PROBLEM, OBJECTIVES AND HYPOTHESES.

The present study on knowing the effectiveness of behavior

modification techniques in decreasing the problem behavior among mentally
retarded children is very helpful in managing the problem behavior among
mentally retarded children. It helps the professionals to understand and manage
the behavior problems in the children.

Mentally handicapped individuals are known to have behavior problems

4 to 5 times more than their normal counter parts. According Lo the behavioral
part of view, these problems may occur in these children due to poor problem
solving skills, cognitive and communication deficits or due to wrong handling
by people in the environment. These problems must be managed as early as
possible before they interfere in the learning process, produce harm to the child
to the child or others and reduce the social acceptability of mentally handicap
children. In Mentally Handicap children, the lack of biological structure or
sensory mechanisms may inhibit them from acquiring various behaviors.
Besides, they may failed to learn because of non-stimulating environments, few
rewarding experiences for the efforts that they make, ineffective ways of
teaching or use of excessive punitive methods in teaching.

Problem behavior in children does not occur in vacuum. All behaviors

both skill behavior and problem behavior occur because they serve a purpose
for the individual. This is true for every human being. Even when children
show the same problem behavior, the factors contributing to the problem
behavior may be different for each child. The management of problem
behaviors for each child must be then be individualized and based upon the
understanding of the factors controlling the problem behavior. If the problem
behaviors are tried to be managed using adhoc methods without an
understanding of the factors controlling the behavior problems, there is great
risk of mismanagement. Such factors may only lead to an increase rather than a
decrease in the problem behaviors. It is very important to have a better and
clear understanding of the problem behaviors present in the child and also the
suitable techniques to be used to further manage the behavior problem. In order
to manage the problem behaviors in mentally retarded children there is a need
to study the reasons for problem behavior, selection of problem behaviors,
identification of rewards and also direct punishment techniques.

Objectives

To examine the level of retardation in the sample.

To assess the socio demographic characters of mentally challenged
children (parental education, economic status, family type, birth order of
the child),
To examine the Behavior Problems of the sample.
To plan and execute Behavior Modification Techniques to manage
Behavior Problems of mentally challenged children.
To study the effectiveness of behavior modification techniques to
manage the Behavior Problems of Mentally Challenged Children.
To examine the efficacy of Behavior Modification Techniques of
mentally challenged those who are attending and non attending school.

Hypothest%
1. There would be significant difference in reducing of Behavior
Problems in response to Behavior Modification Therapy in
Mentally Challenged Children.
2. There would be significant difference in reducing the problem
behavior in response to behavior modification techniques in
Mentally Challenged Children of different levels of retardation.
3. There would be significant difference in reduction of behavior
problems in response to behavior modification techniques in
Mentally Challenged Children of different age groups.
4. There wouldbe significant difference in reducing problem behavior
in response to Behavior Modification Therapy in Mentally
Challenged Children in the 2 genders (male and female).
5. There would be significant difference in reduction of behavior
problem in response to Behavior Modification Therapy in
Mentally Challenged Children living in Rural and Urban areas.
6 . There would be significant difference in reduction of behavior
problem in response to Behavior Modification Therapy in
Mentally Challenged Children based on the order of birth of the
child.
7. There would be significant difference in reduction of behavior
problem in response of Behavior Modification Therapy in
mentally challenged children based on number of children in the
family.
8. There would be significant difference in reducing problem
behavior in response to Behavior Modification Therapy in
mentally challenged children of Literate and Illiterate parents.
9. There would significant difference in reduction of behavior
problem in response to Behavior Modification Therapy in
Mentally Challenged Children of parents with different
occupational statues.
10.There would be significant difference in reducing the behavior
problems in response to Behavior Modification Techniques in
Mentally Challenged children belonging to Nuclear and Joint
families.
11, here' *r~!!d be significant difference in reduction of behavior
problems in response to Behavior Modification Therapy in
Mentally Challenged Children who are attending special schools.
 Chapter - 4
MATERIAL AND METHODS
 METHODS AND MATERIAL

Research Design:
In the present study descriptive research was used. Descriptive research
is a fact finding investigation with adequate interpretation. (Krishna Swarny,
1996). It is designed to gather descriptive information and provide information
for formulating more sophisticated studies. The cardinal purpose of descriptive
research is to provide an accurate description or picture of the status or
characteristics of a situation or phenomenon. The focus is not on how to ferret
out cause and effect relationships. But rather on describing the variables that
exist in a given situation and describing the relationships that exist among those
variables. Educators, Psychologists sometimes conduct descriptive research to
learn about the abilities, opinions, beliefs, behaviors, and demographics (age,
gender, ethnicity and education) of people (Johnson, 2008).

The present study is descriptive because it portraits the effectiveness of

behavior modification techniques in handling problem behaviors among
mentally challenged children in regard with age, gender, level of retardation,
socio demographic characters. It also portraits the reasons for problem
behavior, selection of target behavior, selection of appropriate rewards and
behavior modification techniques in decreasing problem behaviors among
mentally challenged children.

