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Results for “EDUCATION OF MENTALLY RETARDED”

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At least 19 recordsLinked to original sources
PubMed1984

Enhancing the creative problem-solving skills of educable mentally retarded students.

60 educable mentally retarded students from 3 schools in a large urban school system received 9 wk. of instruction from an adaptation of the Productive Thinking Program. Their performance on measures of creative thinking was compared with that of 60 students who received no additional instruction. The conclusions drawn were that (1) special attention to creative thinking training for educable mentally retarded students may be quite effective and results stable over time and (2) the measures of fluency, flexibility, and originality are the most useful in assessing creative thinking for this group.

Child↗
PubMed1978

Sentence structures of trainable and educable mentally retarded subjects.

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.

Child↗
PubMed1979

Comparison of McCarthy General Cognitive Indexes and Stanford-Binet IQs for educable mentally retarded children.

15 Educable Mentally Retarted children, aged 6 1/2 to 8 1/2 yr., were tested on the McCarthy Scales of Children's abilities and the Stanford-Binet (1972 norms). All children were tested over a 6-mon. period in public schools located in Northeast Georgia. Since 8 of the 15 children obtained General Cognitive Indexes below the norms presented in the McCarthy manual, extrapolated scores were assigned to increase the precision of the comparison. Although the two scores correlated significantly, the mean Index with IQ was significantly lower than the mean IQ for this sample of educable mentally retarded children. The implications of the findings were discussed.

Child↗
PubMed1981

Patterns of language performance in educable mentally retarded children.

Forty-one familial educable mentally retarded children were given 12 language tasks measuring comprehension, formulation, and repetition at the semantic, syntactic, and phonologic levels of language. Through the Q technique of factor analysis, six language patterns, derived from positive and negative loadings on three factors, emerged. The six patients of language performance revealed that these mentally retarded children did not perform the same across all language dimensions. Their language performance demonstrated different patterns of strengths and weaknesses among the tasks relative to their overall performance.

Child↗
PubMed1985

Self-labeling by educably mentally retarded high school students in their mainstream and special education classes.

Educably mentally retarded (EMR) students and nonhandicapped students from their mainstream classes completed semantic differential ratings of a stereotypic popular teen-ager, juvenile delinquent, and special education student. Subjects also rated their global self-concepts and situation-specific self-concepts within the mainstream and the special class settings. Ratings were done at the beginning (Time 1) and the end (Time 2) of a semester. Results showed that mainstream classes did not "de-label" EMR students. Within the mainstream class, the number of EMR students who saw themselves as similar to a special education student significantly increased over time. Moreover, at Time 2, EMR students were more likely to think of themselves as similar to a special education student in their mainstream class than in their special education class. However, EMR subjects' global self-concepts did not change. Implications for mainstreaming are discussed.

Adolescent↗
PubMed1992

The ability to encode facial and emotional expressions by educable mentally retarded and nonretarded children.

The object of the present study was to investigate whether 20 educable mentally retarded (EMR) children matched for verbal mental age on the Peabody Picture Vocabulary Test (PPVT; Dunn, 1965) with 20 nonretarded (NR) controls were adept in identifying emotional facial expressions and producing the equivalent word adjectives. I also reassessed the relationship between the phase of identifying facial expressions (i.e., happy, sad, angry, and scared) and the phase of producing emotional word adjectives, consisting of 16 emotional linguistic constructions (4 short stories for each of the adjectives) between higher in verbal ability educable mentally retarded (HEMR) children and higher in verbal ability nonretarded controls (HNRC) and between low in verbal ability educable mentally retarded (LEMR) children and low in verbal ability nonretarded controls (LNRC). There were no significant differences between EMR and NR children in general, despite the fact that EMR children had deficits in receptive linguistic competence.

Child↗
PubMed1978

Imagery and verbal mediation in paired-associate learning of educable mentally retarded adolescents.

PA learning was investigated among sixty educable mentally retarded adolescents as a function of variations in image-evoking potential of the response members and of instructions to utilise a verbal mediation strategy. The data indicated that performance with verbal mediation instruction surpassed that under non-mediation instruction conditions regardless of imagery level. Results were discussed in terms of Paivio's conceptual peg hypothesis as well as the EMR's deficiency in input organisation.

Adolescent↗
PubMed1986

The development of the interpersonal construct system in educable mentally retarded children.

