The past and future of behavior analysis in developmental disabilities: When good news is bad and bad news is good.

Abstract

Abstract This article provides a brief historical overview that outlines temporal contiguity of developments in both behavior analysis and developmental disabilities, illustrating how each has contributed to other. Consideration is then given to what successes and failures suggest for future. Behavior analysis has had a major impact in field of development disabilities. This is readily apparent from an examination of literature, where behaviorally-based interventions for individuals with developmental disabilities proliferate. This is also seen in curricula of training programs in special education which typically contain course content and textbooks on behavioral approaches; in number of advertisements for positions in developmental disabilities in which skill in behavior analysis is a qualification. More examples include results of litigation mandating provision of services based on behaviorally-based practices, and from policy, regulatory standards, and legislation regarding use of behaviorally based assessment and treatment in various situations (e.g., Reid, 1991). That's good news. On other hand, there have been, and continue to be, notable failures and sources of dissatisfaction. As will be discussed, that is also good news. It can therefore be useful to examine evolution, sources, and nature of this good news. This article, then, will (a) provide a brief historical account that outlines temporal contiguity of developments in both behavioral analysis and developmental disabilities, and (b) consider what successes and failures suggest for future. HISTORICAL DEVELOPMENTS IN BEHAVIOR ANALYSIS AND DEVELOPMENTAL DISABILITIES 1940s. Behaviorism began emerging as a philosophy following Skinner's The Behavior of Organisms (1938), as a result of dissatisfaction with tradition of seeking a solution for problems of behavior elsewhere than in behavior itself. (As a frame of reference, this development would have been described in parlance of times as the cat's pajamas.) At same time, a custodial model characterized field of developmental disabilities. Many individuals with mental retardation resided in institutions, where programs were directed almost entirely to providing basic physical care and general types of stimulation. Because persons with mental retardation were considered to be uneducable, systematic training was not provided. 1950s. Developments in this decade emerged from Fuller's (1949) study with a young man with profound mental retardation who did little except lie on his back with minimal movement, and who was thought incapable of learning. Fuller injected a warm sugar-milk solution into man's mouth following any movement of man's right arm and, within four sessions, man was moving his arm to a vertical position three times per minute. (To anchor it within a cultural context, Fuller would have been considered 66a cool cat.) Following Fuller's (1949) study and publication of Skinner's Science and Human Behavior in 1953, other researchers began to use methodology of experimental analysis of behavior to determine whether principles of behavior demonstrated by Skinner in laboratory were valid with humans. The Journal of Experimental Analysis of Behavior (JEAB) began in 1958 and published behavioral research (with both humans and other animals). Much of research that occurred with society's neglected and disenfranchised members contributed to development of behavior analysis as applied to humans but was not designed for any socially significant purpose. Thus, persons with disabilities and mental illness contributed more to behavior analysis than behavior analysis benefited them during this time. However, this development set stage for recognition that learning could occur and behaviors could be changed in individuals previously thought to be hopeless. …