Behavior Ratings of Psychopathology and Vocational Adjustment Among School-Aged Students with Mild Mental Retardation and Borderline Intelligence

1993 ◽  
Vol 24 (2) ◽  
pp. 8-10
Author(s):  
Paul D. Etu ◽  
H. Thompson Prout ◽  
Douglas C. Strohmer
Keyword(s):  
Mental Retardation ◽  
Vocational Training ◽  
Training Programs ◽  
Mentally Retarded ◽  
Mild Mental Retardation ◽  
Behavior Ratings ◽  
Global Ratings ◽  
Borderline Intelligence ◽  
Relationship Of ◽  
The Relationship

This study investigated the relationship of behavior ratings of psychopathology and vocational adjustment among mildly mentally retarded and borderline intelligence adolescents in vocational training programs. Significant correlations between an array of psychopathology variables and global ratings of vocational adjustment were found. Implication of these findings are discussed.

The possible relationship of herpes simplex virus infection to cause of retardation in severe mental handicap

1980 ◽  
Vol 10 (3) ◽  
pp. 555-557
Author(s):  
A. H. Reid ◽  
K. W. Martin ◽  
B. R. Ballinger ◽  
B. B. Heather
Keyword(s):  
Mental Retardation ◽  
Herpes Simplex Virus ◽  
Herpes Simplex ◽  
Herpes Simplex Virus Infection ◽  
Research Findings ◽  
Simplex Virus ◽  
Antibody Levels ◽  
Relationship Of ◽  
The Relationship

SYNOPSISThe relationship between herpes simplex virus type 1 and mental retardation is explored by studying the antibody levels to this virus in a group of 86 severely and profoundly retarded adults. A tendency towards higher antibody levels is found in patients whose retardation is of unknown aetiology. The relationship of these observations to previous research findings and the possible significance of herpes simplex virus in the aetiology of mental retardation are discussed

NEWS AND ANNOUNCEMENTS

PEDIATRICS ◽  
1974 ◽  
Vol 53 (2) ◽  
pp. 294-300
Keyword(s):  
Differential Diagnosis ◽  
Mental Retardation ◽  
Los Angeles ◽  
Continuing Education ◽  
Training Programs ◽  
Emotional Problems ◽  
Mentally Retarded ◽  
Diagnostic Techniques ◽  
Health Sciences ◽  
Parental Reactions

TRAINING PROGRAMS IN MENTAL RETARDATION: UCLA Extension Department of Continuing Education in Health Sciences will offer three courses in Mental Retardation, February 4-16, June 3-15, and September 9-21, 1974, at the Neuropsychiatric Institute. Topics include Causation, Symptomatology, Care, Treatment and Management of the Mentally Retarded, Diagnostic Techniques in Office Practice, Parental Reactions and Intrafamily Psychopathology and Their Management, Differential Diagnosis and Superimposed Emotional Problems and Psychotherapy. For information write Continuing Education in Health Sciences, 10995 Le Conte Avenue, University Extension, UCLA, Los Angeles, California 90024.

The Relationship of Comorbid Problem Behaviors to Social Skills in Persons With Profound Mental Retardation

2006 ◽  
Vol 30 (4) ◽  
pp. 496-506 ◽  
Author(s):  
Johnny L. Matson ◽  
Noha F. Minshawi ◽  
Melissa L. Gonzalez ◽  
Stephen B. Mayville
Keyword(s):  
Mental Retardation ◽  
Social Skills ◽  
Problem Behaviors ◽  
Profound Mental Retardation ◽  
Relationship Of ◽  
The Relationship

Comparison of Idiom Comprehension of Normal Children and Children With Mental Retardation

1991 ◽  
Vol 34 (4) ◽  
pp. 812-819 ◽  
Author(s):  
Helen K. Ezell ◽  
Howard Goldstein
Keyword(s):  
Mental Retardation ◽  
Mentally Retarded ◽  
High Accuracy ◽  
Receptive Vocabulary ◽  
Mild Mental Retardation ◽  
Normal Children ◽  
Idiom Comprehension ◽  
Picture Stimuli ◽  
Mentally Retarded Children ◽  
Better Than

