Date of Award
3-1982
Culminating Project Type
Thesis
Degree Name
Special Education: M.S.
Department
Special Education
College
School of Education
First Advisor
James Lewis
Second Advisor
William Lovelace
Third Advisor
Robert Murphy
Keywords and Subject Headings
self-injurious behavior, sensory diversion, profoundly mentally retarded
Abstract
Dealing with self-injurious behavior in the classroom is a trying problem. Often it is not possible to determine the causal factors for the behavior and steps must be taken to approach the problem from other directions.
In this study, self-injurious behavior was treated through the use of sensory diversion. The change in behavior was assessed for both increase or decrease and the relationship between duration and frequency.
Two profoundly retarded, multiply handicapped female students were observed and treated. The entire procedure was done in four parts, baseline, assessment, implementation, and return to baseline (A, B, B1, A). Each phase ran until 24 instances had been recorded or a maximum of 10 days had elapsed.
Results indicated that the sensory diversion of choice {determined by the assessment) did reduce both the frequency and the duration of the self-injurious behavior in a direct relationship. A probe done nearly a month after formal programming had ceased, showed that when the chosen sensory diversion was in operation, the behavior remained controlled.
Recommended Citation
Scharenbroich, Lynn Lenore Johnson, "A Determination of the Effect of Sensory Diversion on the Self-Injurious Behavior Level in Two Profoundly Retarded, Multiply Handicapped Females" (1982). Culminating Projects in Special Education. 201.
https://repository.stcloudstate.edu/sped_etds/201
