Reviews and evaluates recent research examining the effects of control, perceived choice, and enhanced competence on the well-being of the institutionalized aged. (Author/GC)

The characteristics of a group of 17 mentally retarded institutionalized individuals (ages 6 to 51) with self-injurious behavior (SIB) were compared with those of 14 patients without SIB. Among findings were that 65 percent of the SIB group were females, that the SIB group had an elevated pulse rate, and that they slept less. (PHR)

It was found that time-out was generally used for physical aggression in younger, brighter persons with shorter histories of institutionalization. (Author/SBH)

Presents a case report of a retarded person with elementary reading, writing and spelling skills being trained to use graduated physical and verbal prompts in order to teach another retarded patient. Over an eight-week period, the student mastered the alphabet and learned to spell and read 50 words. (Author/SJL)

Interviews with institutionalized elderly parents and their middle-aged children question the common stereotype that institutionalization reflects a breakdown in family solidarity. Data suggest that institutional care can serve to enhance family relations, particularly when family ties have been strained by needs of the older member. (Author)

The Hand Test and the maladaptive behavior scale of the Adaptive Behavior Scale (ABS) were administered to 78 institutionalized mentally retarded. Significant correlations were found between two purported Hand Test indicators of destructive acting-out behavior and observed violent behavior. (MH)

Veterans Administration domiciliary residents in three age groups over age 50 completed measures of life satisfaction, locus of control and self-concept. Older veterans had resolved ego integrity v despair crisis more adequately than younger veterans. An institutional environment that facilitates self-esteem and satisfaction of elderly residents…

An institutional peer-teaching model was tested by comparing two procedures to teach language to profoundly retarded residents (approximately 7-25 years old) under the supervision of attendants. (Author/SBH)

Eight institutionalized male juvenile delinquents participated in a 13 session course on principles and techniques of self-management. The course was conducted in the Visual Response System, a specially designed classroom in which each student responds on an overhead projector built into his desk. (Author)

In a study to determine whether the social competence of 647 institutionalized mentally retarded persons was related to participation in educational programs and in drug treatment programs, Ss were rated in terms of social maturity, IQ, and retardation classification. (CL)

Procedures were evaluated for teaching four institutionalized adult males with profound retardation necessary skills to increase their individual freedom of movement. Following baseline, a travel training program with a backward chaining format was implemented to teach each person to walk independently from his living area to school. (Author)

The study involving 12 severely retarded adults (five males and seven females) was conducted to determine the effect of music on the body-rocking manifested by Ss in their ward environments.(SBH)

Uses several examples of "adult services" as they exist in libraries today in an effort to define the term. Programs and services described include cultural activities, business services, special language/information services for various ethnic groups, services for the institutionalized, handicapped, and geographically isolated, and…

Reviews the current dynamic nature of library service to the disabled and institutionalized, emphasizing that the concept underlying the provision of special materials, facilities, and programs for such persons is not essentially different from that which underlies service to other adults: the librarian's role is to serve as intermediary between…

Describes the Community Corrections Center - a minimum security area with a program consisting of six components: (1) orientation; (2) preemployment training; (3) nonprogram groups and services; (4) job development and placement; (5) placement follow-up-residential; and, (6) placement/program follow-up non-residential. (Author)