Stimulus overselectivity in autistic, trainable mentally retarded, and non-handicapped children: Comparative research controlling chronological (rather than mental) age

1983 ◽  
Vol 11 (1) ◽  
pp. 61-75 ◽  
Author(s):  
Russell Gersten
Keyword(s):  
Comparative Research ◽  
Mentally Retarded ◽  
Handicapped Children ◽  
Mental Age ◽  
Stimulus Overselectivity ◽  
Trainable Mentally Retarded

Brief Report: Basic Counting Principles Used by Mentally Retarded Children

1986 ◽  
Vol 17 (5) ◽  
pp. 382-389
Author(s):  
Arthur J. Baroody
Keyword(s):  
Mentally Retarded ◽  
Mentally Handicapped ◽  
Handicapped Children ◽  
Stable Order ◽  
Mental Age ◽  
Mentally Retarded Children

Evidence of basic counting principles has been found in retarded children (Gelman, 1982), including those who are moderately handicapped (Baroody & Snyder, 1983). However, Gelman found no evidence of a stable-order or a cardinality principle in mentally handicapped children with a mental age (MA) of less than 4½ years. The current study examined retarded children in the same MA category to (a) evaluate the hypothesis of a critical MA for learning basic counting principles and (b) further examine how an understanding of counting develops.

Trainable Children Can Learn Adjectives, Polars, and Prepositions!

1977 ◽  
Vol 8 (3) ◽  
pp. 181-187 ◽  
Author(s):  
Marlys Mitchell ◽  
Carolyn Evans ◽  
John Bernard
Keyword(s):  
Mentally Retarded ◽  
Chronological Age ◽  
Age Group ◽  
Achievement Gains ◽  
Active Involvement ◽  
Mentally Retarded Children ◽  
Locative Prepositions ◽  
Major Factors ◽  
Trainable Mentally Retarded

Twelve trainable mentally retarded children were given six weeks of instruction in the use of adjectives, polars, and locative prepositions. Specially prepared Language Master cards constituted the program. Posttests indicated that children in the older chronological age group earned significantly higher scores than those in the younger group. Children in the younger group made significant increases in scores, particularly in learning prepositions. A multisensory approach and active involvement in learning appeared to be major factors in achievement gains.

Sentence Structures of Trainable and Educable Mentally Retarded Subjects

1978 ◽  
Vol 21 (4) ◽  
pp. 722-731 ◽  
Author(s):  
Lynn S. Bliss ◽  
Doris V. Allen ◽  
Georgia Walker
Keyword(s):  
Mentally Retarded ◽  
Linguistic Processing ◽  
Completion Task ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Story Completion ◽  
Grammatical Structures ◽  
Trainable Mentally Retarded

Educable and trainable mentally retarded children were administered a story completion task that elicits 14 grammatical structures. There were more correct responses from educable than from trainable mentally retarded children. Both groups found imperatives easiest, and future, embedded, and double-adjectival structures most difficult. The children classed as educable produced more correct responses than those termed trainable for declarative, question, and single-adjectival structures. The cognitive and linguistic processing of both groups is discussed as are the implications for language remediation.

Bioelectronic Measurement of Nasality in Trainable Mentally Retarded Children

1977 ◽  
Vol 42 (3) ◽  
pp. 436-439 ◽  
Author(s):  
David A. Daly
Keyword(s):  
Mentally Retarded ◽  
High Prevalence ◽  
Mentally Retarded Children ◽  
Trainable Mentally Retarded

Fifty trainable mentally retarded children were evaluated with TONAR II, a bioelectronic instrument for detecting and quantitatively measuring voice parameters. Results indicated that one-half of the children tested were hypernasal. The strikingly high prevalence of excessive nasality was contrasted with results obtained from 64 nonretarded children and 50 educable retarded children tested with the same instrument. The study demonstrated the need of retarded persons for improved voice and resonance.

