Effects of Imitation on Language Comprehension and Transfer to Production in Children with Mental Retardation

This study investigated the effects of verbal imitation on the comprehension of novel object-location responses and subsequent transfer of these responses to production. A matrix training procedure was used to teach 2 children with moderate mental retardation syntactic rules for combining known and unknown words into two-word utterances. An alternating treatments design was used with two conditions: receptive teaching with imitation of the target phrase and no imitation of the phrase. Findings suggested that the use of imitation facilitated both generalized receptive learning and transfer to production in both subjects.

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The Efficacy of Script Contexts in Language Comprehension Intervention With Children Who Have Mental Retardation

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.3404.845 ◽

1991 ◽

Vol 34 (4) ◽

pp. 845-857 ◽

Cited By ~ 18

Author(s):

Young Tae Kim ◽

Linda J. Lombardino

Keyword(s):

Mental Retardation ◽

Preschool Children ◽

Language Comprehension ◽

Treatment Effects ◽

Multiple Baseline ◽

Multiple Baseline Design ◽

Baseline Design ◽

Alternating Treatments Design ◽

Comprehension Intervention

This study was designed to investigate the effects of script-based and nonscript-based treatment on the language comprehension of 4 preschool children with mental retardation. An alternating treatments design (ATD) in combination with a multiple baseline design was used to evaluate treatment effects. Treatments were comprised of three script routines and three nonscript activities. Two semantic constructions were selected for training and counterbalanced across subjects and treatments. Daily probes were administered to assess the effects of the treatments. The script-based treatment was more effective than the nonscript treatment in facilitating comprehension of the targeted semantic constructions in 3 of the 4 subjects.

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Enhancing Spelling Performance of Students with Mental Retardation: Comparative Effects of Three Remediation Procedures

Australasian Journal of Special Education ◽

10.1017/s1030011200022491 ◽

1992 ◽

Vol 15 (1-2) ◽

pp. 5-13

Author(s):

Vicky M. Anderson ◽

Nirbhay N. Singh ◽

Theresa L. Moe ◽

Timothy J. Landrum

Keyword(s):

Mental Retardation ◽

New Words ◽

Alternating Treatments Design ◽

Moderate Mental Retardation ◽

Spelling Performance ◽

Directed Rehearsal ◽

Rate Of Learning ◽

Training Control

We examined the comparative effects of three specialized remediation procedures on the spelling accuracy of students with moderate mental retardation. In the first experiment, we compared directed rehearsal and imitation training against a no-training control condition, in an alternating treatments design. Both procedures were more effective than a no-training control condition, and imitation training was marginally more effective than directed rehearsal. In the second experiment, we investigated further the effectiveness of imitation training by comparing its effects against interspersal training and a no-training control condition in an alternating treatments design. Although both procedures were more effective than no training, there was little difference between the two procedures, in terms of the students’ rate of learning new words. This study showed that these three specialized remediation procedures can be used to increase the spelling proficiency of students with moderate mental retardation.

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Leg Strength Is Related to Endurance Run Performance in Children and Adolescents with Mental Retardation

Pediatric Exercise Science ◽

10.1123/pes.12.3.324 ◽

2000 ◽

Vol 12 (3) ◽

pp. 324-333 ◽

Cited By ~ 20

Author(s):

Bo Fernhall ◽

Kenneth H. Pitetti

Keyword(s):

Mental Retardation ◽

Body Size ◽

Children And Adolescents ◽

Aerobic Capacity ◽

Significant Influence ◽

Moderate Mental Retardation ◽

Leg Strength ◽

And Gender ◽

The Relationship ◽

Shuttle Run

This study evaluated the relationship between leg strength and endurance run performance, independent of aerobic capacity (V̇O2peak), body size, and gender, in children and adolescents with mild or moderate mental retardation. Twenty-six individuals (15 boys and 11 girls) volunteered and underwent tests of V̇O2peak, isokinetic leg strength, and endurance run performance (600-yard ran/walk and 20-m shuttle run). Results showed that leg strength was significantly related to both types of run performance; however, when controlling for V̇O2peak, body size, and gender, leg strength was a more significant contributor to the 600-yard run/walk than to 20-m shuttle run performance. Gender did not influence these relationships. These data suggest that leg strength has a significant influence on endurance run performance in children and adolescents with mild or moderate mental retardation.

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Residential Assessment of Adults with Moderate Mental Retardation

Perceptual and Motor Skills ◽

10.2466/pms.1988.66.3.922 ◽

1988 ◽

Vol 66 (3) ◽

pp. 922-922 ◽

Cited By ~ 1

Author(s):

John S. Wadsworth ◽

Dennis C. Harper

Keyword(s):

Mental Retardation ◽

Moderate Mental Retardation

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Observational Learning of Comprehension Monitoring Skills in Children Who Exhibit Mental Retardation

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.3401.141 ◽

1991 ◽

Vol 34 (1) ◽

pp. 141-154 ◽

Cited By ~ 13

Author(s):

Helen K. Ezell ◽

Howard Goldstein

Keyword(s):

Mental Retardation ◽

Observational Learning ◽

Multiple Baseline ◽

Comprehension Monitoring ◽

Learning Paradigm ◽

Baseline Design ◽

Moderate Mental Retardation ◽

Message Type ◽

Unfamiliar Word ◽

Idiomatic Phrase

An observational learning paradigm was used to instruct 5 children with mild or moderate mental retardation to monitor their comprehension of inadequate instructions. Instructions were inadequate because of an interfering signal, an unfamiliar word, excessive length, or an unfamiliar idiomatic phrase. Subjects’ peers served as models during the training. A multiple baseline design across subjects and across instruction types was employed. All subjects learned to request clarification of the first three inadequate instructions; however, none of the children learned to request clarification of idiomatic phrases. Although all children eventually demonstrated observational learning, three children required feedback from the trainer before they began to request clarification for one or two of the instruction types. Two children generalized their requesting behavior to the interfering signal message type, suggesting that generalization may be likely to occur between similar message types. During posttesting all children generalized their requesting behavior when presented with two unfamiliar message types, sometimes using new question forms. Four of the 5 children also generalized their requesting behavior in sessions with their teachers 5–10 weeks later.

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