This study compared the comprehension of 20 idioms of normal children with children exhibiting mild mental retardation. Sixty-six children comprised three groups: normal 9-year-olds, 9-year-old children with mild mental retardation, and younger normal children matched with the mentally retarded children by receptive vocabulary age. The assessment included both literal and idiomatic contexts with accompanying picture stimuli. The three groups demonstrated high accuracy with the literal contexts. On the idiomatic contexts, the normal children comprehended significantly more idioms than the children with mental retardation, and the mentally retarded children performed significantly better than the younger normal children.

scholarly journals ANALISIS KEMAMPUAN INTELEKTUAL ANAK TUNAGRAHITA RINGAN DI SD NEGERI DEMAKIJO 2

2020 ◽  
Vol 21 (1) ◽  
pp. 64-75
Author(s):  
Avi Yanni ◽  
Izzatin Kamala ◽  
Muhammad Shaleh Assingkily ◽  
Rahmawati Rahmawati
Keyword(s):  
Elementary School ◽  
Mental Retardation ◽  
Mentally Retarded ◽  
Survey Method ◽  
Mild Mental Retardation ◽  
Research Subjects ◽  
Intelligence Scale ◽  
Intellectual Abilities ◽  
Inclusive Schools ◽  
Mentally Retarded Children

This study aims to determine (1) intellectual abilities of mentally retarded children in Demakijo State Elementary School (SD) 2 inclusive schools, (2) Obstacles faced by teachers when teaching at Demaijo State Elementary School 2, (3) Teachers' efforts in dealing with intellectual abilities of mentally retarded children in Demakijo State Elementary School 2. The type of approach used in this study is qualitative research with a survey method. Data collection techniques used were through observation and interviews with research subjects one mild retarded grade 1 student at Demakijo State Elementary School 2. The results of the intelligence test with the Wechsler Intelligence Scale For Children (WISC) obtained the results obtained scores of 57 Verbal IQ scores included in the IQ score of 57 Mental Retardation category. IQ Performance Score 55 included in the Mental Retardation category. With the total IQ obtained is 55 included in mental retardation. Based on the analysis results contained in the table in general, mild mental retardation children are difficult to manage and do not do the work. Efforts made by teachers when experiencing difficulties in understanding the lessons conveyed by children with mild mental retardation AD is to provide personal guidance, ask questions and answer, and several times be assertive. Penelitian ini bertujuan untuk mengetahui (1) kemampuan intelektual anak tunagrahita di sekolah inklusi Sekolah Dasar (SD) Negeri Demakijo 2, (2) Hambatan yang dihadapi guru ketika mengajar di SD Negeri Demaijo 2, (3) Upaya guru dalam menangani kemampuan intelektual anak tunagrahita di SD Negeri Demakijo 2. Jenis pendekatan yang digunakan dalam penelitian ini adalah penelitian kualitataif dengan metode penelitian adalah metode survei. Teknik pengumpulan data yang digunakanya itu melalui observasi dan wawancara dengan subjek penelitian satu anak tunagrahita ringan kelas 1 SD Negeri Demakijo 2. Hasil dari tes intelegensi dengan Wechsler Intelligence Scale For Children (WISC) mendapatkan hasil skor yang didapatkan yaitu skor IQ Verbal 57 yang termasuk dalam kategori Retardasi Mental. Skor IQ Performance 55 yang termasuk dalam kategori Retardasi Mental. Dengan jumlah IQ total yang didapatkanya itu 55 termasuk dalam Retardasi mental.  Berdasarkan hasil analisis yang terdapat pada tabel secara umum anak tunagrahita ringan susah diatur dan tidak mengerjakan tugas. Upaya yang dilakukan guru ketika mengalami kesulitan dalam memahamkan pelajaran yang disampaikan anak tunagrahita ringan AD ialah dengan memberikan bimbingan pribadi, melakukan tanyajawab, serta beberapa kali bersikap tegas.

scholarly journals Development of Ceker Media and Space Building for Light Mild Mental Retardation Students of SMPLB Pekanbaru

