scholarly journals Application of a Correctional and Developmental Program to Reduce Aggression in Adolescents With Moderate Mental Retardation

2020 ◽  
pp. 79-83
Author(s):  
Yulia Vladimirovna Shorokhova
Keyword(s):  
Mental Retardation ◽  
Secondary School ◽  
Aggressive Behavior ◽  
Harmful Effect ◽  
Test Group ◽  
Later Life ◽  
Moderate Mental Retardation ◽  
Developmental Program ◽  
Diagnostic Work ◽  
Degree Of Severity

The article is devoted to the problem of aggressive behavior of adolescents with mental retardation. Attention is paid to this problem because children with mental retardation due to aggressive behavior and inability to control their own emotions, are maladapted in the behavioral sphere, which leads to problems throughout socialization. It is outlined that it is difficult for such children to find friends and there are problems in communicating with adults, which in later life will have a very harmful effect on the self-consciousness of children. That is why it is necessary to find ways to solve this problem. For this purpose, a correctional and developmental program has been developed. It will help to reduce the level of aggression in adolescents with moderate mental retardation. This article describes in detail the structure of the programme, as children with moderate mental retardation tend to forget quickly understood, the software takes into account this feature and for each class there is a revision of exercises replacing one by new one. The article also provides an example of one lesson from the correctional and developmental program, which provides a visual representation of the content of correctional and developmental work, as well as describes the diagnostic work. The term of its implementation is specified, as well as the age target. Methods. Analysis of psychodiagnostic techniques that allowed us to determine the degree of severity of the studied emotional state, experiment, observation and comparison. The experiment was conducted on the basis of MBEI "Secondary school of Idrinskoye", which involved 15 pupils (4 girls and 11 boys) with mental retardation from 6 to 9 grades, aged 12 to 15 years. Results. When using various methods, adolescents in the test group have a decrease in the frequency of aggressive behavior. It is also noted that children are less likely to use abusive language to express their emotions.

Leg Strength Is Related to Endurance Run Performance in Children and Adolescents with Mental Retardation

2000 ◽  
Vol 12 (3) ◽  
pp. 324-333 ◽  
Author(s):  
Bo Fernhall ◽  
Kenneth H. Pitetti
Keyword(s):  
Mental Retardation ◽  
Body Size ◽  
Children And Adolescents ◽  
Aerobic Capacity ◽  
Significant Influence ◽  
Moderate Mental Retardation ◽  
Leg Strength ◽  
And Gender ◽  
The Relationship ◽  
Shuttle Run

This study evaluated the relationship between leg strength and endurance run performance, independent of aerobic capacity (V̇O2peak), body size, and gender, in children and adolescents with mild or moderate mental retardation. Twenty-six individuals (15 boys and 11 girls) volunteered and underwent tests of V̇O2peak, isokinetic leg strength, and endurance run performance (600-yard ran/walk and 20-m shuttle run). Results showed that leg strength was significantly related to both types of run performance; however, when controlling for V̇O2peak, body size, and gender, leg strength was a more significant contributor to the 600-yard run/walk than to 20-m shuttle run performance. Gender did not influence these relationships. These data suggest that leg strength has a significant influence on endurance run performance in children and adolescents with mild or moderate mental retardation.

Residential Assessment of Adults with Moderate Mental Retardation

1988 ◽  
Vol 66 (3) ◽  
pp. 922-922 ◽  
Author(s):  
John S. Wadsworth ◽  
Dennis C. Harper
Keyword(s):  
Mental Retardation ◽  
Moderate Mental Retardation

Effects of Imitation on Language Comprehension and Transfer to Production in Children with Mental Retardation

1989 ◽  
Vol 54 (1) ◽  
pp. 49-56 ◽  
Author(s):  
Helen K. Ezell ◽  
Howard Goldstein
Keyword(s):  
Mental Retardation ◽  
Language Comprehension ◽  
Object Location ◽  
Training Procedure ◽  
Matrix Training ◽  
Novel Object ◽  
Alternating Treatments Design ◽  
Moderate Mental Retardation ◽  
Unknown Words

This study investigated the effects of verbal imitation on the comprehension of novel object-location responses and subsequent transfer of these responses to production. A matrix training procedure was used to teach 2 children with moderate mental retardation syntactic rules for combining known and unknown words into two-word utterances. An alternating treatments design was used with two conditions: receptive teaching with imitation of the target phrase and no imitation of the phrase. Findings suggested that the use of imitation facilitated both generalized receptive learning and transfer to production in both subjects.

