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Results for “Persons with Visual Disabilities”

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At least 973 records · Page 54Linked to original sources
PubMed1985

The assessment of analogical thinking modifiability among regular, special education, disadvantaged, and mentally retarded children.

The objectives of the current study were (a) to develop a measure of children's analogical thinking modifiability (CATM) based on the Feuerstein, Rand, and Hoffman (1979) theory of dynamic assessment of cognitive modifiability, (b) to compare the performance of groups assumed to be differentially modified by intervention, (c) to compare CATM performance with performance on a conventional test, and (d) to study qualitative changes after a learning process. Subjects were disadvantaged, regular, and special education kindergarten children (N = 140), and mentally retarded children (N = 20). The CATM was administered together with the Ravens Colored Progressive Matrices (RCPM) in a balanced order. Disadvantaged and regular children achieved higher gain scores than other groups in both none-or-all and partial credit methods (p less than .01). The MR and the special education groups showed small gains according to the none-or-all credit method; however, according to the partial credit method, the MR group showed high gains and the special education group a performance decrease. Performance scores on the CATM were higher than on the RCPM, especially in comparison to the B8-B12 items--differences reach a peak of 61% and 67% for the disadvantaged and regular groups, respectively. Qualitative analysis indicated that form mistakes were most resistant to change, whereas color mistakes were most easy to modify. Results were explained within Feuerstein's theoretical framework of cognitive modifiability. Impaired cognitive functions as well as analytic versus synthetic processes were suggested to explain group differences.

Adolescent↗
PubMed1980

A comparison of three strategies for teaching object names.

Researchers in applied behavior analysis have been charged to provide large-scale demonstration of the outcomes of evaluations. In this research, three experiences were conducted to examine the relative efficacy of three methods of presenting stimuli in object naming tasks. Stimuli were introduced successively, simultaneously, or using a combination of the two procedures. College adults, mentally retarded children and adolescents, and preschool children were taught to produce the names of five Hebrew letters, English words, or American coins, respectively. Presentation method was a between-subjects treatment in a factorial design. Results from the series of systematic replications were consistent showing better posttest for subjects in the Simultaneous and Combined conditions. Further, follow-up data in Experiment III showed that retention was also superior for subjects trained by the Simultaneous or Combined methods. Although the acquisition criterion was met in fewer trials by subjects in the Successive condition, only several minutes more training time was required by the Simultaneous and Combined conditions. From a cost-effectiveness point of view, either of the latter two techniques should be favored over the Successive procedure for testing verbal naming skills.

Adolescent↗
PubMed1995

The effects of speech output technology in the learning of graphic symbols.

The effects of auditory stimuli in the form of synthetic speech output on the learning of graphic symbols were evaluated. Three adults with severe to profound mental retardation and communication impairments were taught to point to lexigrams when presented with words under two conditions. In the first condition, participants used a voice output communication aid to receive synthetic speech as antecedent and consequent stimuli. In the second condition, with a nonelectronic communications board, participants did not receive synthetic speech. A parallel treatments design was used to evaluate the effects of the synthetic speech output as an added component of the augmentative and alternative communication system. The 3 participants reached criterion when not provided with the auditory stimuli. Although 2 participants also reached criterion when not provided with the auditory stimuli, the addition of auditory stimuli resulted in more efficient learning and a decreased error rate. Maintenance results, however, indicated no differences between conditions. Finding suggest that auditory stimuli in the form of synthetic speech contribute to the efficient acquisition of graphic communication symbols.

Acoustic Stimulation↗
PubMed1976

Effects of verbal and pictorial materials on retarded youngsters' memory for information.

The effects of full and partial verbalization of information contained in pictures and of full verbalization without pictures on retarded youngsters' memory for information were examined. The subjects were 30 educable retardates and 30 normal controls. The results indicated that facilitation of recall for 13- to 15-yr.-old mentally retarded youngsters will occur with the use of pictures only if the aspects of the picture which are to be remembered are verbalized. The relevance of the findings for high-interest low-vocabulary textbooks for the retarded were discussed.

Adolescent↗
PubMedDate not supplied

Learning disabilities. A computer assisted learning package.

Computers are currently playing a major role in the education of nurses. In terms of the education of patients and clients, however, technological software is in its infancy. The main aim of this study was to design a computer assisted learning (CAL) package on shape recognition and use it in one to one teaching sessions with children who had learning disabilities. A secondary aim was to evaluate whether in fact the use of this package would improve the ability of these children to recognise different shapes.

Child↗
PubMed1992

Responses to the negative emotions of others by autistic, mentally retarded, and normal children.

Attention, facial affect, and behavioral responses to adults showing distress, fear, and discomfort were compared for autistic, mentally retarded, and normal children. The normal and mentally retarded children were very attentive to adults in all 3 situations. In contrast, many of the autistic children appeared to ignore or not notice the adults showing these negative affects. As a group, the autistic children looked at the adults less and were much more engaged in toy play than the other children during periods when an adult pretended to be hurt. The autistic children were also less attentive to adults showing fear, although their behavior was not different from the normal children. Few of the children in any group showed much facial affect in response to these situations. The results are discussed in terms of the importance of affect in the social learning experiences of the young child.

Affect↗
PubMed1991

[Vision tests for the severely handicapped].

The methods available for acuity assessment of multi-handicapped persons are limited by lack of verbal, manual and locomotor response indicators. However, eye activity itself, can provide a clue to what is seen. The results in the present study suggest that the preferential looking technique, using gratings as stimuli and eye movements as response indicators, is a useful tool for assessing the acuity of multi-handicapped people. However, acuity testing of multi-handicapped people was very time consuming, and called for many individual adaptations.

Blindness↗