The Effectiveness of Two Strategies for Teaching Students with Blindness and Mental Retardation

1996 ◽  
Vol 90 (2) ◽  
pp. 125-133
Author(s):  
G.M. Lane
Keyword(s):  
Mental Retardation ◽  
Multiple Disabilities ◽  
Severe Mental Retardation ◽  
Verbal Information ◽  
Alternating Treatments Design ◽  
Crossmodal Transfer ◽  
Manual Task ◽  
Total Blindness ◽  
Manual Tasks ◽  
Verbal Prompts

To investigate the crossmodal transfer effects of verbal information to the performance of manual tasks, this study compared the effectiveness of two strategies—manual guidance only and manual guidance plus verbal prompts—with students whose multiple disabilities included total blindness and severe mental retardation. Within the framework of an alternating treatments design, the two strategies were differentially applied to two tasks. The results suggest that prompting methods that require shifting verbal information to the performance of a manual task may interfere with the learning of students with such multiple disabilities.

The Relationship of Staff Contact and Activity to the Stereotypy of Children with Multiple Disabilities

1989 ◽  
Vol 14 (2) ◽  
pp. 127-136 ◽  
Author(s):  
Rita M. Brusca ◽  
Gayla S. Nieminen ◽  
Russell Carter ◽  
Alan C. Repp
Keyword(s):  
Mental Retardation ◽  
Time Allocation ◽  
Descriptive Analysis ◽  
Multiple Disabilities ◽  
Teaching Staff ◽  
Severe Mental Retardation ◽  
Instructional Setting ◽  
Sensory Impairments ◽  
Relationship Of ◽  
The Relationship

This study was a descriptive analysis of the role that staff-resident interaction, content of activity, and presence of teaching staff played on the stereotypy of three children with severe mental retardation and dual sensory impairments. The study also examined several characteristics of the instructional setting, including time allocation to various activities and percentage of staff interaction relative to the type of activity. Results indicated that staff-resident interaction was associated with dramatic reductions in the stereotypy of each child, that the type of activity was associated with differential responses across children, and that the presence of certified teaching staff was associated with reductions in stereotypy. Results also indicated an extremely low level of staff-resident interaction despite adequate staff-resident ratio.

Partial trisomy 4q and monosomy 9p in a girl with severe mental retardation, multiple anomalies and congenital hypoglycaemia

2007 ◽  
Vol 82 (3) ◽  
pp. 239-241
Author(s):  
Anna Lauda-Świeciak ◽  
Olga Haus ◽  
Danuta Kurylak ◽  
Ewa Duszeńko ◽  
Krystyna Soszyńska
Keyword(s):  
Mental Retardation ◽  
Partial Trisomy ◽  
Severe Mental Retardation

HEAD CIRCUMFERENCE, MENTAL RETARDATION, AND GROWTH FAILURE

PEDIATRICS ◽  
1965 ◽  
Vol 36 (1) ◽  
pp. 62-66
Author(s):  
Edward J. O'Connell ◽  
Robert H. Feldt ◽  
Gunnar B. Stickler
Keyword(s):  
Mental Retardation ◽  
Head Circumference ◽  
Growth Failure ◽  
Clinical Impression ◽  
Severe Mental Retardation ◽  
Small Head ◽  
The Mean ◽  
Standard Deviations ◽  
Mental Subnormality ◽  
Age And Sex

The purpose of this study was to re-affirm our clinical impression that non-institutionalized children whose head circumference was below minus 2 standard deviations were mentally subnormal and frequently had growth failure. A group of 134 children with a head circumference below minus 2 standard deviations from the mean were studied, and all but one were mentally subnormal. The most severe mental retardation was noted in the group of children with a head circumference of minus 4 standard deviations or below. We found, as have others, that children with mental retardation have height and weights below the expected norm and that children with a head circumference below minus 2 standard deviations have even lower mean heights and weights. The head circumference of 31 children with growth failure and normal intelligence was normal for age and sex, therefore disproving the concept that the abnormally small child has a proportionally small head. In the child with growth failure, should the head be proportionally small (below minus 2 standard deviations), mental subnormality should be suspected. We feel that the head circumference measurement has taken on new clinical significance in that our data support its use in suspecting the association of mental subnormality in children with growth failure and a head circumference of below minus 2 standard deviations from the mean for age and sex.

