Effect of Educational Games on Social Skills in Iranian Mentally Retarded Children

This article describes methods of language programming for profoundly mentally retarded children that are based on linguistic principles. Examples of program contents are drawn from research reports and include cuing procedures, as well as progress from receptive through imitative behaviors, labeling responses, and grammatical sequencing.

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Trainable Children Can Learn Adjectives, Polars, and Prepositions!

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0803.181 ◽

1977 ◽

Vol 8 (3) ◽

pp. 181-187 ◽

Cited By ~ 1

Author(s):

Marlys Mitchell ◽

Carolyn Evans ◽

John Bernard

Keyword(s):

Mentally Retarded ◽

Chronological Age ◽

Age Group ◽

Achievement Gains ◽

Active Involvement ◽

Mentally Retarded Children ◽

Locative Prepositions ◽

Major Factors ◽

Trainable Mentally Retarded

Twelve trainable mentally retarded children were given six weeks of instruction in the use of adjectives, polars, and locative prepositions. Specially prepared Language Master cards constituted the program. Posttests indicated that children in the older chronological age group earned significantly higher scores than those in the younger group. Children in the younger group made significant increases in scores, particularly in learning prepositions. A multisensory approach and active involvement in learning appeared to be major factors in achievement gains.

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Sentence Structures of Trainable and Educable Mentally Retarded Subjects

Journal of Speech and Hearing Research ◽

10.1044/jshr.2104.722 ◽

1978 ◽

Vol 21 (4) ◽

pp. 722-731 ◽

Cited By ~ 5

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.

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Bioelectronic Measurement of Nasality in Trainable Mentally Retarded Children

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.4203.436 ◽

1977 ◽

Vol 42 (3) ◽

pp. 436-439 ◽

Cited By ~ 2

Author(s):

David A. Daly

Keyword(s):

Mentally Retarded ◽

High Prevalence ◽

Mentally Retarded Children ◽

Trainable Mentally Retarded

Fifty trainable mentally retarded children were evaluated with TONAR II, a bioelectronic instrument for detecting and quantitatively measuring voice parameters. Results indicated that one-half of the children tested were hypernasal. The strikingly high prevalence of excessive nasality was contrasted with results obtained from 64 nonretarded children and 50 educable retarded children tested with the same instrument. The study demonstrated the need of retarded persons for improved voice and resonance.

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