Validation of Interventions in Adapted Physical Activities for Mentally Retarded Residents

2015 ◽  
pp. 85-93
Author(s):  
Adri Vermeer ◽  
Tamme Westra ◽  
Tacy Benig ◽  
Conny Beks ◽  
Ton Diemel ◽  
...  
Keyword(s):  
Mentally Retarded ◽  
Physical Activities

Doman-Delacato's Theory of Neurological Organization Applied with Retarded Children

1968 ◽  
Vol 34 (6) ◽  
pp. 441-450 ◽  
Author(s):  
John R. Kershner
Keyword(s):  
Public Schools ◽  
Motor Development ◽  
Intellectual Development ◽  
Mentally Retarded ◽  
Physical Activities ◽  
Control Group ◽  
Mentally Retarded Children ◽  
Experimental Group ◽  
Trainable Mentally Retarded

To assess the effects of a program of physical activities consistent with the Doman-Delacato theory of neurological organization on the physical and intellectual development of trainable mentally retarded children, pretest and posttest data were collected from a Doman-Delacato experimental group and a nonspecific activity control group. In motor development, no significant pretest, posttest intergroup differences were found. Comparisons on mobility (creeping and crawling) and IQ (PPVT) yielded statistically significant gains in favor of the experimental group. The findings suggest the Doman-Delacato techniques may be beneficial with trainables in public schools.

scholarly journals Developing Learning Media of Adaptive Sport Course in SLLB Negeri 2 Padang

2019 ◽  
Vol 2 (3) ◽  
pp. 133
Author(s):  
Erianti Ai ◽  
Desi Novita Sari
Keyword(s):  
Physical Education ◽  
Teaching Strategy ◽  
Mentally Retarded ◽  
Physical Activities ◽  
Average Score ◽  
Development Research ◽  
Health It ◽  
Post Test

In this study the problem was that the implementation of Penjasorkes learning was not maximum in SLB N 2 Padang. The implementation of Penjasorkes learning had not been success caused by a teaching strategy that was not appropriate with the condition such as the use of learning media that had not been able to provide physical education effectively and efficiently to students. So that it made the students were less creative and less motivated in doing physical activities, especially athletic material and the basic movements of running, throwing and jumping which were presented in the form of game. This research included development research that aimed to produce athletic learning media through playing with basic movements of running, jumping, and throwing for mentally retarded students at SLB N 2 Padang. Finally, this research was expected to contribute and be useful for the development of science especially in the field of physical education, sports and health. It could be concluded that there was a significant effect of the development of learning media on the basic athletic abilities of students in SLB N 2 Padang with an increase 3.49 in the average score, from the average score of pre test 50 and the post test 53.49.

PHYSICAL ACTIVITIES FOR MENTALLY RETARDED SCHOOL CHILDREN

1972 ◽  
Vol 19 (1) ◽  
pp. 40-52 ◽  
Author(s):  
J. McLeod ◽  
J. A. G. Gittens ◽  
C. K. Leong
Keyword(s):  
School Children ◽  
Mentally Retarded ◽  
Physical Activities

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.

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