Assessing fears and related anxieties in children and adolescents with learning disabilities or mild mental retardation

2007 ◽  
Vol 28 (5) ◽  
pp. 445-457 ◽  
Author(s):  
Huijun Li ◽  
Richard J. Morris
Keyword(s):  
Learning Disabilities ◽  
Mental Retardation ◽  
Children And Adolescents ◽  
Mild Mental Retardation

An Analysis by Gender of Long-Term Postschool Outcomes for Youth with and without Disabilities

1994 ◽  
Vol 61 (3) ◽  
pp. 282-300 ◽  
Author(s):  
Phyllis Levine ◽  
Eugene Edgar
Keyword(s):  
Gender Differences ◽  
Learning Disabilities ◽  
Mental Retardation ◽  
School Districts ◽  
Marital Status ◽  
Postsecondary Education ◽  
Independent Living ◽  
Mild Mental Retardation ◽  
Postschool Outcomes

This study analyzed gender differences in postschool outcomes for youth with learning disabilities, mild mental retardation, and no disabilities. Data were collected on two cohorts of graduates (549 youth who were graduated in 1985; 398 youth, in 1990) from three school districts. Data were collected at 1, 2, 6, and 7 years postgraduation. Comparisons were made between genders within disability groups on employment, postsecondary education attendance and graduation, engagement, independent living, marital status, and parenting. In contrast to the findings of other studies, few significant differences were noted between genders, except for the parenting category. A similar analysis between youth by disability category resulted in considerably more significant differences.

scholarly journals Neurofeedback in Residential Children and Adolescents with Mild Mental Retardation and ADHD Behavior

2012 ◽  
Vol 16 (3) ◽  
pp. 172-182 ◽  
Author(s):  
Rien Breteler ◽  
Wim Pesch ◽  
Marcel Nadorp ◽  
Neeltje Best ◽  
Xenia Tomasoa
Keyword(s):  
Mental Retardation ◽  
Children And Adolescents ◽  
Mild Mental Retardation

A Challenge to the Viability of Mild Mental Retardation as a Diagnostic Category

1996 ◽  
Vol 62 (4) ◽  
pp. 356-371 ◽  
Author(s):  
Donald L. MacMillan ◽  
Gary N. Siperstein ◽  
Frank M. Gresham
Keyword(s):  
Learning Disabilities ◽  
Mental Retardation ◽  
Diagnostic Category ◽  
Specific Learning Disabilities ◽  
Mild Mental Retardation ◽  
Cognitive Demands ◽  
Relative Difficulty ◽  
Descriptive Term ◽  
Educational Treatment ◽  
Specific Learning

This article examines the concept of mild mental retardation—and the confusion surrounding its etiology, diagnosis, and educational “treatment.” The authors conclude that mild mental retardation, unlike more severe forms of mental retardation—or even specific learning disabilities—should be redefined in contextual terms: a person's relative difficulty in responding to cognitive demands of the environment. It is recommended that the term mental retardation be reserved for the more severe forms currently recognized and that a more descriptive term be adopted that focuses attention on this group of children whose unique characteristics and needs have increasingly gone unrecognized and unserved.

Improving Reasoning and Recall: The Differential Effects of Elaborative Interrogation and Mnemonic Elaboration

1993 ◽  
Vol 16 (3) ◽  
pp. 233-240 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri ◽  
G. Sharon Sullivan ◽  
L. Susan Hesser
Keyword(s):  
Learning Disabilities ◽  
Mental Retardation ◽  
Cognitive Disabilities ◽  
Mild Mental Retardation ◽  
Differential Effects ◽  
Elaborative Interrogation ◽  
Dinosaur Extinction ◽  
Direct Teaching ◽  
Mnemonic Instruction ◽  
Representational Pictures

This investigation sought to determine whether elaborative interrogation techniques would facilitate recall of information relevant to, but not included in, mnemonic and representational pictures. Fifty-three adolescents with learning disabilities or mild mental retardation were taught information about nine reasons for dinosaur extinction, ranked in order of plausibility. In the direct teaching condition, students were provided with each ordered reason and an explanation for why that reason may have resulted in dinosaur extinction. In the elaborative interrogation condition, students were provided with each ordered reason and prompted and questioned to provide an explanation for each. In the mnemonic elaborative interrogation condition, students were provided with mnemonic peg-words to facilitate recall of the ordered reasons for dinosaur extinction and also coached and prompted to provide explanations. Students' recall of ordered reasons was higher in the mnemonic elaborative interrogation condition, and students in the two elaborative interrogation conditions recalled more explanations than did students in the direct teaching condition. Further, students in both elaborative interrogation conditions more accurately linked reasons with explanations for those reasons. Findings are discussed with respect to previous findings of mnemonic instruction. Implications for teaching students with mild cognitive disabilities are provided.

Comparing Two Regression Formulas That Predict V̇O2peak Using the 20-M Shuttle Run for Children and Adolescents

2002 ◽  
Vol 14 (2) ◽  
pp. 125-134 ◽  
Author(s):  
Kenneth H. Pitetti ◽  
Bo Fernhall ◽  
Steve Figoni
Keyword(s):  
Mental Retardation ◽  
Children And Adolescents ◽  
Cardiovascular Fitness ◽  
Regression Equations ◽  
Mild Mental Retardation ◽  
Bruce Protocol ◽  
Run Test ◽  
Shuttle Run

Two regression equations were developed to predict cardiovascular fitness (CVF) based on the 20-m shuttle run test (20-MST) for nondisabled youth and for youth with mild mental retardation (MR). The purpose of this study was to compare the validity of both regression formulas to predict CVF in nondisabled, healthy youths (ages 8 to 15 yrs; 38 females and 13 males). Participants performed two modified Bruce protocol treadmill (TM) tests and two 20-MSTs on separate days. CVF (V̇O2peak, ml • kg−1 • min−1) was measured during the TM tests and computed for the 20-MST using both regression equations. Results indicate that test-retest correlations for the 20-MST (# of laps; r = 0.89) and TM test (V̇O2peak, ml • kg−1 • min−1; r = 0.86) were high. Predicted V̇O2peak values were moderately significant (nondisabled youth: r = 0.55, p < .01; youth with MR: r = 0.66, p < .01) when compared with TM V̇O2peak. Correlation between the two regression equations was significant (r = 0.78, p < .01).

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