Ares of Study:
The study was conducted in Child Guidance Centre, Ramanthapur,
Hyderabad Sadhana School for Special Children, Nacharam, Hyderabad; rural
areas of Ranga Reddy (Dist). Nearly 942 children with mental retardation and
developmental disabilities were assessed and 180 children were randomly
selected for the study. The age range was limited to 5 to 15yrs. Mild, moderate
and severely retarded children were chosen for the study.
The Socio-DemographicCharacteristics of the sample
 The sample characteristics are further reported in Table-2. The study
consists of 52.8 children belongs to 5-10 years age group and 47.2 percent of
children belongs to 11-15 years age group. Majority of the subjects were
females (55.6) and the remaining males (44.4). Regarding locality for the
present study children belongs to rural area 50 percent and urban area 50
percent. Majority of the subjects were mild level mental retardation 38.9
percent, 33.3 percent belongs to moderate level of mental retardation and 27.8
percent belongs to severe level of mental retardation. The details of order of
birth shows that majority of the subjects 49.4 percent second birth order, 43.3
percent were first birth order, 5 percent were third birth order and 2.2 percent
of children are forth birth order. Regarding number of children to their parents
majority of children are 63.3 percent two children only, 16.1 percent three
children, 12.8 percent were only one child, 6.1 percent are four children and 1.7
percent are five children to their parents. The educational status of children
mothers in the present study indicates that 75.6 percent of children mothers
illiterate people and 24.4 percent of the children mothers are illiterate.
Regarding father education background 88.3 percent of children fathers are
literate and 11.7 percent of children fathers are illiterate. The occupational
status of children mothers in the present study indicate that 56.7 percent of
mothers are house makers, 21.1 percent are doing jobs, 11.1 doing business and
11.1 are doing labor work. Regarding father occupational status 62.8 percent
are doing job, 26.7 percent doing business and 10.6 percent are doing labor
work. Majority of the subjects are staying in nuclear families that are 78.3, only
21.7 percent were in joint families. Regarding educational level of subjects of
the present study majority of the children are school going 71.1 percent
remaining 28.9 percent of children are not going to school.
Tools Used:

To test the hypothesis formulated 6 tool were used,

1. SeguinFormBoard,
2. Gessell Drawing Test
3. Developmental Screening Test,
4. Vineland Social Maturity Scale,
5. Binet Karnet Test of Intelligence,
6 . Behavioral Assessment Scales for Indian Children with Mental
retardation.

The 1' and 2nd tools were used for the purpose of rapport building with
the developmentally disabled children and 3rd to 5'" were used assess the
intelligence of the mentally challenged children and the 6'h tool was used to
assess the problem behavior of the child.

SEGUIN FORM BOARD

Seguin Form Board (SFB) also known as Goddard Form Board is
performance test of Intelligence. It consists of ten common geometrical forms
like Circle, Square, Triangle and others that are to be placed in the form board.
It measures motor coordination and perception of form. It also measures
learning ability of young children. SFB is used for preliminary assessment of
mental age in normal population.

Age Range: For normal children between the ages 3 % to 1Oyrs. It can be used
upto adult level for Mentally Challenged.

Test Administration: Pile up the blocks in three heaps at the back of the board
according to a standard arrangement as indicated. The subject is asked to insert
these blocks into the corresponding recesses as quickly as possible, using only
one hand at .a time. Give three trials and time each trial with a stop watch.
 Recording and scoring: Record the time (in seconds) taken for each trial in
the record sheet. Score is bases on the shortest time taken for three trials.
Convert the scores into equivalent MA by referring SFB norms, Compute
Intelligence Quotient (IQ) by the ratio of MA over CA multiplied by 100.
IQ=MA/CAX100
Tester

Child

GESELLS DRAWING TEST AS A MEASURE OF INTELLIGENCE IN

THE MENTALLY CHALLENGED CHILDREN
S.KVERMA, DWARAKA PERSHAD, P.KAUSHAL

In order to find out, whether the Gesell drawing test can be utilized as a
' rough quick and reasonably accurate measure of intelligence in the mentally
challenged children, test was given to 54 mentally retarded children, who were
referred for intelligence testing. 30 Of them were given Seguin Form Board test
also and the rest 24 were given Vineland Social Maturity Scale (Nagpur
adaptation) in addition to Gesell drawing test. A high degree of correlation was
found between the tests and the results in terms of I.Q. were also compared (t-
test applied). Its relative simplicity quickness and accuracy speaks for its
usefulness in the battery of intelligence tests.

Introduction
Gesell and his coworkers (Gesell, 1949) used the ability of the child to
imitate or copy various forms like line, circle, cross, square etc as an index of
maturation. For example average child of 11 months could imitate vertical
stroke; of 2 yrs vertical and circlular strokes; 3yr a child could copy a circle
and imitate a cross; at 4 could copy a cross etc. (Bakwin and Bakwin, 1960).

GESELL'S DRAWING TEST

AGE PERFORMANCE
15 months Scribbles spontaneously
18 months Imitate vertical strokes
Imitate vertical and
circular strokes
3 years Copies circle, imitates cross
4 years Copies cross
5 years Copies Square
6 years Copies triangle
7 years Copies diamond .

These forms are appropriately inserted at various age groups in

STANFORD Binet test, Tredgold Developmental Schedule, Nancy Bayley
Scales also (Kulshreshtha, 1971; Tredgold. And Sody, 1956; Phatak, 1969).
All these tests show a wide area of agreement and suggest that these forms can
be usefully employed for a simple rough, quick and reasonable accurate
assessment of intelligence in a case of mentally retarded children.
DEVELOPMENTAL SCREENING TEST @ST)
Introduction:
Developmentd Screening Test was designed by Bharath Raj. Simplicity,
precision, objectivity, reliability, validity and economy are the cardinal features
of a good psychological test. The developmental screening test (DST)meets
these criteria satisfactorily. Since its early publications in 1977, the test is being
used at some of the premiere institutions in our country like All India Institute
of Speech and Hearing, Mysore, National Institute of Mental Health and Neuro
Sciences, Bangalore, B.M. Institute of Mental Health, Ahmadabad, Post-
Graduate Institute of Medical Education and Research, Chandigarh etc. Further
the test has been cross validated by the Chandigarh group of Clinical
Psychologists, which is presented in the body for this manual.

Purpose:
The Developmental Screening Test is designed for the purpose of
measuring mental development of children from birth to 15yrs of age. Larger
number of items at the early age levels permits assessment of very young
children. Italicized items on the schedule cover Speech and Language
development, The test provides for a brief and fairly dependable assessment
without requiring the use of performance tests. Appraisal can be done in a semi
structured interview with the child and parent or person well acquainted with
the child. In its present form the DST can be repeatedly used for assessment.
The 1.Q. calculator incorporated in the plastic test folder helps in ready
computation of I.Q. from M.A. and C.A.

