Behavior Modification for the Mentally Retarded—CHANGES (Transcript)
Resident’s voice: C-N-H-A-N-G-uh oh, E-S.
(Organ music played by a resident, some screaming and laughing in background)
Announcer: This is the Faribault State School and Hospital, Faribault, MN. Some 1800 mildly to profoundly retarded people live here. For many of them, it is the only home they will ever know.
(Organ music played by a resident)
Dakota Building, since its construction in 1913, has been the residence for the most profoundly retarded men—those most disturbed—and with the least ability to care for themselves.
(Organ music played by a resident)
(Screaming from Residents)
Residents are placed in Dakota Building only after failing to adjust in other buildings, usually because of destructive, assaultive behavior or because they cannot feed, dress and toilet themselves. One day is like another here. The “patients” do not improve.
(Screaming and voices for 30 seconds)
Robert Wente, Social Worker: Before you’d walk out into the ward, 40-50% of the patients were in various stages of undress.
Grace Crosby, RN: Many years ago, Dakota was considered a “punishment building.” Men from other areas that would run away, abuse another patient, abuse a technician, were put in Dakota as a punishment. And many of them were returned back to their other buildings, some were left there. That’s how Dakota really started. This is the type of patient we ended up with. Most of the men in Dakota have been in the institution 19 years. The IQ is 20—or many of them are untestable. We don’t know the true IQ.
(Screaming for 53 seconds)
Announcer: The residents have been taken out of the locked ward and placed in a new program which uses a direct and effective technique called “Behavior Modification.” In Behavior Modification, residents and a teacher work together in a small room. The goal is to train the resident to feed, dress and take care of himself to the limit of his ability.
Woman behavioral technician: He got to the point where I could sit him up at the table, if nothing else, for 15 seconds, and I would reward them with an M&M or a piece of candy... so this way—eventually it took 3-4 weeks. They learned that if they sat at the table they’d get the reinforcer.
Robert Wente, Social Worker: At first, the slightest effort toward the goal is rewarded. But then, by successive approximations, the patient must accomplish more and more of the task himself before receiving a treat.
Woman Behavioral Technician: That’s a boy, good for you.
Announcer: For Ronald, tying his own shoes will be the end of a long and laborious training process in which each step is rewarded.
Woman Behavioral Technician: Ronald can go through all of these beads. He’s the one that we had the trouble with at first. It took two months before he’d pick up a toy. But, being a quadriplegia, uh, it took longer. I started him out by just picking up something. The first thing he took was a teddy bear. From that we gradually worked to other toys. Then, we gradually worked—I got him to string the beads. I kept reinforcing him as he would pick up each one, before. Now we can go through the whole thing before I have to reinforce him. And then he gets a Hershey Bar. He is on the shoe now, starting with that. So far, it isn’t going bad, I don’t think, for what we started with—nothing.
Robert Wente, Social Worker: Yes, I think. Yes. If for some reason we had to drop the program, I think we’d see much of this negative behavior returning. (Pause 4 seconds) It really does pay to have programming. It does, in the long run, cut down the amount of time they have to spend treating patients for wounds or cleaning up after their messes.
Announcer: Early in the program, the tasks are designed to give the patients skill in manipulating objects—the first step towards learning to lace and tie shoes, button buttons, or zip zippers.
Richard Ranslow, Behavioral Technician: Push it down. Now, just hold it there. Can you push two of them at the same time? Good. Good.
Robert Wente, Social Worker: There were a number of destructive things going on. Residents used to shove chairs back and forth, against other residents and, uh, pretty soon somebody would get injured.
Woman Behavioral Technician: What’s that song? (Singing—resident humming) Come on, sing it!
Robert Wente, Social Worker: That’s one of the pluses with this. We’ve been told for a long time that we have a very severe morale problem here. And I think it’s really improved. I think the technicians will say that, too. And it’s because things do get better.
Tom, a Behavioral Technician: Mr. Seldon, What’s this?
Mr. Seldon: B-Ball.
Tom, a Behavioral Technician: A ball.
Mr. Seldon: Shoe!
Tom, a Behavioral Technician: That’s a shoe.
Mr. Seldon: Truck.
Tom, a Behavioral Technician: Truck.
Mr. Seldon: Caaaarr.
Tom, a Behavioral Technician: Car.
Mr. Seldon: Tractor.
Tom, a Behavioral Technician: Tractor, that’s right.
Stephen Arhelger, Film-Maker: You’ve come a long way with this guy.
Tom a Behavioral Technician: Yeah, I’m very proud of this man. He used to never say a word.
Stephen Arhelger, Film-Maker: Really?
Tom, a Behavioral Technician: He used to just sit on the ward and you could walk right in front of him. He’d never look up at you. But now, he talks, he tries to get around and get the other kids in conversation, it’s wonderful. I hope to get him saying sentences, but this is going to take several months.
Stephen Arhelger, Film-Maker: How long have you been at this?
Tom, a Behavioral Technician: About a month and a half with him.
Stephen Arhelger, Film-Maker: 20 years before that he didn’t speak?
Tom, a Behavioral Technician: Never said a word. This boy never said a word. He’d never say a word, he’d get up in the morning and dress, sit on the couch and this is all he did.
Grace Crosby, RN: If this type of programming had been done with these men when they were young boys, there never would have been a Dakota Building.
Tom, a Behavioral Technician: But by working with them on the ward, you would have never dreamed that these kids had the ability, hidden, that they have down in the classroom. I just was amazed.
Child: (Singing repeatedly) Wanna run away.
Eric Errickson, Program Director: We’ve got a lot of folks here who don’t need to be here. And institutions themselves have taught them some very bad habits about living in groups. Suppose one of the things we’re doing now is aiding the resident in unlearning some of these bad kinds of things that we’ve taught him before. I think that’s one of the choices the State of Minnesota makes if it’s gonna create large institutions and make them warehouses for people, then you get folks who learn that kind of behavior.
Announcer: Behavior Modification works. Profoundly retarded patients can be taught self-care. And they can rejoin the human family.
(Mark Naftalin piano music and resident singing.)