STIMULUS OVERSELECTIVITY IN AUTISTIC AND MENTALLY RETARDED CHILDREN?A RESEARCH NOTE

1984 ◽  
Vol 25 (1) ◽  
pp. 147-155 ◽  
Author(s):  
Fred Frankel ◽  
James Q. Simmons ◽  
Manfred Fichter ◽  
Betty Jo Freeman
Keyword(s):  
Mentally Retarded ◽  
Research Note ◽  
Mentally Retarded Children ◽  
Stimulus Overselectivity

Creative Opportunities for the Retarded Child (Six illustrated booklets containing advice and practical information about arts and handicrafts for the parents, nurse, social volunteer or vocational worker who has daily contact with a handicapped child), by H. Cornelia Hollander, New York: Doubleday & Company, Inc., 1971, $10.00

PEDIATRICS ◽  
1972 ◽  
Vol 49 (6) ◽  
pp. 937-938
Author(s):  
Jean K. MacCubrey
Keyword(s):  
New York ◽  
Retarded Child ◽  
Mentally Retarded ◽  
Handicapped Child ◽  
Arts And Crafts ◽  
Handicapped Children ◽  
Daily Contact ◽  
Practical Information ◽  
Mentally Retarded Children

In six illustrated booklets Cornelia Hollander has set forth a rationale and directions for an arts and crafts program for handicapped children. The first booklet describes how a group of parents and teachers of mentally retarded children organized a workshop to teach "uncreative adults" skills that they in turn could teach their handicapped children." The succeeding booklets deal, respectively, with finger painting and simple print making, drawing and painting, clay and other dimensional media, stitchery, and woodworking and odds and ends.

Recall of Familiar Objects and Projected Color Photographs of Objects by Mentally Retarded Individuals of Comparable Mental Age

1976 ◽  
Vol 42 (1) ◽  
pp. 139-145
Author(s):  
Andrew L. Shotick ◽  
A. Bartow Ray ◽  
C. Lewis Addison
Keyword(s):  
Memory Span ◽  
Three Dimensional ◽  
Mentally Retarded ◽  
Short Term ◽  
Delayed Recall ◽  
Mental Age ◽  
Mentally Retarded Children ◽  
Cue Availability ◽  
Familiar Objects

The effects of cue-availability on short-term and long-term recall of 40 mentally retarded children were investigated. Subjects were chosen on the basis of comparable mental age (approximately 90 mo.) and randomly assigned to either an objects (high cues) group or slides (low cues) group. 52 familiar objects served as stimuli for the objects group and projected color photographs of the objects were presented to the slides group. In the short-term recall session the subjects were shown stimuli grouped into eight trials and asked to recall the names of the stimuli in each trial ten seconds after presentation. Delayed recall was obtained 48 hr. later in a free recall session. The objects group scored significantly higher than the slides group on memory span ( p < .01), short-term recall ( p < .001), and delayed recall ( p < .025). The facilitation of recall achieved by using three-dimensional stimuli was clearly demonstrated, and the relative degree of facilitation was comparable for both short- and long-term recall.

Efficacy of Speech Therapy with Educable Mentally Retarded Children

1966 ◽  
Vol 9 (3) ◽  
pp. 423-433 ◽  
Author(s):  
Frank B. Wilson
Keyword(s):  
Speech Therapy ◽  
School Setting ◽  
Mentally Retarded ◽  
Error Reduction ◽  
Two Phase ◽  
Mental Age ◽  
Phase Study ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
And Control

A two-phase study was conducted to evaluate the articulatory abilities of 777 educable mentally retarded children between the ages of 6 to 16 years in a public school setting. In Phase I, an analysis of articulation acquisition by mental age was computed. The children were then divided into speech-deviant and normal groups, and the articulatory skills of the speech deviant group were analyzed. Substitution and omission errors tended to decrease with increasing mental age, but distortion errors increased. Phase II was an attempt to evaluate the effect of articulation therapy on sound error reduction over a three-year period. The speech-deviant group was subdivided into three groups: Experimental, Placebo, and Control. Differences in sound error reduction among the three groups were not significant.

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