Stress and Coping among Parents of Mentally Retarded Children in the Kyoung-in area

Background: Families dealing with mentally retarded children undergo stress. Sociodemographic factors play a role in stress and coping mechanisms. This paper highlighting on stress and its relation with demographic variables of families with mentally retarded children is a part of a broader study on stress and coping in families with mentally retarded children. Objectives: 1. Study the sociodemographic profile of families with mentally retarded children. 2. Study the association of stress with sociodemographic variables. Material and methods: A cross sectional study was done on hundred families of mentally retarded children enrolled in special schools at Indore. Sampling procedure was convenience sampling. The study tool was a validated, pretested instrument called as the Family interview for stress and coping in mental retardation, (FISC-MR). Results: Families were found to be suffering from stress. The stress ranged from mild to severe, however it was not significantly associated with the sociodemographic variables except with maternal education level. Conclusion: Families of mentally retarded children undergo stress. Socio-demographic factors play a role in the development of stress in families with mentally retarded children.DOI: http://dx.doi.org/10.3329/bjms.v13i4.20551 Bangladesh Journal of Medical Science Vol.13(4) 2014 p.378-382

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To Study the Relationship between Level of Stress and Coping Strategies among Parents of Mentally Retarded and Autistic Children

International Journal of Indian Psychology ◽

10.25215/0403.101 ◽

2017 ◽

Vol 4 (3) ◽

Cited By ~ 1

Author(s):

Nidhi Sharma ◽

Prof. J. Mahto ◽

Ashok Parasar

Keyword(s):

Coping Strategies ◽

Mentally Retarded ◽

Stress And Coping ◽

Autistic Children ◽

And Coping ◽

The Relationship

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Programming Language for Severely Retarded Children

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0904.213 ◽

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.

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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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The Coping Scales From the German Stress and Coping Questionnaire for Children and Adolescents

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000530 ◽

2020 ◽

Vol 36 (4) ◽

pp. 545-553 ◽

Cited By ~ 1

Author(s):

Heike Eschenbeck ◽

Uwe Heim-Dreger ◽

Denise Kerkhoff ◽

Carl-Walter Kohlmann ◽

Arnold Lohaus ◽

...

Keyword(s):

Emotion Regulation ◽

Children And Adolescents ◽

Internal Consistency ◽

Stress And Coping ◽

Self Report ◽

Partial Metric ◽

Confirmatory Factor Analyses ◽

Language Version ◽

English Speaking ◽

And Coping

Abstract. The coping scales from the Stress and Coping Questionnaire for Children and Adolescents (SSKJ 3–8; Lohaus, Eschenbeck, Kohlmann, & Klein-Heßling, 2018 ) are subscales of a theoretically based and empirically validated self-report instrument for assessing, originally in the German language, the five strategies of seeking social support, problem solving, avoidant coping, palliative emotion regulation, and anger-related emotion regulation. The present study examined factorial structure, measurement invariance, and internal consistency across five different language versions: English, French, Russian, Spanish, and Ukrainian. The original German version was compared to each language version separately. Participants were 5,271 children and adolescents recruited from primary and secondary schools from Germany ( n = 3,177), France ( n = 329), Russia ( n = 378), the Dominican Republic ( n = 243), Ukraine ( n = 437), and several English-speaking countries such as Australia, Great Britain, Ireland, and the USA (English-speaking sample: n = 707). For the five different language versions of the SSKJ 3–8 coping questionnaire, confirmatory factor analyses showed configural as well as metric and partial scalar invariance (French) or partial metric invariance (English, Russian, Spanish, Ukrainian). Internal consistency coefficients of the coping scales were also acceptable to good. Significance of the results was discussed with special emphasis on cross-cultural research on individual differences in coping.

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