Originally 124 items were derived from earlier schedules and studies out
of which finally 88 items were settled upon by the frequency of their
appearance in the various sources consulted.

ADMINISRTATION:
Description of the material: Developmental schedule consists of a
simple chart with items on it. These items are descriptions of behavior that may
be observed in an infant or elicited in a child, The items are arranged age wise
from 3mnts to 15yrs. 1" group of items describe the type of behavior that a
baby fiom birth to 3mnts may show for example, birth cry present, rolling over
ect. Items are arranged at 3, 6,9, rnnts;l,l '/z, 2yrs. And then onwards at every
one year level till 15yrs. The items progressively depict grater level of physical
and social maturity and independence.

METHOD OF ASSESSMENT:
The tester starts with the item closest to chronological age of the child to
establish a 'Basal Age'. This is the age at which all items are likely to be
passed or the behavior described is likely to be present. Gradually tester moves
through upper age levels. Each item could be evaluated either by observing the
child (eg. Head is steady, walks) or by asking the parent (comb hair by self) or
by asking the child (repeat 3 digits). The items marked with asterix* in the
form indicate items related to language development.

Validity has been established on 35 children in 4 to 11 yrs age group. It

correlates to the extent of +85 with Seguin form board. It has a correlation of
+.7S with Columbia Mental Maturity Scale. Verma, Persha and Menon cross
validated this test in 1979. This was administered to 170 children, 108 male
and rest female in the range of 1 to 15yrs. Along with this, depending on the
age of the child, Gessel Drawing Test, Seguin Form Board, Vineland Social
Maturity Scale and Malin's Intelligence Scale were administered. DST showed
very high positive correlation with other scales. It was found to a valid test for
all 3 age groups considered in the study. Inter scorer and rest restest reliability
was also found to be high.

VINELAND SOCIAL MATURITY SCALE (VSMS)

Introduction:
Developed by E.A.Dol1, the Vineland Social Maturity Scale (VSMA)
since 1935 has been a uniquely useful instrument for estimating the differential
social capacities of an individual. Recent experiments Goulet and Barclay;
American Journal of Mental Deficiency, May, 1963 have shown a consistent
and high correlation between VSMS Social Age (SA) and the Binet MA., Doll
reporting a correlation of r=85 and Patterson (1943) reporting r of .96 on a
sample of normal children. The use of this scale for the past lOyrs in the
Nagpur Child Guidance Centre has confirmed these high correlations also in
the case of mentally retarded children. Our researches have not yet have not yet
been finalized but the results to date appear so promising that we feel a wider
use of this scale should be encouraged especially in other Indian Cultural
environments so as to eventually produce a Scale adapted perfectly to our
Indian culture. The original scale goes up to the 2 5 yr
~ of age but we have
limited our Indian adaptation up to years as the culture changes in the
upper years are more drastic compared to the Occidental norms of Dr.Dollls
original.

Description of the Tool: The items of the scale are arranged in order of
normal average life age progression (Life Age Means [LA] are in parentheses
following item numbers under "Detailed Instructions") and are numbered in
arithmetical sequence from 1 to 117. They have also been separated in year
groups according to the average age scores obtained for scale as a whole. The
method combines both the year scale and point scale principles. The
arrangement facilitates the interpretation of total scores in terms of year values
from the blank itself without need of conversion tables. Each item of the scale
has been given a categorical designation.

SHG-Sdf help general

SHE-Self help eating
SHD-Self help dressing
r SD-Self direction
0-Occupation
C-Communication
 Scoring: Score item plus (+) if it seems clear that the items correctly
assess the Childs habits and minus (-) if otherwise. Half credits or pluses may
be given if it can be presumed that the child could have passed the item if the
opportunity were presented but institutional and other restrictions do not give
the child a chance e.g. an amputee. These half credits receive full credit within
the range of otherwise continuous plus scores. Total up the plus scores and
social age is taken from the table.
SQ=SA/CAXlOO

BINET-KAMAT TEST OF INTELLIGENCE

DESCRIPTION OF TOOL:

This scale, is an Indian adaptation of the Stanford Binet scale of

intelligence, prepared in 1934, an standardized by V.V.Kamat south India
(Bombay-Karnataka region) in 1964, normal individuals between the age
ranges three to twenty two years and re-evaluated in 1967 was used in this
study.

This 'intelligence scale is age graded and covers ages from three to ten
years, then twelve years, fourteen years, sixteen years, nineteen years and
twenty two years respectively. The whole test scale comprises of seventy eight
main test items range at each age level from one to three. This test is to be
individually administered on each subject. The test items are specific to each
, age level. Administer of the test is started at the third age level and terminated
in that age level where the subject fails in all the items of that particular age
level. As slight modification in this study, the alternatives, items were also
administered, though it was not taken for calculation of mental age unless
particular main tests were not suitable to individual case.
 In this study, since the test scale was administered in a group of mild
and moderately mentally retarded individuals between the ages ranges of seven
to 40 years respectively.

