Relationships among Three Measures Used in Screening Mentally Retarded for Placement in Special Education

1973 ◽  
Vol 33 (2) ◽  
pp. 415-418 ◽  
Author(s):  
Walter P. Christian ◽  
Daniel R. Malone
Keyword(s):  
Special Education ◽  
Adaptive Behavior ◽  
Mentally Retarded ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Scale Scores ◽  
Special Education Program ◽  
Iq Scores ◽  
Behavior Scale ◽  
Mentally Retarded Children

This study examined the relationship among Wechsler and Stanford-Binet IQ scores, Wide Range Achievement Test scores, and Adaptive Behavior Scale scores for a sample of 129 institutionalized mentally retarded children and adolescents in a Special Education program. Significant but small to moderate correlations (.26 to .50) were obtained between WRAT and IQ scores and between behavior scale scores and IQ. Each measure differentiated between special education training levels. Use of the Adaptive Behavior Scale may provide an important supplement to more frequently used screening procedures such as IQ and achievement scores.

Analysis of the a AMD Adaptive Behavior Scale: Public School Version

1979 ◽  
Vol 49 (2) ◽  
pp. 595-600 ◽  
Author(s):  
Lenore A. Boyd ◽  
Brad S. Chissom
Keyword(s):  
Special Education ◽  
Public School ◽  
Adaptive Behavior ◽  
Normative Data ◽  
Mentally Retarded ◽  
Special Education Students ◽  
State Agencies ◽  
Education Students ◽  
Behavior Scale ◽  
Education Groups

Many state agencies have ruled that assignment of students to special education classes for the mentally retarded must be determined by assessment of verbal, performance, and adaptive behaviors. The AAMD Adaptive Behavior Scale: Public School Version was subjected to a normative and validation study using 291 subjects from the southcentral area of Texas. Data were collected from groups of regular and special education students, both white and nonwhite, at 8, 10, and 12 yr. of age. Results were compared to the original normative data provided in the AAMD manual and indicated that (1) the instrument is effective in discriminating between regular and special education groups; (2) a shortened version may be feasible and more practical; and (3) the derived total score may be useful and effective when used as a cut-off score for placement in special education for the mentally retarded.

Memory-For-Designs, Intelligence, and Achievement of Educable Mentally Retarded Children

1982 ◽  
Vol 55 (2) ◽  
pp. 379-382
Author(s):  
Jin Ong ◽  
Lowell Jones
Keyword(s):  
Visual Memory ◽  
Mentally Retarded ◽  
Full Scale ◽  
Memory Training ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Class 1 ◽  
Rank Difference ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded

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.

The Effect of a Monitoring System on the Math Achievement of the Educable Mentally Retarded

1978 ◽  
Vol 2 (1) ◽  
pp. 13-17
Author(s):  
Donald P. Boehmer ◽  
Alan M. Hofmeister
Keyword(s):  
Treatment Program ◽  
Math Achievement ◽  
Comparison Group ◽  
Mentally Retarded ◽  
Management By Objectives ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Criterion Referenced ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded

This study was designed to investigate the effects of a management-by-objectives math program on the achievement of a group of educable mentally retarded children. The treatment program consisted of a math curriculum guide containing 23 topics in mathematics. Each topic was broken down into sequenced behavioral objectives. One experimental group and one comparison group were used to assess the effects of the treatment program. Both groups were pre and post-tested with the math section of the Wide Range Achievement Test and a 92-item criterion referenced math skills placement test. The results suggest that the use of a management-by-objectives approach can significantly improve the math achievement of educable mentally retarded children when contrasted to the approaches used with the comparison group.

The Effects of Segregated and Partially Integrated School Programs on Self Concept and Academic Achievement of Educable Mental Retardates

1967 ◽  
Vol 34 (2) ◽  
pp. 93-99 ◽  
Author(s):  
Anne Welch Carroll
Keyword(s):  
Academic Achievement ◽  
Self Concept ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
School Programs ◽  
Iq Scores ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Academic Year ◽  
Wide Range Achievement

The effects of 2 types of school programs upon self concept and academic achievement of educable mentally retarded children were compared by means of a pretest posttest battery over an 8 month interval. Both groups were administered the Illinois Index of Self Derogation and the Wide Range Achievement Test. The 39 subjects had no previous experience in special education. IQ scores ranged between 60 and 80. The results of the study supported the hypothesis which predicted that EMR children in a segregated setting would show less improvement in self concept than would EMR children in a partially integrated setting over a period of 1 academic year.

Self-Concepts of Institutional and Non-Institutional Educable Mentally Retarded Children

1974 ◽  
Vol 38 (3) ◽  
pp. 977-978 ◽  
Author(s):  
James C. Montague ◽  
Bob N. Cage
Keyword(s):  
Special Education ◽  
Public School ◽  
Mentally Retarded ◽  
Self Concept ◽  
Self Perception ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded

20 public school special education and 20 institutionalized educable mentally retarded children were compared on an experimental I Feel—Me Feel self-perception scale. No significant differences in self-concept were found between the institutional and non-institutional groups or between sexes. All children had generally good self-concepts.

Comparative Study of the Pictorial Test of Intelligence and the Peabody Picture Vocabulary Test

1969 ◽  
Vol 25 (2) ◽  
pp. 528-530 ◽  
Author(s):  
Raymond N. Elliott
Keyword(s):  
Achievement Test ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Wide Range Achievement ◽  
Predictors Of Academic Achievement

This report describes correlations between the Pictorial Test of Intelligence and the Peabody Picture Vocabulary Test as predictors of academic achievement of institutionalized educable mentally retarded children by comparing them with the Wide Range Achievement Test.

scholarly journals PRINSIP KHUSUS DAN JENIS LAYANAN PENDIDIKAN BAGI ANAK TUNAGRAHITA

2019 ◽  
Vol 9 (2) ◽  
pp. 116-126
Author(s):  
Ni Luh Gede Karang Widiastuti ◽  
I Made Astra Winaya
Keyword(s):  
Special Education ◽  
Learning Process ◽  
Mentally Retarded ◽  
Learning Needs ◽  
Special Education Services ◽  
Education Services ◽  
Academic Abilities ◽  
Future Developments ◽  
Bright Future ◽  
Mentally Retarded Children

This article is structured with the intention of providing answers to questions that often arise and are discussed by teachers at school. One that often happens is what happens to students who in this context are mentally retarded children. Mentally retarded children are children who have significant intelligence with abilities and inability to adapt that arise in future developments. Mentally retarded children have academic abilities that are in accordance with the needs of their learning services requiring curriculum modification to suit their specific needs. Mild mentally retarded children also need special education services in the learning process at school. They need guidance and programs that suit their learning needs so that they have a bright future, just like children in general.

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