scholarly journals Cognitive strategy accessibility as a function of task requirement in educable mentally retarded adolescents

1976 ◽  
Vol 8 (3) ◽  
pp. 221-223
Author(s):  
Leonard S. Blackman ◽  
Agnes Lin Burger
Keyword(s):  
Cognitive Strategy ◽  
Mentally Retarded ◽  
Task Requirement ◽  
Educable 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.

Varying Preschool Arrangements and Self-Concepts of Educable Mentally Retarded Children in Grade 1

1988 ◽  
Vol 66 (3) ◽  
pp. 1013-1014
Author(s):  
Joe M. Blackbourn
Keyword(s):  
Mentally Retarded ◽  
Positive Influence ◽  
Self Concept ◽  
Preschool Experience ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded

Differences in measured self-concept among educable mentally retarded children in Grade 1 were examined. Subjects included 90 children randomly selected from larger populations with varying preschool experiences. An initial positive influence of preschool experience on self-concept in Grade 1 appeared to be more pronounced among those subjects exposed to nonhandicapped peers.

The Effect of Group Counseling on Educable Mentally Retarded Boys’ Self Concepts

1969 ◽  
Vol 35 (5) ◽  
pp. 359-366 ◽  
Author(s):  
Philip H. Mann ◽  
James D. Beaber ◽  
Milton D. Jacobson
Keyword(s):  
Group Counseling ◽  
Mentally Retarded ◽  
The Self ◽  
Self Concept ◽  
Control Groups ◽  
Mentally Handicapped ◽  
Significant Difference ◽  
Educable Mentally Retarded ◽  
And Control ◽  
Significant Factors

The effects of group counseling on the self concepts of young educable mentally handicapped boys were studied, along with the variables of anxiety, deportment and achievement in reading and arithmetic as rated by teachers, attendance, IQ, and age. Results indicated that those who received group counseling tended to exhibit greater improvement in self concept, more reduction in anxiety, and better grades in deportment and the academic subjects of reading and arithmetic, than those who did not receive the counseling. No significant difference was found between experimental and control groups in attendance. Age and IQ were not found to be significant factors in the counseled group.

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.

Teacher Ratings and Self Concept Reports of Retarded Pupils

1973 ◽  
Vol 40 (3) ◽  
pp. 178-183 ◽  
Author(s):  
Bert O. Richmond ◽  
J. Leon Dalton
Keyword(s):  
Academic Success ◽  
Educational Program ◽  
Mentally Retarded ◽  
Teacher Ratings ◽  
Academic Ability ◽  
Emotional Behavior ◽  
Self Concept ◽  
Social And Emotional ◽  
Educable Mentally Retarded ◽  
The Relationship

This study examines the relationship between self ratings and teacher ratings of 100 children in classes for the educable mentally retarded. The results indicate that the self images of these pupils are positively related to the teachers' image of their academic ability. The teachers' ratings of each pupil's social and emotional behavior were not correlated significantly with the child's perception of his social or emotional relationship. In addition, the educable mentally retarded subjects in this study did not perceive their standing among peers to be positively correlated to academic success. Implications of these findings for the pupils ' educational program are suggested.

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