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Habilitation Programs

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Severe Behavior Disorders in the Mentally Retarded

Part of the book series: Applied Clinical Psychology ((NSSB))

Abstract

There is little doubt that the last decade witnessed major legal, philosophical, and methodological advances that have improved the quality of life for mentally retarded individuals. Legislation (e. g., P.L. 94–142) enacted in the mid-1970s has resulted in the majority of mentally retarded children and youth receiving their education in public schools (Certo, 1983). The philosophical tenets of normalization, although often misunderstood, have led to the wholesale proliferation of ideology that supports the use of culturally normative procedures to achieve culturally normative outcomes (Wolfensberger, 1972). Finally, during the last decade a host of behavioral procedures have been developed and critically evaluated. These methods have shown great promise in treating a wide variety of clinically relevant problems (cf. The Journal of the Association for Persons with Severe Handicaps, 1975 to the present). Despite these three influences upon improving quality of life, many mentally retarded persons receive minimal community acceptance.

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Authors and Affiliations

  1. Department of Special Education, University of Illinois, Champaign, Illinois, 61820, USA

    Janis Chadsey-Rusch & Frank R. Rusch

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  1. Janis Chadsey-Rusch
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  2. Frank R. Rusch
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Editors and Affiliations

  1. Emma Pendleton Bradley Hospital, Brown University Program in Medicine, East Providence, Rhode Island, USA

    Rowland P. Barrett

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Chadsey-Rusch, J., Rusch, F.R. (1986). Habilitation Programs. In: Barrett, R.P. (eds) Severe Behavior Disorders in the Mentally Retarded. Applied Clinical Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-0588-8_4

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  • DOI: https://doi.org/10.1007/978-1-4899-0588-8_4

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4899-0590-1

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