Use of Imagery Procedures with Students Labeled ‘Trainable Retarded’

Abstract

Two experiments are described in which covert-conditioning procedures were modified for use with two students enrolled in a class for “trainable retarded” within the public school system. This seems to be the first reported use of covert procedures with this population. The design, which used a multiple baseline across behaviors, was utilized to study the effect of covert procedures on inappropriate motor behaviors. The design included phases in which strong requests to change behavior controlled the influence of demand. The request phase produced no consistent change in the rates of behavior, however, covert procedures did prove effective. Results suggest that both covert reinforcement and covert modeling techniques can be utilized effectively with retarded individuals in a school environment. This can be used to advantage in mainstreaming and integrating children with special needs.