Mental Retardation: Biologic Aspects of Concern to Pediatricians

1980 ◽  
Vol 2 (2) ◽  
pp. 41-50
Author(s):  
John M. Opitz
Keyword(s):  
Mental Retardation ◽  
Genetic Counseling ◽  
Head Circumference ◽  
Metabolic Diseases ◽  
Klinefelter Syndrome ◽  
Past History ◽  
The United States ◽  
Outpatient Basis ◽  
Severe Mental Retardation ◽  
Mild Mental Retardation

1. Approximately 3% of the population (6 to 7 million persons in the United States) is mentally retarded. Of these, severe mental retardation (IQ <50) occurs in about 10% (3 or 4 per 1,000 persons) and mild mental retardation (IQ 50 to 70) in 90%. 2. The high familial occurrence, the continuously variable phenotype shading into normality, and various genetic studies suggest that most of mild mental retardation represents the left end of the normal IQ distribution curve. Virtually no such cases can be found in the group of the severely retarded, either within or outside the institutions, suggesting that the majority of severe mental retardation represents discontinuous phenotypes due to chromosomal, environmental, mendelian, and multifactorial causes. 3. Some mild mental retardation represents syndromal occurrence (ie, mild PKU, rubella syndrome, Klinefelter syndrome); however, in most cases no anomalies are found, chromosomes are normal, height and head circumference fall within normal limits, and few have neurologic deficits, such as cerebral palsy and/or seizures. In the mildly retarded, personal, emotional and psychosocial problems predominate. The severely retarded are a biologically different group with a high incidence of gross neurologic disturbances, growth failure, abnormal head circumference, single or multiple malformations, and metabolic diseases. 4. The severely retarded are generally infertile, the mild retarded less fertile than average; however, a small minority among the latter contributes a disproportionately large number of retarded offspring to the next generation. 5. Most mental retardation can be evaluated on an outpatient basis for causal, pathogenetic, and prognostic factors. The evaluation can be economic, quick, reliable, painless, and efficient in most instances; however, CNS degenerative diseases may require a brief inpatient stay for biochemical evaluation. By all odds the most informative items in the work-up of the retarded are the (family and past) history and the (physical and neurologic) examination. Metabolic screening is usually not indicated in the malformed, neither are cytogenetic studies in the nonmalformed. 6. All patients with mental retardation deserve a diagnostic/causal evaluation and their families prognostic/genetic counseling. 7. Some 70% of mental retardation in the general population can be attributed to genetic causes. Genetic counseling in severe mental retardation is to prevent recurrence in siblings; in the mildly retarded much greater emphasis is placed on the prevention of retarded offspring.

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

1989 ◽  
Vol 54 (1) ◽  
pp. 49-56 ◽  
Author(s):  
Helen K. Ezell ◽  
Howard Goldstein
Keyword(s):  
Mental Retardation ◽  
Language Comprehension ◽  
Object Location ◽  
Training Procedure ◽  
Matrix Training ◽  
Novel Object ◽  
Alternating Treatments Design ◽  
Moderate Mental Retardation ◽  
Unknown Words

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.

The effects of educator attitudes and expectations on the educational programming for children with Down's Syndrome in the context of integration

1988 ◽  
Vol 2 ◽  
pp. 43-48
Author(s):  
Cam Wright
Keyword(s):  
Mental Retardation ◽  
Chromosomal Abnormalities ◽  
Down's Syndrome ◽  
Down’S Syndrome ◽  
Severe Mental Retardation ◽  
Educational Programming ◽  
Educator Attitudes

Down's Syndrome has long been associated with mental retardation. This has resulted in expectations of moderate or severe mental retardation in individuals with Down's Syndrome (Hopkins, 1983). Although there has been acceptance of the possibility of variability of attainments, a certain predictability of outcome has been assumed since Down's Syndrome is a condition resulting from known chromosomal abnormalities (Springer & Steele, 1980; Hopkins, 1983).

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