TEST ADMINISTRATION PROCEDURE:

There are many methods of administering the test, such as follows:

a) By taking the corresponding chronological age of the subject , subjects

in that age level are administered before working above or below that
age level until one gets the basal age (i.e. the age level, where the
subjects has passed all the items) and the terminal age (i.e. the age level
where the subject has failed in all the items). There controversies about
this approach as to if the basal age is to be approached first. In any case,
this method is unsuitable for the study, since our sample consists of
mentally retarded individuals who, expectedly fail in the test items of
their own chronological age levels, and seldom pass in the test items
beyond their chronological ages.
b) There is another method of administration of this test in which the
vocabulary age levels of the child is worked out and then basal age and
terminal age are reached. This method is also not applicable to our
present sample since, presumably mental retardates suffer from language
handicaps to lesser or greater extent (Wool folk and Lunch 1982).
c) In the method used in this study, all the test items beginning from the
lower age levels (i.e. three years) and proceeding till the subject reaches
hisher terminal age, wherein he fails in all the test items, was adopted.
Though this procedure is slightly laborious and uneconomical it is most
advantageous for the study the present one, where the aim is to get
cognitive abilities of an individual on different tests at different age
levels. Specific test instructions as given in Binet-Kamat test of
instruction manual and the paraphernalia in its materials box were wed.
RECORDING PROCEDURE:
During administration of the test, the responses of the subject were
recorded in the "Recording sheet of Binet-Kamat tests of intelligence"(sec
appendix-B). The recording sheet comprises of the box divided into ten
horizontal rows and nine longitudinal rows. Horizontally, the various age levels
ranging fiom 3 to 22 are placed while, longitudinally the items or test numbers
are placed, along with the alternative items. The Binet-Karnat test of
intelligence items are an "all or none" series (i.e, each test can be passed either
completely or failed completely). Hence it is arstomark to represent the passing
of the specific test items with a notation of plus or right; and the failing of
specific test items with notation of minus or wrong. In this study either of these
two notations was used interchangeably.

SCORING PROCEDURE:
Scoring was done in this test in the terms of calculating the basal age
and terminal age. The basal age was determined as that age level, wherein the
subject has passed all the test items. The terminal age was determined as that
age level, wherein the subject has failed all the test items. The calculation of
the mental age was done as follows. After calculating the subjects basal age,
additional two months credit was given to each test item passed subsequently
therefore till the tenth year level, and 4 months credit is given to each item
passed in the age levels of twelve, fourteen and sixteen and thereafter, six
months credit is given to each item passed in the age level of nineteen to
twenty two year age level respectively. However, in the present study, there is
no scope for the present sample population to pass these items or reach these
levels.

Scores were converted into intelligence quotients using the conventional

formula
IQ=MA/CAx100 where
IQ- stands for intelligence quotient
CA- stands for the chronological age of the subjects
MA- stands for mental age of the subjects
All calculation units were kept in terms of months

RELIABILITY AND VALIDITY:

The reliability of the Binet-Kamat test of intelligence is reportedly
above 0.7 and the validity of this test for normal children against estimation of
intelligence quotient by teachers is 0.5 (Kamat, 1967).

BEHAVIOURAL ASSESSMENT SCALE FOR INDIAN CHILDREN

(BASIC-MR) PART- B

Behavioral Assessment Scale for Indian Children (BASIC-MR)

developed by Dr Reeta Peshwaria. This tool has been designed to elicit
systematic information on the current level of behaviors on school children
with mental handicap. The scales are suitable for mentally handicapped
children between 3-18 years. The scales are relevant for behavioral assessment
and can also be used as a curriculum guide for program planning and training
based on the individual needs of each mentally handicapped child. The scales
have been field tested on a selected sample population.

BASIC-MR has been developed into 2 parts.

PART A: The items included in Part A of the scale help to assess the current
level of skilled behavior in the child.

All the items in the scale have been written in clearly observable and
measurable terms in order to avoid conhsion in understanding each item. The
items included in the scale have been selected in such a way that they can be
targeted for teaching the children with mental handicap in the school 1
classroom setting.
 The BASIC-MR Part B consists of 75 items grouped under the
following 10 domains:
1. Violent and destructive behaviors.
2. Temper tantrums.
3. Misbehaves with others.
4. Self injurious behaviors
5. Repetitive behaviors
6 . Odd behaviors
7. Hyperactive behaviors
8. Rebellious behaviors
9. Antisocial behaviors
10.Fears

The number of items within each domain varies. There are specific
quantitative scoring procedures, record booklet, profile sheets and a report card
included in the Scales. There are provisions for periodic assessment of each
child for every quarter or three months and to calculate raw score, which can be
converted into cumulative percentages and graphic profiles.

Reliability: A test retest reliability exercise was conducted on a sample of 127

teachers. The 8 week Test retest reliability coefficient for the BSIC MR part B
was found to be 0.68.

Validity: The construct validity of the BASIC MR Part B was established by

, measuring the significant difference between the measuring the significant
difference between the means scores at pre and post test levels. This change
was found to be statistically significant (p=<0.001). Besides, face validity for
BASIC MR Part B as obtained from teacher rating was found to be high.
Administration of BASIC-MB (Part B)
The following points need to be followed while administering the scale.

1. Administer the BASIC-MR on each child with mental handicap in the

school / classroom setting.
2. Read each item within every domain in the scale and assess whether the
given child with mental handicap has or does not have the state problem.
3. As far as possible, use direct observation technique rather than interview
technique to determine if the child has or does not have the stated
problem behavior.
4. It is not essential that the teacher should complete the behavioral
assessment of the child using Part-B within a single session. Depending
on the nature of the problem behavior observed or reported, children
may have to be assessed over a few sessions of observation. In rare
cases, where direct observation of the problem is not possible,
information can be elicited and supplemented from parents / caretaker.
5. Some of the items in the scale describe behaviors which cannot be
considered a problematic for very young children (For ex: fears). The
question of whether a given behavior is problematic or not depends on
the way that particular behavior is viewed by the teacher as interfering
in the teaching learning process. Nevertheless record a person's
behavior as accurately as possible by completing the scale.
6. Use a record booklet as you administer the scale for each child. Enter
the performance of the child and the score obtained as you administer
the scale for all four occasions that you assess and evaluate the child
during the year.

