Behavior Observation Scale: Preliminary Analysis of the Similarities and Differences between Autistic and Mentally Retarded Children

1979 ◽  
Vol 44 (2) ◽  
pp. 519-524 ◽  
Author(s):  
B. J. Freeman ◽  
D. Guthrie ◽  
E. Ritvo ◽  
P. Schroth ◽  
R. Glass ◽  
...  
Keyword(s):  
Preliminary Analysis ◽  
Mentally Retarded ◽  
Mental Age ◽  
Observation Scale ◽  
Behavior Observation ◽  
Similarities And Differences ◽  
Mentally Retarded Children

35 autistic and 30 mentally retarded children matched for both mean chronological and mental age were observed in a playroom. The frequencies of occurrence of 67 objectively defined behaviors were coded on the Behavior Observation Scale. Implication for determining the objective diagnosis of autism is discussed.

Behavior Observation System for Autism: Analysis of Behaviors among Autistic, Mentally Retarded, and Normal Children

1981 ◽  
Vol 49 (1) ◽  
pp. 199-208 ◽  
Author(s):  
B. J. Freeman ◽  
E. R. Ritvo ◽  
I. Tonick ◽  
D. Guthrie ◽  
P. Schroth
Keyword(s):  
Mentally Retarded ◽  
Observation System ◽  
Normal Children ◽  
Diagnostic Significance ◽  
Number Of Children ◽  
Observation Scale ◽  
Behavior Observation ◽  
Methodological Problems ◽  
The Subject ◽  
Mentally Retarded Children

The Behavior Observation Scale is being developed to objectively differentiate autistic, normal, and mentally retarded children of ages 30 to 60 mo. Operational definitions and procedures are described and frequency data from 140 children are reported. Of 59 scale items 26 were significantly different among the subject groups. Further statistical analysis showed that to assess the diagnostic significance of a behavior both the frequency of occurrence per subject and the number of children exhibiting it must be considered concurrently. Methodological problems encountered when attempting to establish objective diagnostic data for the syndrome of autism are discussed.

Recall of Familiar Objects and Projected Color Photographs of Objects by Mentally Retarded Individuals of Comparable Mental Age

1976 ◽  
Vol 42 (1) ◽  
pp. 139-145
Author(s):  
Andrew L. Shotick ◽  
A. Bartow Ray ◽  
C. Lewis Addison
Keyword(s):  
Memory Span ◽  
Three Dimensional ◽  
Mentally Retarded ◽  
Short Term ◽  
Delayed Recall ◽  
Mental Age ◽  
Mentally Retarded Children ◽  
Cue Availability ◽  
Familiar Objects

The effects of cue-availability on short-term and long-term recall of 40 mentally retarded children were investigated. Subjects were chosen on the basis of comparable mental age (approximately 90 mo.) and randomly assigned to either an objects (high cues) group or slides (low cues) group. 52 familiar objects served as stimuli for the objects group and projected color photographs of the objects were presented to the slides group. In the short-term recall session the subjects were shown stimuli grouped into eight trials and asked to recall the names of the stimuli in each trial ten seconds after presentation. Delayed recall was obtained 48 hr. later in a free recall session. The objects group scored significantly higher than the slides group on memory span ( p < .01), short-term recall ( p < .001), and delayed recall ( p < .025). The facilitation of recall achieved by using three-dimensional stimuli was clearly demonstrated, and the relative degree of facilitation was comparable for both short- and long-term recall.

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.

A Comparison of the Results of a Revised Version of Berko’s Test of Morphology with the Free Speech of Mentally Retarded Children

1972 ◽  
Vol 15 (1) ◽  
pp. 169-178 ◽  
Author(s):  
Richard B. Dever
Keyword(s):  
Public School ◽  
Free Speech ◽  
School Children ◽  
Mentally Retarded ◽  
Correlational Analysis ◽  
Mental Age ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Comparison Of The Results ◽  
Nonsense Syllables

A revised version of Berko’s test of morphology was presented to 30 educable mentally retarded public school children, six each from the Mental Age (MA) groups 6, 7, 8, 9, and 10. Samples of free speech were also elicited from these children. The features tested were compared to the same features in the free speech to see if the test could predict the occurrence or the nonoccurrence of errors in the free speech. Correlational analysis suggested that this was not the case. The conclusion was drawn that the paradigm itself, whether it used nonsense syllables or real words as eliciting stimuli, was not useful in testing development of bound morphemes in educable mentally retarded children.

Modeling and Attention of Mentally Retarded, Learning Disabled, and Normal Boys

1978 ◽  
Vol 1 (1) ◽  
pp. 27-35 ◽  
Author(s):  
Cecil D. Mercer
Keyword(s):  
Observational Learning ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Disabled Children ◽  
Entire Sample ◽  
Attentional Processes ◽  
Mental Age ◽  
Attention Tasks ◽  
Mentally Retarded Children ◽  
Incidental Task

Fifteen mentally retarded, 15 learning disabled, and 15 normal boys were equated on mental age and individually administered the Hagen Central-Incidental Task and presented a modeling tape for imitation. The results of this study suggest that mentally retarded children exhibit attention deficits when compared to MA-equivalent normals. The performances on attention tasks of the learning disabled children did not differ at the .05 level from the performances of the MA-equivalent normals. However, the mentally retarded and learning disabled children learned via observation as well as MA-equivalent normals. Central and incidental attention scores of the entire sample (N = 45) were significantly (p< .05) correlated to modeling scores. The findings of this study are compared with other investigations concerned with either attentional processes or observational learning characteristics of mentally retarded or learning disabled children.