The development of the interpersonal construct system of educable mentally retarded children was studied using three measures: cognitive complexity, construct abstractness and egocentricity. Ten mentally retarded children in the mental age groups of 6, 8, 10 and 12 were compared with nonretarded children of the same mental ages. The mentally retarded children used a limited number of constructs with less abstractness than the nonmentally retarded children. In terms of egocentricity, the nonretarded children used more other-oriented constructs than did the retarded children. For all measures, there were significant differences between the age levels of 6 and 8 versus 12 years, suggesting developmental trends.

Adolescent↗
PubMed1987

Psychotropic drug treatment among learning-disabled, educable mentally retarded, and seriously emotionally disturbed students.

Psychotropic drug treatment in learning-disabled (LD), educable mentally retarded (EMR), and seriously emotionally disturbed (ED) children and adolescents receiving public school special education services was examined. The findings indicated that while treatment prevalence rates for EMR and ED groups were comparable, the rate for LD students was much lower. In the LD sample, pharmacotherapy was associated with higher ratings of behavioral deviance, longer placement in special education, less social integration, and greater peer rejection, which suggests that symptom severity is an important determiner of pharmacotherapy in this population.

Achievement↗
PubMed1982

Memory-for-Designs, intelligence, and achievement of educable mentally retarded children.

Relationships between Memory-for-Designs test, Wechsler Intelligence Scale for Children (WISC), and Wide Range Achievement Test (WRAT) were determined for classes of 12 and 14 educable mentally retarded children. Rank-difference rs showed that Memory-for-Designs errors correlated significantly with WISC Verbal IQs (-0.78), WISC Performance IQs (-0.85), and WISC Full Scale IQs (-0.96) for Class 1, and with WRAT Reading (-0.79) and WRAT Arithmetic (-0.70) for Class 2, implying that Memory-for-Designs may supplement the other tests in placement of children into educable mentally retarded classes. The high r (-0.96) between Memory-for-Designs and WISC Full Scale IQs indicates that a major component in intelligence is visual memory, which accounts for 84% of the variance of intelligence and suggests the possibility of improving intelligence through visual memory training in the schools.

Achievement↗
PubMed1975

Tactile function of educable mentally retarded children.

The tactile perception ability of 29 seven-and eight-year-old educable mentally retarded children was evaluated by using the tactile perception portions of the Southern California Sensory Integration Tests. The children were also observed for tactile defensive behavior. Compared to normal children of the same age (as reported in normative data), this sample of children was significantly inferior in manual form, finger identification, graphesthesia, and perception of simultaneous stimuli, but not in the localization of single stimuli. During the testing, 62 percent showed tactile defensive behavior. The role of tactile perception in the development of symbolic communications is reviewed.

Child↗
PubMed1985

Verb usage by educable mentally retarded children.

The purpose of this study was to investigate the semantic and morphological nature of verb usage by educable mentally retarded (EMR) children. Three groups of children were studied in structured and non-structured situations in which the verb system was the core interest. There were 15 mentally retarded younger children (8.6-9.6 years), 19 mentally retarded older children (10.0-12.6 years) and a control group of 17 normal children (5.0-6.0 years). Results showed that EMR children use fewer conjugations than normal children of similar or lower mental age, and thus they can express fewer verb-case relations. In particularly EMR children show limited use of process-verb relations. It was further found that EMR children are restricted in the morphological processing of verbs in past and future tenses.

Child↗
PubMed1981

Reliability in the use of the Tennessee Self-Concept Scale for educable mentally retarded adolescents.

The Tennessee Self Concept Scale was administered in a 10-week test-retest situation to 39 educable mentally retarded adolescents. Low to moderate reliability coefficients indicated the need for more extensive normative information and for caution in evaluation of test scores in the study of EMR adolescents' self-concept. The obtained coefficients suggest the possibility that the self-concept of individual EMR adolescents is a more variable psychological characteristic than has been previously indicated in the research literature and that this variability needs to be more carefully assessed.

Adolescent↗
PubMed1975

Language performance of educable mentally retarded and normal children at five age levels.

The present study comprised an analysis and comparison of the language performance of educable mentally retarded and normal children at mental age levels six through 10 years. Both syntactic and functional performance variables were investigated. The results indicate language performance differences between the two groups with the primary discriminators being hesitation phenomena (false starts, filled pauses, and repeats) and clausal constructions (relative and subordinate clauses), resulting in a higher sentence elaboration level for normal children.

Age Factors↗