In this paper, I will focus on the variations in interaction in a home for 'emotionally disturbed' children between members of the staff and the inmates, how these variations are related to the broader organizational context," and how these variations affect the fates of the children and help or hinder the goals of the home." (Author)

Adapted from a paper presented at the Fourth Congress of the International League of Societies for the Mentally Handicapped (Hebrew University, Jerusalem, October 21, 1968). (RJ)

The paper was originally presented at the 1967 American Orthopsychiatric Association in Washington, D.C. (Author)

Research on psychotropic drug use by the mentally retarded and associated behavioral toxicity is reviewed, and suggestions for future research are offered, with implications for community based service delivery. (SEW)

Auditory processing deficits and articulation disorders were studied with 30 institutionalized male delinquents (13 to 18 years old). Articulation disorders were present in over 60 percent of the delinquent Ss. (Author/SEW)

Uses a life-stress questionnaire modified for older respondents to study the impact of life stress in 62 patients hospitalized for neurobehavioral treatment. Results suggest that 17 items may be sufficient to estimate life-change effects. The degree of stress impact must be sought systematically to understand stress. (Author/JAC)

Institutional staff used behavior modification and reality therapy to bring about positive behavioral changes in 20 severely retarded, emotionally disturbed adolescents as measured on two adaptive behavior scales. (Author)

Studied (N=40) educably mentally retarded students in an experimental group who were verbally praised after responses to the Wechsler Intelligence Scale for Children (Revised). Scaled scores for five of eleven subtests, in addition to the Verbal, Performance and Full Scale indices, were significantly greater under the experimental procedure.…

The authors advocate the adoption, in Michigan and elsewhere, of the recognized specialist, Certified Behavior Therapist. (DB)

Results indicate: (1) medium overlearning enhances skill transfer; (2) high overlearning decreases skill acquisition and transfer; and (3) precounseling structuring has no effect on acquisition or transfer. The method evaluated is effective in teaching social skills to institutionalized elderly. (Author)

Interviews were held with 88 mentally retarded institutionalized adults (ages 18 to 30) in order to identify types of verbal and nonverbal behavior that are associated with making positive or negative impressions on others and that therefore might be priority targets for communication training efforts. (Author)