Patterns of Behavior, Cognitive Competence, and Social Status for Educable Mentally Retarded Children

1983 ◽  
Vol 17 (4) ◽  
pp. 441-452 ◽  
Author(s):  
Gale M. Morrison ◽  
Sharon Borthwick
Keyword(s):  
Social Status ◽  
Mentally Retarded ◽  
Cognitive Competence ◽  
Patterns Of Behavior ◽  
Mentally Retarded Children ◽  
Educable 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.

Varying Preschool Arrangements and Self-Concepts of Educable Mentally Retarded Children in Grade 1

1988 ◽  
Vol 66 (3) ◽  
pp. 1013-1014
Author(s):  
Joe M. Blackbourn
Keyword(s):  
Mentally Retarded ◽  
Positive Influence ◽  
Self Concept ◽  
Preschool Experience ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded

Differences in measured self-concept among educable mentally retarded children in Grade 1 were examined. Subjects included 90 children randomly selected from larger populations with varying preschool experiences. An initial positive influence of preschool experience on self-concept in Grade 1 appeared to be more pronounced among those subjects exposed to nonhandicapped peers.

Self-Concepts of Institutional and Non-Institutional Educable Mentally Retarded Children

1974 ◽  
Vol 38 (3) ◽  
pp. 977-978 ◽  
Author(s):  
James C. Montague ◽  
Bob N. Cage
Keyword(s):  
Special Education ◽  
Public School ◽  
Mentally Retarded ◽  
Self Concept ◽  
Self Perception ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded

20 public school special education and 20 institutionalized educable mentally retarded children were compared on an experimental I Feel—Me Feel self-perception scale. No significant differences in self-concept were found between the institutional and non-institutional groups or between sexes. All children had generally good self-concepts.

Social Acceptance of Mentally Retarded Children in Regular Schools in Relation to Years Mainstreamed

1989 ◽  
Vol 64 (2) ◽  
pp. 375-380 ◽  
Author(s):  
Neil Brewer ◽  
Joanne M. Smith
Keyword(s):  
Social Status ◽  
Social Acceptance ◽  
Extended Period ◽  
Mentally Retarded ◽  
Social Rejection ◽  
The Social ◽  
Extended Contact ◽  
Mentally Retarded Children

This study examined whether the social status of mainstreamed retarded children among their nonretarded peers improved as a consequence of extended contact. A sociometric questionnaire was administered to the nonretarded classmates of two groups of retarded children mainstreamed for an average of 1.7 yr. and 4 yr., respectively. Social acceptance of retarded children was low relative to their nonretarded peers. However, in contrast with previous research, retarded children did not receive higher social rejection ratings. Acceptance and rejection measures did not indicate any improvement in social status of the retarded children as a result of an extended period of mainstreaming.

Efficacy of Speech Therapy with Educable Mentally Retarded Children

1966 ◽  
Vol 9 (3) ◽  
pp. 423-433 ◽  
Author(s):  
Frank B. Wilson
Keyword(s):  
Speech Therapy ◽  
School Setting ◽  
Mentally Retarded ◽  
Error Reduction ◽  
Two Phase ◽  
Mental Age ◽  
Phase Study ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
And Control

A two-phase study was conducted to evaluate the articulatory abilities of 777 educable mentally retarded children between the ages of 6 to 16 years in a public school setting. In Phase I, an analysis of articulation acquisition by mental age was computed. The children were then divided into speech-deviant and normal groups, and the articulatory skills of the speech deviant group were analyzed. Substitution and omission errors tended to decrease with increasing mental age, but distortion errors increased. Phase II was an attempt to evaluate the effect of articulation therapy on sound error reduction over a three-year period. The speech-deviant group was subdivided into three groups: Experimental, Placebo, and Control. Differences in sound error reduction among the three groups were not significant.

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