Brief Report: Basic Counting Principles Used by Mentally Retarded Children

1986 ◽  
Vol 17 (5) ◽  
pp. 382-389
Author(s):  
Arthur J. Baroody
Keyword(s):  
Mentally Retarded ◽  
Mentally Handicapped ◽  
Handicapped Children ◽  
Stable Order ◽  
Mental Age ◽  
Mentally Retarded Children

Evidence of basic counting principles has been found in retarded children (Gelman, 1982), including those who are moderately handicapped (Baroody & Snyder, 1983). However, Gelman found no evidence of a stable-order or a cardinality principle in mentally handicapped children with a mental age (MA) of less than 4½ years. The current study examined retarded children in the same MA category to (a) evaluate the hypothesis of a critical MA for learning basic counting principles and (b) further examine how an understanding of counting develops.

scholarly journals Penentuan Kelas Menggunakan Algoritma K Medoids Untuk Clustering Siswa Tunagrahita

2021 ◽  
Vol 5 (1) ◽  
pp. 83
Author(s):  
Husin Sariangsah ◽  
Wanayumini Wanayumini ◽  
Rika Rosnelly
Keyword(s):  
Mental Retardation ◽  
Individual Differences ◽  
Teaching And Learning ◽  
Mentally Retarded ◽  
Mild Mental Retardation ◽  
Mental Age ◽  
Iq Test ◽  
Class Placement ◽  
Mentally Retarded Children ◽  
Analyze Data

So far, the class placement of mentally retarded students is based on the age of entering the child when registering at SLB C Muzdalifah, the Intelligence Quotient (IQ) test has not been tried for mentally retarded students in classifying student classes. It is important to group mentally retarded children to make it easier for teachers to prepare programs and implement educational services. It is important for the school to understand that in mentally retarded children there are individual differences with very large variations. That is, being at almost the same age level (calendar age and mental age) and the same education level, in fact individual abilities differ from one another. Thus, of course, special strategies and programs are needed that are adapted to individual differences. This research was made to classify and analyze data mining for class clustering students with the K-Medoids algorithm to help group students who want to occupy classes according to their level of intellectual disability. From the grouping results obtained 3 clusters, which have the highest number of students is the moderate mental retardation class and the lowest cluster is mild mental retardation, the Muzdalifah special school can prepare classes based on grouping for teaching and learning activities.

scholarly journals Story Recall by Mentally Retarded Children

1983 ◽  
Vol 53 (3) ◽  
pp. 791-796 ◽  
Author(s):  
Ellen H. Bacon ◽  
David C. Rubin
Keyword(s):  
Mentally Retarded ◽  
Young Adolescents ◽  
Story Recall ◽  
Mental Age ◽  
Mentally Retarded Children

Three stories were read to 19 mildly retarded young adolescents and to 19 nonretarded children of comparable mental age. The two groups did not differ consistently in the amount they recalled orally. Moreover, the two groups tended to recall the same parts of the stories, indicating that both groups are sensitive to the stories' structure.

Auditory Discrimination Tasks Performed by Mentally Retarded and Normal Children

1966 ◽  
Vol 9 (3) ◽  
pp. 434-440 ◽  
Author(s):  
Bernard B. Schlanger ◽  
Gloria I. Galanowsky
Keyword(s):  
Age Groups ◽  
Mentally Retarded ◽  
Normal Hearing ◽  
Auditory Discrimination ◽  
Normal Children ◽  
Total Group ◽  
Mental Age ◽  
Intelligible Speech ◽  
Mentally Retarded Children

Eighty-five institutionalized mentally retarded children and 86 normal children were compared on a battery of auditory discrimination tests. Subjects were matched for mental age over the range from 4 years, 6 months to 10 years, 6 months. All had normal hearing and were judged to have intelligible speech. Normal children scored significantly better on all tests given, both as a total group and in mental age groups.

Observed Supervisory Behavior and Teacher Burnout in Special Education

1988 ◽  
Vol 54 (5) ◽  
pp. 449-454 ◽  
Author(s):  
Cary Cherniss
Keyword(s):  
Maslach Burnout Inventory ◽  
Small Talk ◽  
Work Related ◽  
Observation Scale ◽  
Behavior Observation ◽  
Staff Burnout ◽  
New Instrument ◽  
Mentally Retarded Children ◽  
The Relationship ◽  
Supervisor Behavior

A method for assessing the relationship between supervisory behavior and staff burnout was developed and tested in two schools for mentally retarded children. The method uses a new instrument, the Supervisor Behavior Observation Scale. The two schools involved in the study differed significantly in level of staff burnout, as measured by the Maslach Burnout Inventory, and in supervisory behavior. Specifically, the principal of the low burnout staff interacted less frequently with others and spent less time observing staff in their classrooms. Instead, she spent more time in her office engaged in planning and coordinating activities. She also interacted more with her own superior. The low burnout principal also talked more and listened less, and she spent more time discussing work-related problems but less time discussing administrative issues. She also gave staff more emotional support but spent less time in “small talk” with them.

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