COMPARATIVE STUDY OF BEHAVIOURAL DIMENSIONS OF MENTALLY RETARDED AND NORMAL CHILDREN AS A FUNCTION OF CHRONOLOGICAL AND MENTAL AGE — MISSOURI CHILDREN’S PICTURE SERIES

1981 ◽  
Vol 27 (52) ◽  
pp. 18-22
Author(s):  
SATISH K. SAROJ ◽  
WILLIAM H. DRAUGHN
Keyword(s):  
Comparative Study ◽  
Mentally Retarded ◽  
Normal Children ◽  
Mental Age

Language Performance of Educable Mentally Retarded and Normal Children at Five Age Levels

1975 ◽  
Vol 18 (1) ◽  
pp. 82-95 ◽  
Author(s):  
Rita C. Naremore ◽  
Richard B. Dever
Keyword(s):  
Functional Performance ◽  
Mentally Retarded ◽  
Language Performance ◽  
Normal Children ◽  
Performance Variables ◽  
Subordinate Clauses ◽  
Mental Age ◽  
Filled Pauses ◽  
Educable Mentally Retarded ◽  
Hesitation Phenomena

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.

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.

Comparison of the WISC-R Patterns of Children of Average and Exceptional Ability

1983 ◽  
Vol 53 (2) ◽  
pp. 539-544 ◽  
Author(s):  
H. P. J. Schmidt ◽  
D. H. Saklofske
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Group Differences ◽  
Disabled Children ◽  
Normal Children ◽  
Exceptional Groups ◽  
Diagnostic Usefulness ◽  
Verbal Performance

This study investigated the diagnostic usefulness of WISC-R Verbal-Performance IQ discrepancies, subtest scatter, and Bannatyne's subtest recategorizations with educationally normal and exceptional groups of children. The subjects for this study were four groups of 74 learning disabled, 24 mentally retarded, 94 gifted, and 85 educationally normal children. No significant differences in discrepancies in Verbal-Performance IQs occurred among the four groups although learning disabled children more often showed Performance > Verbal discrepancies. No differences were found between the samples in the amount of subtest scatter. Group differences were noted in the patterns of scores on Bannatyne's recategorizations.

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).

Syntactic Indices of Language Use of Mentally Retarded and Normal Children

1973 ◽  
Vol 16 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Barbara Lozar ◽  
Joseph M. Wepman ◽  
Wilbur Hass
Keyword(s):  
Language Use ◽  
Mentally Retarded ◽  
Normal Children
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