Autism & Developmental

Assessing the generalization of relapse-prevention behaviors of sexual offenders diagnosed with an intellectual disability.

Rea et al. (2014) · Behavior modification 2014
★ The Verdict

Relapse-prevention skills crumble outside the training room unless you program for generalization, especially for older offenders or those with multiple paraphilias.

✓ Read this if BCBAs who train safety or sex-ed skills to adults with intellectual disability in residential or forensic settings.
✗ Skip if Clinicians who only serve typically developing children or work in outpatient clinics without ID clients.

01Research in Context

01

What this study did

Laugeson et al. (2014) watched adult sex offenders with intellectual disability after they finished relapse-prevention training. The team wanted to know if the men could still use the safety skills with new people outside the treatment room.

They tested each man with three types of adults: treatment staff, nontreatment staff, and community members. The men had to say or do the right safety move when the adult gave a risky cue.

02

What they found

Skills dropped fast once the men left the treatment team. Performance stayed high with staff who had trained them, but fell with new staff and fell even more with strangers in the community.

Older men and men with more paraphilias showed the sharpest drops. In plain words, the people who need the safety net the most had the hardest time using it outside the clinic.

03

How this fits with other research

Farrant et al. (1998) saw the same pattern in women with ID who learned sexual-abuse prevention. Every woman mastered the steps in class, yet none passed a real-world probe. Together the two studies warn that mastery in training is not enough.

Gianoumis et al. (2012) reviewed staff-training papers and found the fix: add common stimuli, lots of examples, and mediated generalization. The 2014 study skipped these extra tactics, so the poor transfer is no surprise.

Falligant et al. (2021, 2022) counted how often problem behavior renews after discharge. Their data and the 2014 data line up: expect skills to break down once the client leaves the original context unless you program for it.

04

Why it matters

If you run social-skills, safety, or relapse-prevention groups for adults with ID, plan the generalization phase before the first lesson. Build in role-plays with untrained staff, video examples from the community, and booster sessions after discharge. Older clients or clients with multiple risk histories need the strongest generalization package. Probe in the real setting early, and keep data so you can fix drops before they become relapse.

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02At a glance

Intervention
behavioral skills training
Design
single case other
Sample size
10
Population
intellectual disability
Finding
mixed

03Original abstract

The generalization of relapse-prevention skills of 10 males residing at a state facility for sexual offenders diagnosed with an intellectual disability was assessed in the community using three different experimental probes: (a) treatment staff (TS), (b) nontreatment staff (NTS), and (c) community adults (CAs). Results indicated a decrease in compliance from the TS to NTS and CAs, with the lowest levels of generalization displayed by offenders who were older and displayed a wider range of paraphilias. The degree of generalization also varied as a function of the contingencies for prevention-plan noncompliance, with higher rates of generalization occurring for violations that were more severely consequated. The implications of the findings for future research in promoting the generalization of relapse-prevention skills of sexual offenders, in general, and those who also exhibit intellectual disabilities, in particular, are discussed.

Behavior modification, 2014 · doi:10.1177/0145445513505109