Investigating Ongoing Strategic Behaviour of Students with Mild Mental Retardation: Implementation and Relations to Performance in a Problem-solving Situation

2008 ◽  
Vol 21 (2) ◽  
pp. 96-110 ◽  
Author(s):  
Irini Dermitzaki ◽  
Panayiota Stavroussi ◽  
Maria Bandi ◽  
Ioulia Nisiotou
Keyword(s):  
Mental Retardation ◽  
Problem Solving ◽  
Mild Mental Retardation ◽  
Strategic Behaviour

Differences in Mathematics Performance between Students with Learning Disabilities and Students with Mild Retardation

1994 ◽  
Vol 60 (6) ◽  
pp. 549-563 ◽  
Author(s):  
Rene S. Parmar ◽  
John F. Cawley ◽  
James H. Miller
Keyword(s):  
Learning Disabilities ◽  
Mental Retardation ◽  
Problem Solving ◽  
Curriculum And Instruction ◽  
Mathematics Performance ◽  
National Council ◽  
Mild Mental Retardation ◽  
Students With Learning Disabilities ◽  
Basic Concepts ◽  
Mild Retardation

Many educators use the term “mildly disabled” to refer to both students with learning disabilities and those with mild mental retardation, who are frequently placed together in classrooms and provided with similar curricula. This study examined the performance of a large sample of students in both groups, age 8–14 years, in four mathematics domains: Basic Concepts, Listening Vocabulary, Problem Solving, and Fractions. Results indicated that the students with learning disabilities scored higher and had greater growth rates than did age-equivalent students with mild mental retardation. Implications for curriculum and instruction include discussions of choice of topic and timing, sequence, and intensity of instruction, particularly regarding the 1989 recommendations of the National Council of Teachers of Mathematics.

Can Computers Teach Problem-Solving Strategies to Students with Mild Mental Retardation?

1997 ◽  
Vol 18 (3) ◽  
pp. 157-164 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs ◽  
Rwey-Lin Shiah
Keyword(s):  
Mental Retardation ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Training Transfer ◽  
Future Research ◽  
Computer Assisted ◽  
Attitudes Toward Computers ◽  
Mild Mental Retardation ◽  
Positive Attitudes ◽  
Problem Solving Strategies

In this investigation, students with mild mental retardation were provided with an animated tutorial computer program to learn mathematical problem solving. after training, results indicated that all students obtained significant gains from pretests to posttests; further, all students reported positive attitudes toward computers after training. transfer of computer-assisted problem solving to paper-and-pencil problem solving was less consistent. anecdotal observations indicated that students appeared to rely on asking the adult trainer for assistance during initial tutorial sessions, but demonstrated more independence at the concluding sessions. implications for future research and practice are discussed on the basis of these preliminary findings.

Posture Control in Mild Mental Retardation

2003 ◽  
Author(s):  
Huh Jin-Young ◽  
Lee Jae-Won ◽  
Lee Chai-Hang
Keyword(s):  
Mental Retardation ◽  
Posture Control ◽  
Mild Mental Retardation

Hyperprolinemia type II as a differential diagnosis of mild mental retardation and seizures

2008 ◽  
Vol 39 (01) ◽  
Author(s):  
B Reulecke ◽  
T Stölting ◽  
J Sass ◽  
T Marquardt ◽  
G Kurlemann ◽  
...  
Keyword(s):  
Differential Diagnosis ◽  
Mental Retardation ◽  
Type Ii ◽  
Mild Mental Retardation ◽  
Hyperprolinemia Type Ii

Physical Fitness of Trained Runners with and without Mild Mental Retardation

1999 ◽  
Vol 16 (2) ◽  
pp. 126-137 ◽  
Author(s):  
Georgia C. Frey ◽  
Jeffrey A. McCubbin ◽  
Steve Hannigan-Downs ◽  
Susan L Kasser ◽  
Steven O. Skaggs
Keyword(s):  
Mental Retardation ◽  
Physical Fitness ◽  
Body Fat ◽  
Knee Flexion ◽  
Peak Torque ◽  
Percent Body Fat ◽  
Mild Mental Retardation ◽  
Lower Back ◽  
Hamstring Flexibility ◽  
Trained Runners

The purpose of this study was to compare physical fitness levels of trained runners with mild mental retardation (MMR) (7 males and 2 females, age = 28.7 ± 7.4 years, weight = 67.0 ± 11.7 kg) and those without (7 males and 2 females, age = 29.1 ± 7.5, weight = 68.7 ± 8.8 kg). Paired t tests revealed no differences between runners with and without MMR on measures of V̇O2peak (56.3 ± 9.1 vs. 57.7 ± 4.1 ml · kg-1 · min-1), percent body fat (16.6 ± 8.4 vs. 16.6 ± 3.1), and lower back/hamstring flexibility (33.1 ± 10.9 vs. 28.6 ± 10.1 cm). Knee flexion (KF) and extension (KE) strength were significantly greater in runners without MMR compared to those with MMR (KF peak torque = 65.7 ±7.9 vs. 48.7 ± 15.7 ft/lb; KE peak torque = 138.5 ± 17.7 vs. 104.4 ± 29.9 ft/lb). It was concluded that trained runners with MMR can achieve high levels of physical fitness comparable to individuals without MMR.

The Croydon Assessment of Learning Study: Prevalence and educational identification of mild mental retardation

2006 ◽  
Vol 47 (8) ◽  
pp. 828-839 ◽  
Author(s):  
Emily Simonoff ◽  
Andrew Pickles ◽  
Oliver Chadwick ◽  
Paul Gringras ◽  
Nicky Wood ◽  
...  
Keyword(s):  
Mental Retardation ◽  
Learning Study ◽  
Mild Mental Retardation ◽  
Assessment Of Learning

Submicroscopic 8pter deletion, mild mental retardation, and behavioral problems caused by a familial t(8;20)(p23;p13)

2001 ◽  
Vol 99 (4) ◽  
pp. 314-319 ◽  
Author(s):  
Bert B.A. de Vries ◽  
Melissa Lees ◽  
Samantha J.L. Knight ◽  
Regina Regan ◽  
Deborah Corney ◽  
...  
Keyword(s):  
Mental Retardation ◽  
Behavioral Problems ◽  
Mild Mental Retardation

A Comparison of the Physical Fitness of Nonretarded and Mildly Mentally Retarded Adolescents with Cerebral Palsy

1991 ◽  
Vol 8 (1) ◽  
pp. 43-56 ◽  
Author(s):  
Joseph P. Winnick ◽  
Francis X. Short
Keyword(s):  
United States ◽  
Cerebral Palsy ◽  
Mental Retardation ◽  
Physical Fitness ◽  
The United States ◽  
Mild Mental Retardation ◽  
Physical Fitness Test ◽  
Test Items ◽  
Older Subjects ◽  
Level Of Significance

In order to compare their physical fitness, the UNIQUE Physical Fitness Test was administered to 203 retarded and nonretarded subjects with cerebral palsy from both segregated and integrated settings throughout the United States. The test was administered to subjects between the ages of 10 and 17 by professional persons prepared as field testers. Subjects were free from multiple handicapping conditions other than mild mental retardation and cerebral palsy. Regardless of intellectual classification, older subjects significantly exceeded the performance of younger subjects on dominant grip strength. Regardless of intellectual classification, older subjects significantly exceeded the scores of younger subjects on the softball throw and flexed arm hang. No significant differences between retarded and nonretarded subjects at the .01 level of significance were found on any of the test items on the UNIQUE test. The factor structures of both retarded and nonretarded groups were identical with regard to the items that loaded on specific physical fitness factors.

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