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.

A Comparison of Two Procedures (NSST and Concrete Objects) for Measuring Receptive and Expressive Language of Mentally Retarded Children

1978 ◽  
Vol 9 (3) ◽  
pp. 176-182 ◽  
Author(s):  
Jane Martin ◽  
Bonnie Engel
Keyword(s):  
Expressive Language ◽  
Mentally Retarded ◽  
Receptive Language ◽  
Test Results ◽  
Association Task ◽  
Concrete Objects ◽  
Mentally Retarded Children ◽  
Trainable Mentally Retarded

This study involves administration of the NSST and Concrete Objects Test to 30 trainable mentally retarded children. A comparison of test results indicates that the use of concrete objects to measure the receptive language of this population yields more satisfactory results than a picture-sentence association task. Modifications for testing some syntactic forms are discussed.

Jumping Coordination Patterns of Mildly Mentally Retarded Children

1987 ◽  
Vol 4 (3) ◽  
pp. 178-191 ◽  
Author(s):  
Patrick J. DiRocco ◽  
Jane E. Clark ◽  
Sally J. Phillips
Keyword(s):  
Mentally Retarded ◽  
Control Mechanisms ◽  
Age Group ◽  
Developmental Sequence ◽  
Standing Long Jump ◽  
Long Jump ◽  
Mentally Retarded Children ◽  
Coordination Patterns

The purpose of the study was to determine if mildly mentally retarded (MMR) children followed the same developmental sequence of coordination for the propulsive phase of the standing long jump as their nonhandicapped (NH) peers. Subjects for the study included 39 MMR and 90 NH children, ages 4-7 years. Each subject was filmed performing several standing long jumps. Jumping patterns were analyzed from the film records, and distance jumped also was determined from the film. Results indicated that the arm and leg patterns of coordination proposed for NH children by Clark and Phillips (1985) were comprehensive enough to include the MMR children. In spite of similar patterns of coordination, the age group means for the distance jumped by the MMR subjects were 2 to 3 years behind their NH peers. Two explanations are offered for this deficit in distance jumped: first, there may be differences in coordination between the arm and leg action, and second, there may be differences in control mechanisms.

Doman-Delacato's Theory of Neurological Organization Applied with Retarded Children

1968 ◽  
Vol 34 (6) ◽  
pp. 441-450 ◽  
Author(s):  
John R. Kershner
Keyword(s):  
Public Schools ◽  
Motor Development ◽  
Intellectual Development ◽  
Mentally Retarded ◽  
Physical Activities ◽  
Control Group ◽  
Mentally Retarded Children ◽  
Experimental Group ◽  
Trainable Mentally Retarded

To assess the effects of a program of physical activities consistent with the Doman-Delacato theory of neurological organization on the physical and intellectual development of trainable mentally retarded children, pretest and posttest data were collected from a Doman-Delacato experimental group and a nonspecific activity control group. In motor development, no significant pretest, posttest intergroup differences were found. Comparisons on mobility (creeping and crawling) and IQ (PPVT) yielded statistically significant gains in favor of the experimental group. The findings suggest the Doman-Delacato techniques may be beneficial with trainables in public schools.

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