Morgan R L, Striefel S, Baer R, Percival G
Department of Special Education, Utah State University, Logan 84322-2865.
Res Dev Disabil. 1991;12(1):63-85. doi: 10.1016/0891-4222(91)90023-l.
We reviewed standards (i.e., mandatory policies or recommended guidelines) from 39 state departments of special education and 41 state departments of developmental disabilities/mental retardation (DD/MR) to determine how they addressed the use of behavioral procedures. Results indicated that many standards described procedures to change behaviors of individuals with handicaps and identified ways to regulate usage. Major findings were that (a) standards from state departments of DD/MR addressed behavioral procedures more frequently than standards from special education departments; (b) many standards addressed procedures to decrease, but not increase, behavior; (c) several standards identified safeguards to clients' rights, such as prior approval requirements and periodic review of behavioral procedures' effects; (d) some standards prohibited and/or restricted the use of specific procedures, such as those judged to be aversive; (e) about one-fifth of special education standards and two-thirds of DD/MR standards described staff training requirements for using some procedures; and (f) relatively few standards used decision models to select behavioral procedures. Implications of these findings for policy makers, service providers, and future research efforts are discussed.
我们查阅了39个州特殊教育部门和41个州发育障碍/智力迟钝（DD/MR）部门的标准（即强制性政策或推荐性指南），以确定它们如何处理行为程序的使用问题。结果表明，许多标准描述了改变残障人士行为的程序，并确定了规范使用的方法。主要研究结果如下：（a）与特殊教育部门的标准相比，DD/MR州部门的标准更频繁地涉及行为程序；（b）许多标准涉及减少而非增加行为的程序；（c）一些标准确定了保护客户权利的措施，如事先批准要求和对行为程序效果的定期审查；（d）一些标准禁止和/或限制使用特定程序，如那些被判定为厌恶型的程序；（e）约五分之一的特殊教育标准和三分之二的DD/MR标准描述了使用某些程序的员工培训要求；（f）相对较少的标准使用决策模型来选择行为程序。讨论了这些研究结果对政策制定者、服务提供者和未来研究工作的影响。