Observational Learning of Comprehension Monitoring Skills in Children Who Exhibit Mental Retardation

1991 ◽  
Vol 34 (1) ◽  
pp. 141-154 ◽  
Author(s):  
Helen K. Ezell ◽  
Howard Goldstein
Keyword(s):  
Mental Retardation ◽  
Observational Learning ◽  
Multiple Baseline ◽  
Comprehension Monitoring ◽  
Learning Paradigm ◽  
Baseline Design ◽  
Moderate Mental Retardation ◽  
Message Type ◽  
Unfamiliar Word ◽  
Idiomatic Phrase

An observational learning paradigm was used to instruct 5 children with mild or moderate mental retardation to monitor their comprehension of inadequate instructions. Instructions were inadequate because of an interfering signal, an unfamiliar word, excessive length, or an unfamiliar idiomatic phrase. Subjects’ peers served as models during the training. A multiple baseline design across subjects and across instruction types was employed. All subjects learned to request clarification of the first three inadequate instructions; however, none of the children learned to request clarification of idiomatic phrases. Although all children eventually demonstrated observational learning, three children required feedback from the trainer before they began to request clarification for one or two of the instruction types. Two children generalized their requesting behavior to the interfering signal message type, suggesting that generalization may be likely to occur between similar message types. During posttesting all children generalized their requesting behavior when presented with two unfamiliar message types, sometimes using new question forms. Four of the 5 children also generalized their requesting behavior in sessions with their teachers 5–10 weeks later.

Pharmacotherapy of aggressive behavior in individuals with mental retardation and mental illness

1993 ◽  
Vol 5 (1) ◽  
pp. 87-94 ◽  
Author(s):  
Larry Williams ◽  
Cynthia R. Ellis ◽  
Abel Ickowicz ◽  
Nirbhay N. Singh ◽  
Yadhu N. Singh
Keyword(s):  
Mental Illness ◽  
Mental Retardation ◽  
Aggressive Behavior ◽  
Individuals With Mental Retardation

Henry Dunant and Rudolf Müller

1972 ◽  
Vol 12 (139) ◽  
pp. 547-559
Author(s):  
Manfred Müller
Keyword(s):  
Secondary School ◽  
School Teacher ◽  
Later Life ◽  
Red Cross ◽  
Secondary School Teacher ◽  
Effective Activity

A hundred years after the founding of the Red Cross, several more or less recent biographies, in German, which are based on records, some of them newly discovered, tell us about the men who faithfully assisted Henry Dunant in his more difficult hours. Among the earlier writings about Dunant we find the name of Rudolf Müller, a Stuttgart secondary school teacher, in connection with the few documents available at that time, although they contain no indication of the extent to which Müller's effective activity influenced Dunant's later life.

Mild and Moderate Mental Retardation

1988 ◽  
pp. 631-651
Author(s):  
Johnny L. Matson ◽  
Elizabeth A. Schaughency
Keyword(s):  
Mental Retardation ◽  
Moderate Mental Retardation

scholarly journals DISTINCTIVE CHARACTERISTICS OF AGGRESSION IN ADOLESCENTS WITH MILD MENTAL RETARDATION

2021 ◽  
Vol 15 (2) ◽  
pp. 247-258
Author(s):  
L. A. Samoylyuk ◽  
◽  
K. G. Logunova ◽  
Keyword(s):  
Mental Retardation ◽  
Aggressive Behavior ◽  
Behavioral Pattern ◽  
Self Control ◽  
Character Trait ◽  
Expert Assessment ◽  
Specific Situation ◽  
Mild Mental Retardation ◽  
Organic Brain Syndrome ◽  
Organic Brain

Introduction. This paper presents the results of a comparative analysis of aggressive behavior in adolescents suffering from mild mental retardation given its nature of origin, which could either be a character trait and/or a behavioral pattern, or result from organic brain syndrome. Materials and Methods. The methods used in the study are the method of expert assessment (pedagogic assessment of disordered behavior with the Teacher questionnaire for identifying children with disordered behavior (E. L. Indenbaum); monitoring; psychological diagnostic method (the projective technique Children’s Apperceptive Test (S. Bellak) (Fig.7); analysis of medical history and documents regarding the micro-social environment of the adolescent development; and the mathematical statistics method. Results. Aggressive behavior in adolescents with organic brain syndrome is characterized by a severe disorder of emotional self-control, inadequate responses to an irritator of a certain degree, affective rigidity, and a long time necessary to return to a normal state. Distinctive characteristics of aggressive behavior in adolescents with aggression as an inherent character trait suggest that aggression occurs based on a specific situation and could be self-regulated or managed by exterior regulation. Conclusion. The findings indicate that adolescents with mild mental retardation show aggression differently depending on the nature of its origin. Keyword: aggressive behavior, aggression, adolescents with mental retardation, aggression as a character trait, aggression as a result of organic brain syndrome

Sign in / Sign up

Export Citation Format

Share Document