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Generally, studies have revealed that only a minority of people are bothered by participation in research on traumatic stress. Severity of traumatic events and subsequent responses are typically unrelated to negative reactions. We included 386 family members and caregivers (respondents) of people with intellectual and developmental disabilities (focus people). Focus people (ages 4-82) had a wide range of physical and intellectual disabilities, medical and behavioral problems, and exposure to potentially traumatic events. The measures of impact of research participation (based on J. I. Ruzek & D. F. Zatzick's [2000] Reactions to Research Participation Questionnaire [RRPQ]; S. Folkman and R. S. Lazarus's [1986, 1988] Emotional Responses to Participation Scale) showed good psychometric properties. Response to participation was highly skewed toward good understanding of informed consent, valuing participation, and minimal negative reactions. Number of traumatic events was related, positively, to only one RRPQ subscale: Valuing Participation. Implications for research and clinical work are discussed.

Persons with developmental disabilities are at an increased risk for becoming victims of sexual abuse. Research has revealed that the largest group of identified perpetrators of sexual abuse is developmental disability service providers. The purpose of the present study was to develop, implement, and evaluate the effectiveness of a sexual abuse prevention training program. Participants were administered a survey assessing knowledge and attitudes before and after the training workshop. Small improvements in knowledge and attitudes about sexual abuse and the sexuality of persons with developmental disabilities were found; however, general attitudes about individuals with developmental disabilities did not change. Suggestions for future directions in this area are provided. (Contains 2 tables.)

Objective: To assess Internet use, abuse, and dependence. Participants: 411 undergraduate students. Results: Ninety percent of participants reported daily Internet use. Approximately half of the sample met criteria for Internet abuse, and one-quarter met criteria for Internet dependence. Men and women did not differ on the mean amount of time accessing the Internet each day; however, the reasons for accessing the Internet differed between the 2 groups. Depression was correlated with more frequent use of the Internet to meet people, socially experiment, and participate in chat rooms, and with less frequent face-to-face socialization. In addition, individuals meeting criteria for Internet abuse and dependence endorsed more depressive symptoms, more time online, and less face-to-face socialization than did those not meeting the criteria. Conclusions: Mental health and student affairs professionals should be alert to the problems associated with Internet overuse, especially as computers become an integral part of college life. (Contains 4 tables.)

This study applied the methodology of an analog experimental (functional) analysis of behavior to the specific interaction between parents and three children with mental retardation exhibiting food refusal and related mealtime problems. Analog results were highly consistent with other forms of functional assessment data, including interviews, questionnaires, and direct observations. (Contains references.) (Author/CR)

A study analyzed ratings of 55 teachers for the effectiveness and acceptability of a range of interventions and evaluated the impact on those ratings of providing functional information about the problem behavior. Teachers differentially rated brief interruption and differential reinforcement according to the functional information provided in the case vignettes. (Contains references.) (Author/CR)

The frequency of occurrence of targeted environmental events during both unstructured and structured descriptive analyses conducted with two children with severe mental retardation was compared. Results showed that procedural modifications employed during the structured descriptive analysis increased the frequency of occurrence for most targeted environmental events for both participants. (Author/CR)

Examined the discriminant validity of the State-Trait Anxiety Inventory for Children (C. Spielberger, 1973) and the Children's Depression Inventory (M. Kovacs, 1992) using a sample of 240 clinic-referred and non-clinic-referred children aged 8 to 14 years. Factor analysis yielded distinct factors of anxiety and depression. (SLD)

This response to an article by Reiss and Havercamp (1997) that suggested that sensitivity theory offers a basis from which to assess and treat challenging behavior by people with development disabilities, critiques sensitivity theory, outlines the tenets of behavior analysis, and describes development and use of functional assessment. (Author/CR)

A study of 13 individuals (ages 15-37) with mental retardation evaluated the effectiveness of an education and skills training program to reduce risk of Human Immunodeficiency Virus (HIV) infection in people with mental retardation. Results indicated an increase in HIV/AIDS knowledge and risk-reduction skills. Recommendations for skill maintenance and generalization are discussed. (CR)

An HIV/AIDS education program was given to 121 family-based foster care providers and 61 supervisors of foster care facilities for individuals with mental retardation. Although these service providers had some prior knowledge about HIV and AIDS, there were significant improvements in knowledge following the training. Implications for serving individuals with mental retardation are discussed. (Author/DB)

This study evaluated an HIV/AIDS education program provided to 31 employees of a sheltered workshop for persons with developmental disabilities. A survey of sexual activity supported the need for such a program. Comparison of pretest and posttest scores on an AIDS Risk Knowledge Test revealed an increase in knowledge that was related to the cognitive level of the participant. (DB)

