Normalization of institutional mealtimes for profoundly retarded persons: effects and noneffects of teaching family-style dining

Abstract

Benefits have been reported for certain institutionalized populations when mealtimes are arranged under normal, family-style conditions. In this study, we evaluated a program for teaching family-style mealtime skills to institutionalized persons with skill deficits greater than those targeted in previous research--the profoundly retarded. Results showed that the program, involving forward chaining with a less-to-more intrusive prompting sequence and contingent reinforcement, successfully taught four profoundly retarded persons several family-style skills. Also, systematic measures supported the durability of the skills, social validity of the behavior changes, acceptance of the program by staff trainers, and no detrimental changes in health-related variables associated with food consumption. However, results also indicated that beneficial corollary changes (e.g., increased peer communication) previously reported with higher skilled populations did not occur. These results suggest that with more seriously handicapped populations, multiple changes should not be assumed when normalizing institutional conditions; rather, specific skill training will probably be necessary.