' SCORING OF BASIC-MR PART-B:

The following is the criteria of scoring, which need to be used for
BASIC-MR Part-B
1. For any given child with mental handicap check each item of the scale
and rate them along a three point scale, viz. never(n), occasionally(o) or
frequently(f) respectively given in the record booklet against each item
on the scale.
a. If the stated problem behavior presently doesn't occur in the child
mark never (n) and give the score of 0.

b. If the stated problem behavior presently occurs once in a while or

now and then it is marked occasionally (0) and given the score of
1.
c. If the stated problem behavior presently occurs quite often or
habitually it is marked frequently (0 and given the score of 2.
2. The maximum possible score for a child on part B is 150.
3. Add the individual score of the child on each item within a domain and
express the raw score for the domain. Convert it into percentage for each
domain by dividing the obtained raw scores with maximum score for
that particular domain and multiply by 100.
4. Calculate the total raw score for all the 10 domains and express it as a
total raw score for BASIC-MR Part-B. A lower score indicates fewer
behavior problems.
5. Convert the total raw score into cumulative percentages by dividing the
total raw score with the maximum possible score i.e. 150 and multiply it
by 100.
6. Plot the cumulative percentages on the graphic profile.
7. Administer the BASIC-MR Part B according to the above procedure on
4 occasions' each time along with Part A.
a. The first or the initial assessment of the child is done before
starting the teaching or the training program. This is called a
baseline assessment.
b. Repeat the next three assessments at the end of every three
months i.e. one quarter.
 8. Enter the raw scores, percentages, total raw scores and cumulative
percentages attained by the child at the end of each quarter in the
appropriate columns and plot the graphs under graphic profile.
9. Use the report card to communicate the performance process to the
parents or significant others of each child. Enter the information / scores
obtained in the appropriate columns of the report card after each
assessment / evaluation.

. PROCEDURE:

The BASIC-MR Part B checklist was administered to all the 105

children selected as sample. Direct Observation method was used. The class
teachers were also interviewed to obtain the information regarding the
classroom behavior of the child. Apart from this the parents of these children
were interviewed and the

Information regarding their behavior at home was obtained. Every

behavior was scored as follows:

a) If the stated problem behavior presently does not occur in the child mark
never (n) and give the score of 0.
b) If the stated problem behavior presently occurs once in a while or now
and then it is marked occasionally (0) and given the score of 1.
c) If the stated problem behavior presently quite often or habitually it is
marked frequently (f) and given the score of 2.
d) The scores of the problem behaviors in each domain were calculated and
the cumulative percentages obtained.

Personal Data schedule:

A personal data schedule was prepared to seek information about Childs
age, gender, locality, level of parental education, type of family, school going r
non school going.
Intervention Module:

To realize the objectives an intervention module to train the parents,

teachers and children in behavior modification techniques were designed.

Mental challenged individuals are known to have behavior problems 4-5

times more .than their counterparts. According to the behavioral point of view
these problem may occur in these children due to poor problem solving skills,
cognitive and communication deficits, or due to wrong handling by the people
in the environment. These problems must be managed as early as possible
before they interfere in the learning process, produce harm to the child or
others and reduce the social acceptability of mentally challenged children.

Behavior modification technology has proven to be very effective in the

training and management of problem behaviors among mentally challenged
children. Behavioral technology is used for both increasing desirable behaviors
and decreasing undesired behaviors. Systematic use of behavior techniques can
bring about change in the behavior of persons with mental retardation
irrespective of their age sex severity.

Behavior modification means changing or modifying behavior. These

techniques are based on learning principles. Problem behaviors are learnt the
same way as good behaviors. Behavioral approaches offer ways of
understanding and managing behavior problems without recourse of
hypothetical concepts. These techniques are used both to increase desirable
behaviors and to decrease undesirable behavior.

A behavior can be considered problematic if it is: Dangerous to Self /

Others, Inappropriate for age Developmental level, Interferes with Learning,
Cause, unreasonable Stress to Others, Socially Deviant.
Approaches of Treatment:
The major approaches to decrease Problem behavior can be classified
under medical, social, educational and psychological. Behavioral approaches
offer ways to understand and manage problems without recourse to
hypothetical concepts or explanations in terms of inner states. Behavioral
management combines psychological, educational and social approaches. Once
the problem behaviors are assessed target behavioral are selected for the
Intervention.

STEPS IN IDENTIFYING PROBLEM BEHAVIOUR :

The behavior modification technology for decreasing the undesirable

behavior involves a detail assessment of the child in tune with the principle of
developing individualized Educational Program. The following steps are
involved in the process.

I. Identification of Problem Behavior: Once a problem behavior is brought to

the notice, we should identify it appropriately by applying the guidelines given
in this regarding.

2. Behavioral Description of Problem Behaviors: In behavior modification,

symbolic tekms of behavior have no value. Only behavioral terms are used for
describing behavior. For ex., the Problem Behavior "anger" can be viewed as
abusing somebody, shouting at others, beating others or self beating, throwing
things at others. Hence, by using the term, "anger" it will not be possible to
plan a management programme. It is essential that the behavior is described in
an objective manner, which could be observed and measured.

3. Principle of selection of Problem Behavior: A child may possess more than

one problematic behavior. But only one or two problems at a time is selected
for management since, selection of more problems would pose difficulty in
controlling the environmental factors which has influence on behavior. This
 selection or prioritization of the problem behavior is done by applying the
following criteria.

a) Choosing the problems behavior, which are easy to manage as this will
help us to gain confidence in managing more difficult problem behavior
later.
b) Choosing problem behaviors which are dangerous in nature for self or to
others.

4. Baseline Assessment (Observation Technique): Observation is the process

in which one or more persons observe what is occurring in some real life
situations and pertinent happenings are classified and recorded according to
, some planned scheme.

