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Frontiers of knowledge in mental retardation: (Vol. I) social, educational and behavioral aspects
386
Book Reviews
use of ignoring and time-out to diminish misbehavior, and direct statement of rules and contingencies as cues for behavior change. Each of the 10 chapters also contains brief written exercises to be completed by the parents as feedback on their grasp of the principles just presented. Correct answers are provided in an appendix. Becker's approach is based on several behavioral studies conducted by himself or colleagues in home, school, and clinic settings. Many of these are used as convincing illustrations of the principles presented. Also included are practical lists of social and activity reinforcers, sample formats for recording behavioral change in a child, and a final chapter devoted to applying the principles to a variety of typical child behavior problems. If the book has a weakness, it is that its reading level and its occasional emphasis on extensive written responses may render it somewhat difficult to use with some groups of parents. In all, however, Becker has produced a book which has continued to serve as an effective therapeutic adjunct to the treatment of families with problem children, one which should prove quite useful to practitioners in mental retardation as well.
Steven R. Forness, Ed.D. UCLA Mental Retardation and Child Psychiato' Program
Frontiers of Knowledge in Mental Retardation: (Vol. 1) Social, Educational and Behavioral Aspects. Edited by P. Mittler. Baltimore: University Park Press, 1981, 467 pp., $34.50. This continuing series of books consists of selected papers based on presentations made at the International Association for the Scientific Study of Mental Deficiency. For this first volume on the fifth congress topics included service components with articles on assessment, early intervention, educational programs, cognitive processes, and language and communication, a section on community programs with chapters in the area of community integration, parents and families, residential programs and community programs, and a final section on organization of services and staff training with subsections on each of these two areas. These volumes have proven to be of considerable value in detailing areas of advancement in the research field. This volume is no exception. The diversity of topics, as noted above is broad and is of considerable value to the professional in mental retardation who wishes to maintain a grasp on developments outside his/her own area of expertise. These trends are lent more credence since the research has been conducted and reported by many of the most eminent researchers in the field of mental retardation. Any edited volume has some difficulties with presentation of research that is even in regard to scientific rigor, and this volume is no exception. However, the papers are generally well done. Additional areas that could have been discussed in more detail are the many advances in treatment made by behavior modifiers. This is believed to be of value since such treatments are applicable to most mentally retarded persons. Conversely, a great deal of time was spent on the discussion of prevention from a medical perspective, an area which applies to only a small percentage of the population of mentally retarded
Book Reviews
387
persons. Also, the descriptions of methodology should have been more detailed to enhance the likelihood that procedures could be replicated and frequently there was a lack of references to related studies. This is the type of information that would prove of value to the general reader who might wish to look up other studies in the area. Despite these shortcomings the book has considerable merit and would be of value to the professional, particularly the academician whose primary expertise area is mental retardation. It is worth the money and is a nice resource book.
Johnny L. Matson, Ph.D. Department of Learning and Development Northern Illinois University
Book Reviews
use of ignoring and time-out to diminish misbehavior, and direct statement of rules and contingencies as cues for behavior change. Each of the 10 chapters also contains brief written exercises to be completed by the parents as feedback on their grasp of the principles just presented. Correct answers are provided in an appendix. Becker's approach is based on several behavioral studies conducted by himself or colleagues in home, school, and clinic settings. Many of these are used as convincing illustrations of the principles presented. Also included are practical lists of social and activity reinforcers, sample formats for recording behavioral change in a child, and a final chapter devoted to applying the principles to a variety of typical child behavior problems. If the book has a weakness, it is that its reading level and its occasional emphasis on extensive written responses may render it somewhat difficult to use with some groups of parents. In all, however, Becker has produced a book which has continued to serve as an effective therapeutic adjunct to the treatment of families with problem children, one which should prove quite useful to practitioners in mental retardation as well.
Steven R. Forness, Ed.D. UCLA Mental Retardation and Child Psychiato' Program
Frontiers of Knowledge in Mental Retardation: (Vol. 1) Social, Educational and Behavioral Aspects. Edited by P. Mittler. Baltimore: University Park Press, 1981, 467 pp., $34.50. This continuing series of books consists of selected papers based on presentations made at the International Association for the Scientific Study of Mental Deficiency. For this first volume on the fifth congress topics included service components with articles on assessment, early intervention, educational programs, cognitive processes, and language and communication, a section on community programs with chapters in the area of community integration, parents and families, residential programs and community programs, and a final section on organization of services and staff training with subsections on each of these two areas. These volumes have proven to be of considerable value in detailing areas of advancement in the research field. This volume is no exception. The diversity of topics, as noted above is broad and is of considerable value to the professional in mental retardation who wishes to maintain a grasp on developments outside his/her own area of expertise. These trends are lent more credence since the research has been conducted and reported by many of the most eminent researchers in the field of mental retardation. Any edited volume has some difficulties with presentation of research that is even in regard to scientific rigor, and this volume is no exception. However, the papers are generally well done. Additional areas that could have been discussed in more detail are the many advances in treatment made by behavior modifiers. This is believed to be of value since such treatments are applicable to most mentally retarded persons. Conversely, a great deal of time was spent on the discussion of prevention from a medical perspective, an area which applies to only a small percentage of the population of mentally retarded
Book Reviews
387
persons. Also, the descriptions of methodology should have been more detailed to enhance the likelihood that procedures could be replicated and frequently there was a lack of references to related studies. This is the type of information that would prove of value to the general reader who might wish to look up other studies in the area. Despite these shortcomings the book has considerable merit and would be of value to the professional, particularly the academician whose primary expertise area is mental retardation. It is worth the money and is a nice resource book.
Johnny L. Matson, Ph.D. Department of Learning and Development Northern Illinois University