Pendekatan Psikososial, Intervensi Fisik, Dan Perilaku Kognitif Dalam Desain Pembelajaran Pendidikan Jasmani Bagi Anak Dengan Retardasi Mental

2021 ◽  
Vol 2 (1) ◽  
pp. 74-84
Author(s):  
Kusmiyati Kusmiyati
Keyword(s):  
Mentally Retarded ◽  
Mental Defective

Abstrak Artikel ini merupakan sebuah tulisan yang mencoba membahas tentang: (1) pengertian anak retardasi mental, (2) kharakteristik anak retardasi mental, (3) kendala-kendala anak retardasi mental, serta (4) pendekatan pembelajaran yang dapat diaplikasikan untuk anak retardasi mental agar menjadi anak yang mandiri dalam hidupnya serta mampu bersosialisasi dan bermasyarakat. Retardasi mental atau keterbelakangan mental menunjuk pada penejelasan khusus kepada anak-anak yang memiliki tingkat intelegensi di bawah rata-rata. Terdapat beberapa istilah lain dari retardasi mental ini, seperti: mentally retarded, mental defective, dan lain sebagainya. Retadasi mental terjadi ditandai dengan adanya keterbelakangan mental yang dibawah rata-rata. Hal ini timbul selama periode pertumbuhan dan perkembangan anak sejak masih dalam kandungan. Keterbelakangan mental juga terjadi karena kelemahan dalam proses adaptasi dengan lingkungan selama masa tumbuh kembang.

Programming Language for Severely Retarded Children

1978 ◽  
Vol 9 (4) ◽  
pp. 213-219
Author(s):  
Carol McCall Davis
Keyword(s):  
Programming Language ◽  
Mentally Retarded ◽  
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.

Trainable Children Can Learn Adjectives, Polars, and Prepositions!

1977 ◽  
Vol 8 (3) ◽  
pp. 181-187 ◽  
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.

Facilitation of Verb Recognition by MR Subjects through Syntactic Cuing

1981 ◽  
Vol 12 (1) ◽  
pp. 39-43
Author(s):  
Kandace A. Penner ◽  
Betsy Partin Vinson
Keyword(s):  
Mentally Retarded ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Word Comprehension ◽  
Peabody Picture Vocabulary Test ◽  
Syntactic Form ◽  
Standard Version

It has been our experience in using the Peabody Picture Vocabulary Test that an inordinate number of verbs are missed by mentally retarded individuals. This study attempts to determine whether verb errors were due to a lack of word comprehension or a failure to understand what was being requested by the morphological-syntactic form of the stimulus. Twenty-eight subjects residing in a state facility for the mentally retarded were given a standard version and a modified version of the PPVT. On the modified version of the test, the stimulus "verbing" was altered to incorporate a syntactic helper, forming the stimulus "somebody verbing." As a result, there was a mean reduction of verb error by almost 50%.

Mowrer’s Theory Applied to Speech Habilitation of the Mentally Retarded

1961 ◽  
Vol 26 (3) ◽  
pp. 237-243 ◽  
Author(s):  
Seymour Rigrodsky ◽  
M. D. Steer
Keyword(s):  
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.

Bioelectronic Measurement of Nasality in Trainable Mentally Retarded Children

1977 ◽  
Vol 42 (3) ◽  
pp. 436-439 ◽  
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.

Emotionally disturbed mentally retarded people: An underserved population.

1982 ◽  
Vol 37 (4) ◽  
pp. 361-367 ◽  
Author(s):  
Steven Reiss ◽  
Grant W. Levitan ◽  
Richard J. McNally
Keyword(s):  
Emotionally Disturbed ◽  
Mentally Retarded ◽  
Underserved Population
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