There are four points for observation.

a) What to observe
b) When to observe
c) How to observe
d) Where to observe

Behavior can be observed by direct observation or by automatic

recording. Commonly used observation techniques are:

a) Event or Pequency recording: In the event or frequency recording, the

number of occurrences of problem behavior is documented after direct
observation for a specified period of time in a given day, which is repeated for
a minimum of three days. This will enable us to get more idea about the
behavior under observation. This will also unable to find out the average
. occurrences of the problem behavior like, beating, pushing, not sitting at one
place etc. ( The occurrences of behavior which could be counted in numbers).
It is not appropriate for behaviors of verbal duration and frequently occurring
behaviors, where it is difficult to count.
b) Duration Recording: This is used to record behaviors which vary in its
length of occurrence. For ex., not paying attention in the class, over active
behavior, walking behavior, etc. Recording of behavior is obtained by
documenting the duration of occurrence of problem behavior for a specified
period of time in a given day, which is repeated for a minimum of three days.
. The average duration of occurrence of the problem behavior could be
calculated for the specific period of time. This method is useful to record
behaviors which vary in length. However, continuous attention is required for
accurate assessment, which may not be always possible in group teaching
setup.

c) Interval Recording: Occurrence of the problem behavior is observed in

short span of intervals like, observing the behavior in every one hour for five
minutes. It can be used for recording both frequency and duration responses.
However, even if the problem behaviors occur in between, recording will be
done only during interval chosen for the same.

d) Time sampling: The problem behavior is recorded only at a pre-determined

time. For ex., observing the behavior of the child at every 30 min. interval. This
method is used when the frequency or duration of the problem behavior is
more. It does not require continuous observation.

FUNCTIONAL ANALYSIS (Behavior Analysis): Functional Analysis is a

process of understanding the complexity of the problem behavior in its simpler
or most elementary parts. The problem behaviors which are learned may have
various environmental influences. According to the learning theories, learning
occurs through association (classical and operant conditioning), and
observation learning etc. There number of models available for analyzing
behavior problems. One of the simplest models is known as A-B-C model,
which is used commonly to analyze problem behavior of mentally retarded
children. This model helps to identify the factors, which contribute to the
occurrence of the problem behaviors.

A - Stands for Antecedent Factors. The analysis of antecedent will help

us to find out factors which contribute to the problem behavior before it occurs.
The following factors have to be look into to get more information in this
regard.
a) When does the problem behavior generally occurs? During recess or in
the classroom when the teacher is busy with another student or during
lunch break.
b) Are there particular times of the day when the problem behaviors tend to
occur more- for ex., during morning hours or meal time.
c) With whom does the problem occur - Are there specific place or
situations where the problem behavior occurs. Ex., in the play ground or
class room or at home or when the child is sitting alone.
d) Where does the problem behavior occur, i.e., are there specific place or
situation where the problem behavior occur. Ex., in the school play
ground or classroom or at home or when the child is sitting alone.

B - Stands for behaviors, i.e., what happens during the problem behavior.
Results from the baseline assessment of the behavior will help to analyze the
"during" factors contributing to the problem behavior, i.e., it will answer the
following question. How many times does the problem behavior occur or for
how long does the problem behavior occur.

-
C Stands for Consequences of the behaviors, i.e., the factors which follow
immediately after the behavior. Analysis of "after" factors includes answering
the following questions.

a) What is the reaction of the people around the child immediately after the
occurrence of problem behavior?
 b) What effects does the problem behavior have on the given child on
others?
c) Does the child benefit or gain something by indulging in the problem
behavior?

The analysis of consequences or after factors generally shows the most

of the behaviors have a link with benefits (reward or reinforcement). As per the
operant conditioning therefore, if there were no benefits, the behavior would
. cease to occur. Thus functional analysis gives the complete details which
would help in identifying the reasons for the behavior.

IDENTIFICATION OF REWARDS: In behaviors, whether it is for increasing

the desired behavior or for decreasing the undesired one, identification of
rewards / reinforcement is an important step. This helps for skill training - by
way of presenting the reward and for the management of problem behavior- by
stopping its presentation, if it is followed by the problem behavior.

Priority should be given to the differential reinforcement techniques as it

has the potential to increase a desirable behavior while reducing an undesirable
behavior

MANAGEMENT OF PROBLEM BEHAWOUR:

This is based on a thorough understanding of the antecedent and
consequence of the behavior, for the purpose of controlling specific problem
. behaviors in children. Hence, the same problem behavior of 'beating others'
may not have the same management technique, if the antecedent and the
consequence are different. The teacher must decide about the package program
consisting of various techniques to be used for managing problem behaviors as
per the requirements. If 'before' factors are more important in determining a
specific problem behavior, the management technique is to gain control over
these situational factors triggering the problem behavior. And, if 'after' factor
determines 'specific problem behavior other techniques have to be employed.
Techniques to reduce the occurrence of problem behaviors are broadly divided
into two categories of Non-punishment techniques, and Direct-punishment
techniques.

Punishment: This a behavioral technique, used for controlling 1 reducing 1

preventing the occurrence of an undesirable behavior. Punishment is
presentation or withdrawal of an event followed by a behavior to decrease the
occurrence of the target behavior. It involves:

a) The techniques to control the antecedent factors influencing the

undesirable behavior, and
b) The techniques to control the undesirable behavior by removing - taking
away - the consequence, or by awarding / presenting an unpleasant
stimulus, immediately after the occurrence of the undesirable behavior.

This removal or taking away of the consequence should not be confused

with negative reinforcement which is removal of an aversive 1 unpleasant
stimulus to increase1 strengthen the occurrence of a desirable behavior,
whereas, in punishment, a reward 1 reinforcement followed by a response is
removed to reduce / decrease the occurrence of an undesirable behavior.

Non-punishment techniques are the first choice of management plan for

reducing the undesirable behavior. Ethically no one has the right to physically
hurt or deprive others of their right. Therefore punishment should be only the
last resort if other techniques fail. Ideally it should not be used.

