Auditory Discrimination Tasks Performed by Mentally Retarded and Normal Children

1966 ◽  
Vol 9 (3) ◽  
pp. 434-440 ◽  
Author(s):  
Bernard B. Schlanger ◽  
Gloria I. Galanowsky
Keyword(s):  
Age Groups ◽  
Mentally Retarded ◽  
Normal Hearing ◽  
Auditory Discrimination ◽  
Normal Children ◽  
Total Group ◽  
Mental Age ◽  
Intelligible Speech ◽  
Mentally Retarded Children

Eighty-five institutionalized mentally retarded children and 86 normal children were compared on a battery of auditory discrimination tests. Subjects were matched for mental age over the range from 4 years, 6 months to 10 years, 6 months. All had normal hearing and were judged to have intelligible speech. Normal children scored significantly better on all tests given, both as a total group and in mental age groups.

Color Blindness in Mentally Retarded Children

1969 ◽  
Vol 35 (8) ◽  
pp. 609-616 ◽  
Author(s):  
Jerome D. Schein ◽  
John A. Salvia
Keyword(s):  
Sex Differences ◽  
General Population ◽  
Color Vision ◽  
Mentally Retarded ◽  
Color Blindness ◽  
Instructional Materials ◽  
Normal Children ◽  
Color Blind ◽  
Mentally Retarded Children

Recent studies of mentally retarded children have found substantially higher rates of color blindness than are usually reported for the general population. In 2 of these studies, sex differences in color blindness, invariably found in intellectually normal children, do not appear. Reanalysis of data from one of the studies of retarded children suggests the possibility that the high rates arise from the difficulty in comprehending the test and following the directions rather than from faulty color vision. However, even if the number of color blind retarded children is actually lower than these studies show, the need for research on this topic seems apparent. Using color dependent instructional materials with color blind, mentally retarded children may be detrimental.

scholarly journals Potret Pembelajaran Pendidikan Islam Pada Anak Tunagrahita Di Sekolah Luar Biasa Bhakti Pemuda Kota Kediri

2020 ◽  
Vol 2 (2) ◽  
pp. 193-202
Author(s):  
Novie Putri Amalia ◽  
Makhfud
Keyword(s):  
Religious Education ◽  
Mentally Retarded ◽  
Phenomenological Approach ◽  
School Age Children ◽  
Psychomotor Skills ◽  
Special Needs Children ◽  
Special Schools ◽  
Normal Children ◽  
Mentally Retarded Children ◽  
Evaluation Of Learning

This article discusses how the learning of Islamic Religious Education for mentally retarded children in Extraordinary Schools (SLB). Extraordinary Schools (SLB) are special schools for school-age children who have "special needs". Children with intellectual disabilities have IQs below the average normal child in general, thus causing their intellectual and intellectual functions disrupted which causes other problems that arise during their development. Islamic education is not only given to normal children, but also to children who have disabilities or mental disorders. This study uses qualitative research and uses a phenomenological approach. Data collection methods are observation, interviews, and documentation. The results of this study state that the implementation of Islamic Religious Education learning for mentally retarded children in SLB Bhakti Pemuda City of Kediri emphasizes memorization and practice directly with concrete or tangible objects, and is evaluated in three domains, namely cognitive, affective, and psychomotor. However, the evaluation of learning in SLB Bhakti Pemuda Kota Kediri is more measured from the realm of affective (attitude and values) and psychomotor (skills or skills).

Recall of Familiar Objects and Projected Color Photographs of Objects by Mentally Retarded Individuals of Comparable Mental Age

1976 ◽  
Vol 42 (1) ◽  
pp. 139-145
Author(s):  
Andrew L. Shotick ◽  
A. Bartow Ray ◽  
C. Lewis Addison
Keyword(s):  
Memory Span ◽  
Three Dimensional ◽  
Mentally Retarded ◽  
Short Term ◽  
Delayed Recall ◽  
Mental Age ◽  
Mentally Retarded Children ◽  
Cue Availability ◽  
Familiar Objects

The effects of cue-availability on short-term and long-term recall of 40 mentally retarded children were investigated. Subjects were chosen on the basis of comparable mental age (approximately 90 mo.) and randomly assigned to either an objects (high cues) group or slides (low cues) group. 52 familiar objects served as stimuli for the objects group and projected color photographs of the objects were presented to the slides group. In the short-term recall session the subjects were shown stimuli grouped into eight trials and asked to recall the names of the stimuli in each trial ten seconds after presentation. Delayed recall was obtained 48 hr. later in a free recall session. The objects group scored significantly higher than the slides group on memory span ( p < .01), short-term recall ( p < .001), and delayed recall ( p < .025). The facilitation of recall achieved by using three-dimensional stimuli was clearly demonstrated, and the relative degree of facilitation was comparable for both short- and long-term recall.

Efficacy of Speech Therapy with Educable Mentally Retarded Children

1966 ◽  
Vol 9 (3) ◽  
pp. 423-433 ◽  
Author(s):  
Frank B. Wilson
Keyword(s):  
Speech Therapy ◽  
School Setting ◽  
Mentally Retarded ◽  
Error Reduction ◽  
Two Phase ◽  
Mental Age ◽  
Phase Study ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
And Control

A two-phase study was conducted to evaluate the articulatory abilities of 777 educable mentally retarded children between the ages of 6 to 16 years in a public school setting. In Phase I, an analysis of articulation acquisition by mental age was computed. The children were then divided into speech-deviant and normal groups, and the articulatory skills of the speech deviant group were analyzed. Substitution and omission errors tended to decrease with increasing mental age, but distortion errors increased. Phase II was an attempt to evaluate the effect of articulation therapy on sound error reduction over a three-year period. The speech-deviant group was subdivided into three groups: Experimental, Placebo, and Control. Differences in sound error reduction among the three groups were not significant.

