of a symbol manipulating processor conclusively does what the designer intended. More specifically, it explores such questions as: (1) What different interpretations can be given to the expression “the intent of the process”? (2) Does the process, or should the process end? In either event, how do we prove it? (3) If the process does end, how do we prove that it does what was intended? This question may be meaningful even if the process does not end. (4) Is there a whole class of processes that stand or fall together? Can we adapt our proof of conclusiveness to cover the whole class? (5) Do the processes of the class yield the same or different results, and whichever it is, how do we prove it? The example of formal differentiation from the calculus is used to illustrate these problems; and question number four is developed in detail to illustrate the mixture of mathematical, logical, linguistic, computer science, procedural and even psychological insights involved. References are given for the methods of attack on the other questions.     

Behavior and achievement relationships with emotionally disturbed children: An applied study

Reciprocal relationships between on-task behavior and certain academic performance targets have been demonstrated in a number of short-term applied behavior analysis studies. These studies have not had emotionally disturbed or behavior disordered (ED/BD) children as subjects, and are generally not carried out over sufficient intervals to measure effects on standardized tests of achievement. Studies of ongoing programs over longer periods of time have shown inconsistent results when comparing levels of on-task behavior with standardized achievement gains. The present study questions the hypothesized relationship between on-task behaviors and standardized achievement with ED/BD children. Further, it seeks to determine significant relationships between certain specific on-task behaviors (e.g., completing assignments) and standardized achievement. Forty ED/BD children participated in a token economy over the course of an entire academic year. Minimal pre-post achievement gains (p < .01) and a high level of on-task behavior (84%) were noted, but there were no significant relationships between on-task behaviors and measured achievement. The results are discussed in the context of similar findings from other ongoing programs with ED/BD students. Suggestions are offered for investigating other classes of behavior (e.g., academic engaged time) with these children, in order to discover more consistent behavior-achievement relationships.