2021 ◽  
Vol 5 (2) ◽  
pp. 383
Author(s):  
Susda Heleni ◽  
Zulkarnain Zainal ◽  
Linda Ardani Afriliziana
Keyword(s):  
Mental Retardation ◽  
Data Collection ◽  
Research Method ◽  
Mentally Retarded ◽  
Likert Scale ◽  
Development Model ◽  
Mild Mental Retardation ◽  
Validation Data ◽  
The Media ◽  
Addition And Subtraction

In conveying the concept of mathematics in a concrete manner so that it is easily accepted by participants in the mentally retarded education, tools/media are needed. One of the media developed in this study for mentally retarded students is Ceker media and space building media. This study aims to produce Ceker learning media on number material and spatial shapes on blocks and cubes for mild mental retardation students at SMPLB Pekanbaru that meet valid and practical criteria. The research method used is the Borg and Gall development model. Collecting validation data for the addition and subtraction of integer operation materials was carried out by providing validation sheets to three experts. Practical data collection was carried out by distributing questionnaires to SMPLB mental retardation students using a Likert scale . The learning media of Ceker and building spaces that have been validated by 3 validators are very valid with a percentage of 93,3. The development of learning media for Ceker cards and building space for mild mentally retarded students has met the very practical criteria with a percentage of 100%. Based on the results of the research and discussion, it was concluded that the learning media of Ceker and building spaces (blocks and cubes) for mild mental retardation students at SMPLB have met the criteria of being very valid and very practical.

scholarly journals The Relationships of Future Anxiety with some Variables among the Vocational Training Students

2013 ◽  
Vol 7 (2) ◽  
pp. 186
Author(s):  
Zegaoua Ahmed
Keyword(s):  
Vocational Training ◽  
The Other ◽  
Average Level ◽  
Economic Dimension ◽  
Low Level ◽  
Males And Females ◽  
Relationship Of ◽  
The Relationship ◽  
Psychological Dimensions

The Purpose of this study was to investigate the level of future anxiety among students of' vocational training. The relationship of future anxiety gender and vocational specialization was tested. The researcher developed a questionnaire of future anxiety which was distributed to 112 students who were in four vocational specializations. The results revealed that there was an average level of future anxiety among the vocational training students, in the total score as well as in the vocational, academic, social, and psychological dimensions. However, there was low level of future anxiety in the economic dimension. There were also statistically significant differences between males and females on the level of future anxiety, while there were no statistically significant differences on the other dimensions attributed to the vocational specialization. In light of the findings the researcher proposed a number of recommendations. 

Health Supervision for Children With Fragile X Syndrome

PEDIATRICS ◽  
1996 ◽  
Vol 98 (2) ◽  
pp. 297-300
Author(s):  
Keyword(s):  
Mental Retardation ◽  
Developmental Delay ◽  
Fragile X Syndrome ◽  
X Chromosome ◽  
Dna Analysis ◽  
Fragile Site ◽  
Fragile X ◽  
Physical Features ◽  
Relationship Of ◽  
The Relationship

This set of guidelines is designed to assist pediatricians in caring for children with fragile X syndrome confirmed by DNA analysis (Table). Occasionally pediatricians are called on to advise a pregnant woman who has been informed of a prenatal diagnosis of fragile X syndrome. Therefore, guidelines are also offered for this situation. Fragile X syndrome is usually diagnosed during childhood and is characterized by developmental delay or mental retardation, characteristic physical features, and abnormal behavioral patterns.1,2 The distinctive fragile site on the X chromosome was first described in 1969 as a discontinuous site on the long arm of the X chromosome present after cell culture under folate-deficient conditions. In 1977 the relationship of this site to X-linked mental retardation was noted, and fragile X syndrome began to be defined. Since that time, the cytogenetic, molecular, and clinical features of the condition have been more clearly defined,3 and it is now recognized as the most common hereditary cause of mental retardation. Its frequency has been estimated to be approximately per 2500 to 1 per 1250 males and 1 per 5000 to 1 per 1600 females. The phenotype of fragile X syndrome in males often has a number of distinctive, recognizable features, including developmental delay or mental retardation, a prominent forehead, a long, thin face and a prominent jaw that appear late in childhood or early adolescence, large protuberant and slightly dysmorphic ears, and the presence of or ultimate development of macro-orchidism. This phenotype can be very subtle, is not always apparent, and becomes more identifiable with age.2

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.

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