Process and Context in Ensuring Competent Motor Behavior by Mentally Retarded People

1986 ◽  
pp. 227-241
Author(s):  
Dr. James Hogg
Keyword(s):  
Motor Behavior ◽  
Mentally Retarded

The Influence of Three Least Restrictive Environments on the Content Motor-ALT and Performance of Moderately Mentally Retarded Students

1985 ◽  
Vol 5 (1) ◽  
pp. 34-41 ◽  
Author(s):  
James L. DePaepe
Keyword(s):  
Motor Behavior ◽  
Dynamic Balance ◽  
Least Restrictive Environment ◽  
Mentally Retarded ◽  
Academic Learning ◽  
Balance Performance ◽  
Peer Tutors ◽  
Peer Tutor ◽  
And Performance ◽  
Restrictive Environment

The purpose of this investigation was to determine which of three least restrictive classroom environments would provide the greatest opportunity for mentally retarded students to practice on-task motor behavior. The experimental design used in this investigation consisted of three intact groups, each containing 10 moderately mentally retarded subjects ranging in age from 5 to 12 years. Static and dynamic balance measures were taken to evaluate the acquisition of overall balance performance while controls were placed on intelligence quotients and ability. Academic Learning Time (ALT) was also recorded in order to determine differences in content motor behavior. A significant relationship occurred between static balance and ALT. In addition, the peer tutors significantly increased the time moderately mentally retarded students practiced content motor behavior, which established the peer-tutor classroom setting as the least restrictive environment for enhancing motor performance.

The Mentally Retarded Child and His Motor Behavior

1973 ◽  
Vol 53 (8) ◽  
pp. 927-927
Author(s):  
H. Lorraine Ogg
Keyword(s):  
Motor Behavior ◽  
Retarded Child ◽  
Mentally Retarded

Pupillary Responses in Recognizing Awareness in Persons with Profound Mental Retardation

1989 ◽  
Vol 69 (2) ◽  
pp. 523-528 ◽  
Author(s):  
Robert H. Chaney ◽  
Carolyne A. Givens ◽  
Melanie F. Aoki ◽  
Michael L. Gombiner
Keyword(s):  
Mental Retardation ◽  
Pupil Size ◽  
Motor Behavior ◽  
Mentally Retarded ◽  
Video Camera ◽  
Auditory Stimuli ◽  
Laboratory Setting ◽  
Pupillary Responses ◽  
Pupil Reactivity ◽  
Familiar Person

Pupil-size changes have been shown to indicate positive or negative reactions to several sensory and psychologic stimuli in normal persons. Whether this could be extended to mentally retarded patients who lack ability for verbal or motor behavior was tested by pupillary responses to several visual, tactile, and auditory stimuli. 24 institutionalized severely and profoundly retarded patients were examined by video camera in their usual environments rather than in a controlled laboratory setting. The videotapes were later projected onto a screen for pupil-size measurements. Pupils dilated with pleasant stimuli, including visualizing a familiar person, soft touch to the arm, music, and soft compliments. There was constriction with presenting an unfamiliar person, rough grasp of the arm, and abrasive noise and harsh commands. The findings demonstrate the existence of pupil reactivity in profoundly retarded persons and suggest such testing as a means of determining which elements of their environment are pleasing or aversive to them.

Programming Language for Severely Retarded Children

1978 ◽  
Vol 9 (4) ◽  
pp. 213-219
Author(s):  
Carol McCall Davis
Keyword(s):  
Programming Language ◽  
Mentally Retarded ◽  
Mentally Retarded Children

This article describes methods of language programming for profoundly mentally retarded children that are based on linguistic principles. Examples of program contents are drawn from research reports and include cuing procedures, as well as progress from receptive through imitative behaviors, labeling responses, and grammatical sequencing.

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.

Facilitation of Verb Recognition by MR Subjects through Syntactic Cuing

1981 ◽  
Vol 12 (1) ◽  
pp. 39-43
Author(s):  
Kandace A. Penner ◽  
Betsy Partin Vinson
Keyword(s):  
Mentally Retarded ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Word Comprehension ◽  
Peabody Picture Vocabulary Test ◽  
Syntactic Form ◽  
Standard Version

It has been our experience in using the Peabody Picture Vocabulary Test that an inordinate number of verbs are missed by mentally retarded individuals. This study attempts to determine whether verb errors were due to a lack of word comprehension or a failure to understand what was being requested by the morphological-syntactic form of the stimulus. Twenty-eight subjects residing in a state facility for the mentally retarded were given a standard version and a modified version of the PPVT. On the modified version of the test, the stimulus "verbing" was altered to incorporate a syntactic helper, forming the stimulus "somebody verbing." As a result, there was a mean reduction of verb error by almost 50%.

Mowrer’s Theory Applied to Speech Habilitation of the Mentally Retarded

1961 ◽  
Vol 26 (3) ◽  
pp. 237-243 ◽  
Author(s):  
Seymour Rigrodsky ◽  
M. D. Steer
Keyword(s):  
Mentally Retarded

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.

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