Direct Punishment Techniques: These involve the methods to diminish the

occurrence of the undesirable behavior. However, direct-punishment
techniques are described here first for the purpose of better understanding of
the non-punishment techniques.

Restructuring of the environment (Environmental manipulation) : If it is

established that both antecedents and the consequence have the immediate
environmental influences for the undesirable behavior, restructuring the
environment could control the occurrence of that undesirable behavior, For ex.,
it is established that Rajesh always makes the shriek noise during the class due
to the antecedent factor that, whenever Vamsi sits next to Rajesh, he always
tickles Rajesh; and due to the consequence that, everybody laughs when Rajesh
make the noise, giving him a pleasant feeling. Here, the restructuring of the
environment can be changing the seating position of Rajesh and Vamsi.

Extinction: This is the technique of re-arranging the consequence of an

undesirable behavior so that attention or activity rewards do not follow. It is
also called as ignoring. This includes non presentation of a reward - attention.
Ignoring involves not coaxing, not chasing behind the child, not scolding, not
giving an activity, not looking at him, or noticing the child. Ignoring is the
easiest technique to describe, yet one of the most difficult techniques to
implement effectively.

1. Some of the problem behaviors cannot be ignored, like, if the child is

harming others or himself to get attention immediate intervention is
essential.
2. The problem behavior initially shows an increase before it actually
comes down while using extinction method.
3. If extinction is used, then all others concerned with the child have to
apply this technique. Otherwise, if attention is not given by one person
the child may obtain it from others thereby continuing with the problem
behavior.

Time Out: This is the process of weakening of undesirable behavior pattern by

removing the individual to a non-reinforcing area. It is essential to establish
that there are reinforcement for the occurrence of the problem behavior. During
, time out, a child is put in a situation where any possibility for reward is
removed entirely for a short period of time (2 to 3 minutes). For ex., standing in
 the corner of the room facing the wall, immediately following the problem
behavior, or keeping the head down on the desk etc.

Response Prevention: This involves prevention of the undesirable behavior

. even before its occurrence. For ex, holding the handoff the child before
beating, thereby preventing it from occurring. Response prevention may elicit
an immediate and forceful repetition of the undesirable behavior. However, the
intention here is not to indulge in a physical conflict with the child. Hence
response prevention should be implemented after carefully analyzing the
behavior, which is to be modified.

Physical Restraint: This technique involves restricting the physical activities

after the occurrence of an undesirable behavior. Mild physical restraint is
helpful in bringing down aggressive behaviors. This includes restriction of the
physical activity of the child, for ex., tying hands - not tightly to the extent of
given pain - immediately at the back for a short period of time (2 to 3 minutes)
or holding the hand gently to sides and saying assertively not to repeat the
behavior, such as biting self, thumb sucking and tearing papers occurs.

Response Cost: This technique in which an already awarded reinforcement (

as part of strengthening the occurrence of a desirable behavior) is taken back,
following an undesirable behavior. This method is generally used when tokens
are being used for increasing the desirable behaviors so that, following a
particular problem behavior, the tokens earned by the child is taken back. Here,
the person pays the cost of doing a particular undesirable behavior.

Restitution 1 restoration:This refers to a procedure that requires an individual

to return the environment to its state prior to a behavior that changed the
environment. That, restoring the disturbed environment back to the normal
condition. For ex., a child throwing rubbish / paper on the floor is to pick up
the same and put in the waste basket.
Over Correction: This is a technique which involves a combination of
procedures, it not only teaches what the person should not do but also educates
on what he should do. It is of two types:

Restitution over correction: This refers to restoring the disturbed

environment back to more than normal conditions. The person following
problem behavior, for ex., throwing food on the floor is asked to clean not that
area but the entire room.

Positive practice: This refers to practicing an appropriate behavior as a

consequence for inappropriate behavior. It means stopping all activities,
whenever an error occurs and then carehlly performing the correct behavior
several times.

No reinforcement is awarded after the positive practice or restitution is

implemented. It may happen that all times, the child may refuse to obey the
instructions involved in positive practice or restitution. In that case, he has to
be physically guided to do so (not by applying force). Even after this, if the
child refuses, his preferred activities (Example, playing, watching TV, wearing
a particular dress etc) or materials, or even most preferred food items like
papad, sweet etc. (not the essential food) can be withheld.

Aversive Therapy: This is a technique that reduces the frequency of the

undesirable behavior by associating it with real or imagined aversive stimuli
during a conditioning procedure. The procedure involves application of mild
shock (between 10 to 60 volts) to induce a painful stimulus or the presentation
of a strong and disgusting smell followed by an undesirable behavior. This
method is used very rarely when all other techniques fail to give results. For
ex., in conditions like severe head banging or other similar type of self-
injurious behavior. It is suggested that this technique be monitored by a trained
clinical psychologist.
GRADUATED EXPOSURE FOR FEARS:
Graduated exposure techniques are especially used to decrease fears in
children, either in the school or home setting. The procedure of graduated
exposure involves a step by step gradual exposing of the child to a feared
person, place, object or a situation. Many children show fears of specific
persons, animals, situations. For ex., fear of sitting on the potty, fear of taking a
swing or slide, fear of loud noises, etc.

For ex., if the child has fear of dog, initially let him pass by the dog
from a long distance while you hold his pass by the dog from a long distance
while you hold his hand and while he is eating a chocolate or whatever he likes.
Then, bring him closer to the dog while he gets an opportunity to observe a
model with the dog. Eventually, take him closer to the dog, and if the dog is
friendly, get him to touch it with his hands.

DIFFERENTIAL REINFORCEMENT

Non-Punishment Techniques: Non-punishment techniques simultaneously

aim at the reduction of the undesirable behavior and the occurrence of a
desirable behavior. The principle used in achieving this, is the differential
reinforcement techniques. Differential reinforcement is the procedure of the
application of reinforcement to one of the two alternatives. There are four types
of differential reinforcement:

Differential Reinforcement of Incompatible behavior (DRI): This is also as

Differential Reinforcement of Opposite behavior to the undesirable behavior.
For ex., a child who is overactive, if he sits at a place for a specific period /
duration, he is reinforced.