A total of 179 intervention research studies published from 1988-92 on the remediation of challenging behavior of persons with developmental disabilities was reviewed for adherence to certain standards of practice. Results indicate meaningful improvements in the state of intervention literature. Areas of progress are noted and continuing deficits are discussed. (Author/CR)

This meta-analysis of the developmental disabilities literature on remediation of problem behaviors evaluated relations between standards of practice, intervention and participant characteristics, and treatment validity. Results largely failed to support widespread assumptions of clinical practice such as the superiority of more intrusive interventions. Standards for treatment evaluation research are offered. (Author/DB)

Behavior analysis has been criticized extensively since its inception. While most criticisms seem ill-informed, two foci that relate to behavior therapy seem to have significant validity: the behavior analytic conceptualization of private events and the dearth of demonstrated efficacy of this approach with adult outpatient populations. These two issues are related and seem to result from the fact that behavior analysts have largely ignored private events until recently. However, we believe that behavior analysis is developing a position on the role of private events that is consistent with the pragmatic, contextual, nonmentalistic perspective taken by behavior analysis. We attempt to present such a perspective here. Further, and in line with the natural science tenets underlying behavior analysis, this perspective is beginning to be supported by empirical research. Because the clinical relevance of any theoretical model is related to the degree to which it guides effective treatments, a recently developed therapeutic approach that uses a behavior analytic account of private events will be sketched.

The structural, descriptive basis of the diagnostic categories outlined in the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV: American Psychiatric Association, 1994) is contrasted to a system of functional analysis, with regard to (a) clinical diagnosis, (b) target behavior identification, (c) treatment design, (d) treatment evaluation, and (e) clinical research. It is noted that structural classification is a useful starting point for these activities but that functional analysis has greater utility for target behavior identification and treatment design by giving consideration to antecedent and consequent events, skills repertoires, response interrelations, and support systems. Examples of melding structural classification and functional analytic systems are provided with reference to certain childhood disorders: mental retardation, disruptive behavior disorders, and anxiety disorders. Recommendations are made for an elaboration of the DSM axes to include (a) psychosocial and environmental resources and deficits, and (b) idiographic case analysis. It is suggested that these axes will assist in systematizing functional analysis and making it more accessible to all clinicians and researchers.

The head and vocal tics of a man with Tourette's syndrome and profound mental retardation were successfully assessed with the Motivation Assessment Scale and an analog functional analysis procedure. The functional analysis revealed that the primary motivation of the tic behaviors was escape from demand situations. A combined intervention of social disapproval and escape extinction was implemented without success. Subsequent administration of haloperidol also failed to decrease the frequency of tic behavior. The functional analysis and intervention results are discussed within the context of the scientist-practitioner model and the need for hypothesis-driven intervention strategies.

The development of an emphasis on applied behavior analysis in the Department of Psychology at West Virginia University is traced. The emphasis began primarily in the early 1970s, under the leadership of Roger Maley and Jon Krapfl, and has continued to expand and evolve with the participation of numerous behavior analysts and behavior therapists, both inside and outside the department. The development has been facilitated by several factors: establishment of a strong behavioral emphasis in the three Clinical graduate programs; change of the graduate program in Experimental Psychology to a program in basic Behavior Analysis; development of nonclinical applied behavior analysis within the Behavior Analysis program; establishment of a joint graduate program with Educational Psychology; establishment of a Community/Systems graduate program; and organization of numerous conferences. Several factors are described that seem to assure a stable role for behavior analysis in the department: a stable and supportive 'culture' within the department; American Psychological Association accreditation of the clinical training; a good reputation both within the university and in psychology; and a broader community of behavior analysts and behavior therapists.

The historical roots of behavioral psychology are entwined in the treatment of chronic psychiatric disorders. Despite the many noteworthy accomplishments of early researchers in this area, there are recent signs of a relative lack of a behavioral focus within many inpatient psychiatric settings, as well as evidence of a decreased representation in the published literature of behavioral applications with persons exhibiting chronic psychiatric disorders. We reviewed the behavioral treatment literature in nine journals from the period 1963 through 1988, locating some 256 reports of behavioral treatments of chronic psychiatric disorders. The results document the movement of behavioral clinicians away from this important area of applied clinical research, and suggest certain areas of weakness (e.g., lack of follow-up data, absence of functional analysis) in the work that has been done by behavioral psychologists. We discuss possible reasons for the flight of behavioral psychology from this area of treatment, and make suggestions for reversing the trend.