A Comparison of the Results of a Revised Version of Berko’s Test of Morphology with the Free Speech of Mentally Retarded Children

1972 ◽  
Vol 15 (1) ◽  
pp. 169-178 ◽  
Author(s):  
Richard B. Dever
Keyword(s):  
Public School ◽  
Free Speech ◽  
School Children ◽  
Mentally Retarded ◽  
Correlational Analysis ◽  
Mental Age ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Comparison Of The Results ◽  
Nonsense Syllables

A revised version of Berko’s test of morphology was presented to 30 educable mentally retarded public school children, six each from the Mental Age (MA) groups 6, 7, 8, 9, and 10. Samples of free speech were also elicited from these children. The features tested were compared to the same features in the free speech to see if the test could predict the occurrence or the nonoccurrence of errors in the free speech. Correlational analysis suggested that this was not the case. The conclusion was drawn that the paradigm itself, whether it used nonsense syllables or real words as eliciting stimuli, was not useful in testing development of bound morphemes in educable mentally retarded children.

Comparing the Psychological Well Being Factors among the Parents of the Mentally Retarded Children with those of the Normal Children

2014 ◽  
Vol 21 ◽  
pp. 1-8
Author(s):  
Narmin Boromand ◽  
Mohammad Narimani ◽  
Tavakol Mosazadeh
Keyword(s):  
Random Sampling ◽  
Personal Development ◽  
Positive Relationship ◽  
Purpose In Life ◽  
Mentally Retarded ◽  
Well Being ◽  
Normal Children ◽  
Psychological Well Being ◽  
Alpha Level ◽  
Mentally Retarded Children

The aim of the present research was to compare the psychological well being factors among the parents of the mentally retarded children with those of the normal children. the descriptive research is comparative - causative. The statistical population of the present research includes all the parents of the mentally retarded and normal children whose children were studying in the mentally retarded and normal schools in Mahabad in the educational year of 2012-2013. For this, 80 parents of the mentally retarded children were chosen through the random sampling and 80 parents of the normal children were selected through the multistage random sampling. To collect data m, the Ryff psychological well being questionnaire was used. To analyze data, the multivariate variance analysis statistics was applied. The results of the multivariate variance analysis statistics shows that there is a significant relations with regards to the positive relationship with the others, mastering the environment at the alpha level of 0/01 (P < 0/01), and with regards to the self acceptance factors, independence, having purpose in life and personal development at the alpha level of 0/05 (P < 0/05). There is a significant difference between the parents of the normal children and those of the mentally retarded children with regards to the psychological well being factors (positive relationship with the others, mastering the environment, self acceptance factors, independence, having purpose in life, and personal development).

Comparison of Idiom Comprehension of Normal Children and Children With Mental Retardation

1991 ◽  
Vol 34 (4) ◽  
pp. 812-819 ◽  
Author(s):  
Helen K. Ezell ◽  
Howard Goldstein
Keyword(s):  
Mental Retardation ◽  
Mentally Retarded ◽  
High Accuracy ◽  
Receptive Vocabulary ◽  
Mild Mental Retardation ◽  
Normal Children ◽  
Idiom Comprehension ◽  
Picture Stimuli ◽  
Mentally Retarded Children ◽  
Better Than

This study compared the comprehension of 20 idioms of normal children with children exhibiting mild mental retardation. Sixty-six children comprised three groups: normal 9-year-olds, 9-year-old children with mild mental retardation, and younger normal children matched with the mentally retarded children by receptive vocabulary age. The assessment included both literal and idiomatic contexts with accompanying picture stimuli. The three groups demonstrated high accuracy with the literal contexts. On the idiomatic contexts, the normal children comprehended significantly more idioms than the children with mental retardation, and the mentally retarded children performed significantly better than the younger normal children.

FC06-01 - Comparison feels stress levels in parents of mentally retarded children and normal

2011 ◽  
Vol 26 (S2) ◽  
pp. 1840-1840
Author(s):  
F. Hasannattaj Gelodari ◽  
T. Ahmadi Gatab ◽  
B. Abasnejad Roshan
Keyword(s):  
Parental Stress ◽  
Parental Education ◽  
Family System ◽  
Mentally Retarded ◽  
Normal Children ◽  
Children And Parents ◽  
Significant Difference ◽  
Stress Levels ◽  
Diversity Issues ◽  
Mentally Retarded Children

IntroductionThe existence of mentally retarded children in the family caused despair, frustration and isolation of individual and family are and their push for diversity issues on individual family members and parents as a marital unit and the total family system as a family show.ObjectiveThis study compared the amount of stress parents feel mentally retarded children with parents is normal.MethodThe study after the event (Ali - a comparison) is.The sample of 120 parents of retarded children and 120 parents of normal children using a sampling Chndmrhlh chosen. To check the source of feeling stress questionnaire stress (QRS) was used and analysis of data by independent t tests May Pearson.ResultsResults showed that parental stress in two groups of mentally retarded children and parents have significantly different normal and feeling stress parents of mentally retarded children than parents were normal. Between mothers and fathers of mentally retarded children in terms of Nshdv significant difference in stress levels stress parents of mentally retarded children were the same.the child's gender had no impact on parent stress levels, but between the retarded child's age and parental stress there was a significant relationship, whatever the case retarded child's age increased parental stress will increase. Similarly, parental education and children backward stress there was no significant difference whatever the parents are more educated than parents with lower education have less stress.DiscussionThe results show parents of mentally retarded children than normal children, parents significantly more stress they endure.

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