Differential Reinforcement of Other behavior (DRO): The process of

reinforcing only desirable behavior other than the target undesirable behavior.
For ex., a child who beats others for minor reasons, does no not do that on a
particular day, for a specific period time, and is engaged in some other activity
which is not problematic, is reinforced.

Differential Reinforcement of Alternate behavior (DRA): The process

involves diversion of a probable undesirable behavior by presenting a desirable
behavior and reinforcing it. For ex., two children who fight frequently for
trivial reasons are given an opportunity to work together to make something
both of them line very much, and are frequently reinforced for their joint effort.
In reality, the frequent fighting behavior is replaced by a desirable behavior of
joint completion of a task.

Differential Reinforcement of Low rate of response (DRL): This technique

is used to control when a behavior is its low frequency is desirable but when
more occurs frequently, is undesirable. For ex., a child who is repeatedly
asking the teacher whether it is a holiday the next day, despite telling him every
time that it is not a holiday. Here, asking this question once is reasonable and a
desirable behavior. But asking the same question every now and then despite
telling him, is an undesirable behavior. DRL can be applied here by responding
to his question only once and not paying attention to his question when it is
repeated. This, over a period of time will make the child to maintain the
desirable behavior in its required frequency.

Positive Behavioral Support: Positive behavioral support is an emerging trend

in the field of behavior technology which evolved from the careful and rigorous
science of the past three decades and the practical demands of families,
teachers and clinicians. This new approach was introduced by Koegel and his
associates, 1996.

The basic principles of this approach are altering the environment before
the problem behavior occurs and teaching appropriate behavior as an effective
strategy for reducing problem behavior.
 The key concept that defines positive behavior support is remediation of
deficient context, like environmental conditions and behavioral repertoires.
Environmental conditions such as lack of choice, inadequate teaching
strategies, m i n i i l access to engaging materials and activities and poorly
selected daily activities should be modified according to the child's needs. In
the behavioral aspects the child's communication skills, self management skills
and social skills developed which in turn helps us in behavior modification.

Contingency management is a behavior therapy technique. One form of

contingency management is token economy. Token systems can be used in an
individual or group format.-Token systems have been shown to be successful
those with retardation-However, recent research questions the use of token
systems with very young children.-The exception to the last would be the
treatment of stuttering. The Aim of such systems is to gradually thin out and to
help the person begin to access the natural community of reinforcement (the
reinforcement typically received in the world for performing the behavior).
Token are designed as per the individual cognitive abilities of the child. The
backup rewards are also identified where once the child attains the value of
tokens assigned for each target behavior. Once the behavior was stabilized
fading technique is used to fade out rewards.

SUBJECTS OF THE MAIN STUDY

At the beginning of the study 350 children were selected for the study
but there were many dropouts because of various reasons, and few were
profoundly retarded and few were slow learners. The samples of the present
investigation are 180 mentally challenged children. For the present, it was
decided to draw a random sample out of 942 children 180 mentally challenged
were selected for the study. The sample consists of 100 girls and 80 boys, and
the total group was distributed into groups based on the level of retardation, in
mild category sample size was 70, moderate 60 and severe was 50 and 90
urban and 90 rural, 95 in the age group of 5 to lOyrs and 85 in the age group 11
to 15yrs.
 The entire sample was drawn through random sample from two
institutions and around the rural areas of Rangareddy district. Out of 120
children from Sadhana School for mentally challenged, Nacharam, Hyderabad
42 were selected and out of 163 children for Child guidance centre
Ramanthpur, Hyderabad 48 children were selected. A camp was organized by
the help of Disabled Welfare and Seniors Citizens Welfare Gruhakalpa
Complex, Nampally, where the disabled children were assessed and sample
was selected for the study using random sampling technique out of 659
children with developmental disorders 90 were selected for the main study.
 Labor Work 19 10.6
Type of Family Nuclear 141 78.3
Joint 39 21.7
Education of School Going 128 71.1
Child Non School 52 28.9
Going

The sample characteristics are fbrther reported in Table-2. The study

consists of 52.8 children belongs to 5-10 years age group and 47.2 percent of
children belongs to 11-15 years age group. Majority of the subjects were
females (55.6) and the remaining males (44.4). Regarding locality for the
present study children belongs to rural area 50 percent and urban area 50
percent. Majority of the subjects were mild level inental retardation 38.9
percent, 33.3 percent belongs to moderate level of mental retardation and 27.8
percent belongs to severe level of mental retardation. The details of order of
birth shows that majority of the subjects 49.4 percent second birth order, 43.3
percent were first birth order, 5 percent were third birth order and 2.2 percent
of children are forth birth order. Regarding number of children to their parents
majority of children are 63.3 percent two children only, 16.1 percent three
children, 12.8 percent were only one child, 6.1 percent are four children and 1.7
percent are five children to their parents. The educational status of children
mothers in the present study indicates that 75.6 percent of children mothers
illiterate people and 24.4 percent of the children mothers are illiterate.
Regarding father education background 88.3 percent of children fathers are
literate and 11.7 percent of children fathers are illiterate. The occupational
status of children mothers in the present study indicate that 56.7 percent of
mothers are house makers, 21.1 percent are doing jobs, 11.I doing business and
11.1 are doing labor work. Regarding father occupational status 62.8 percent
are doing job, 26.7 percent doing business and 10.6 percent are doing labor
work. Majority of the subjects are staying in nuclear families that are 78.3, only
21.7 percent were in joint families. Regarding educational level of subjects of
the present study majority of the children are school going 71.1 percent
remaining 28.9 percent of children are not going to school.