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'c .. --<—- 9- ————-.——-—.—- ABSTRACT AH EVALUATION or CERTAIN ASPECTS or AN EDUCATIOA AL PROGRAii FOR TRAINABLE MENTALLY RETARDED CHILDREN IN EATON COUNTY, MICHIGAN by llizubeth Ann wing The purpose of this evaluative study was to understand the organization and specific curriculum content of a modified preschool program to determine if there is an improvement in social competency of trainable mentally re- tarded children as a result of attendance and participation in a program. I The s ample consisted of ten ch ildren enrolled at the Eaton County Tra inable School during the school year of l965- l966. The.sampleiincludedrsix boys and four girls between 5 and ll years at age. The range of T.Q.was ern unteStable to 53. The mental age range was from 10 months to 3:9 years. Some of the children had associated physical disabilities and emotional problems. These children were experientislly deprived and disadvantaged but not culturally deprived because of family living level, income. or social status. . i w A Data were collected from a pa rent interview with the mother. The Cain-Levine Social Competency Scale was used in order to ascertain the child's performance level in 3‘...» .p. C . ,Il H .. . . .. I. u . . 5. . P t a v .. | ‘ . .r. . . . 7., hi' I . u . . . . ~ . . ‘ s x . s b . a ‘ J n . I . ., - 14 . . a l . . ¢ _ .. .r. v . o . J. ‘. o fl; . 0 '1 .l . .v o\ ’ n . d .3.‘ A . . v ‘I‘ ’ . ‘ a! o A. r _ .. .. yré v. D . p . 0 . L . . 4‘ \ . n .' t , . r .u ~ . . u . - . I t a 1.1. K n s . -..I Elizabeth Ann Wing The Social Competency Scores obtained from the ratings‘ by the mothers' and the teachers' ratings were in_close agreement in cmnicative skills. The anthers of the two children who fell into the lowest percentile ranking rated their children much higher than the teachers. ’ The cosmosi I. new chug-s of the four children di; agnosed as "Dawn's Syndronn” showed improvement in the following‘scoress (i) plus 3.5 communication. (2) pigs h.2 social skills. (3) plus 3.3 initiative. and (A) plus 13.8 self-help. The campsite mean changes of the six _ children diagnosed as "Organic Brain Syndrome" showed 1m. prowement in the foliauing.scoesst (l) plus 2.5 com; munication. (2) plus 5.2 social skills. (3) plus 6.2 initiative and (h) plus h.9 in self:help. This study has sttCMptod to incorporate the concept of behavior modification through social reinforcement in a modified preschool program in order to teach trainable mentally retarded children. Considerably more evaluation. exploration. and mastication .181: be done before its 'eppiicebiiity Gin be.nleertlined. However, this sample at “the time ‘of the study showed marsh“ inroveuent in social rcompetency whili‘psrticipetino in the_eprWIlent 1 program. This My prove tots one «not!» method attaching. ‘Severeiy retarded children. u!‘ .I , . e o t t J. . 9 it _ . . . v _ a r . a t I l s 'I V 4 R . _ 4 p l.r I a s I l! c . A J n - pal-l . A u D. V. ' t . . ,r I p .. v . . . . .s .. n I a, . t i , .. u u t u i .r , o... . ._ A . . uf . . l I. cl. a, A , 1 . v .f v] . . . I .l. i . a .u. 1. . l. y .. Iii . h , . .. .. w . . . a , i a . . ., . a .- .. . . . . I I J. o . . . p _ s a m . . s . . . l n l n V. l I I i . .s . . . u A . . . i , O I . l ‘ n O l! I . i w . . v y o . J I . . . i I . \... . Y. 0. . . . . . . t t A . . . l . .. v . . . , .‘ n 7 it‘ i a . i . i... . . . . . ‘ . . . .. up . .. \ p- it). ‘ h \1 . t. .. . u. I s . . l t . . vi . I n. .lar v I l . . . . . . o . . l . w . . I 1. ...§ ‘ .. v I u A . . . 0 d I u l . x 4 4 I. c . t . u u . l . . x. . v i. . . . l l . n — , U V . I 0 v - b e . p .3 k ‘ o. y .. . , K . . i. i , L . .r v . a . . . o. . I. .3! i . .e. I . ~ . .I. (V I w . . v A v. . . I . . . . .Y .1 , . ’ 4! V .5 s .I l» . .. . .l . u . ,4 . . I... . . Al. . ,. n w , .. .. . . _ (\t no I. ,‘ _ 1 J l s . . . . . It .3 . 9’ . y . .u ‘a . o . a V I 4 . n n .5. o o l 1 v I‘ i f . . , . .1 ‘ n l . u i. I . . ‘ u _ o l h . , . . l- . v . l i . J .. 4 ~ . . Y: I ~ I ,I U c . I’ p . a x l ’I . \. \ I . .1... . I . . . I s ill. . O . 5. A. , . . l . v . ,- l . . A O r 1. . u l . 1L J Is Elizabeth Ann Wing Specific social competency areas. A questionnaire was used to obtain developmental information. social data. and medical history. An independent rating was made by the writer and also by the assistant teacher of the group at the beginning of attendance and again four months later at the time of the mothers' interview. The guidelines utilized in the modified preschool pro: gram incorporated three major principles: (l) education in accord with child develOpment principles and nursery educa: tion techniques. (2) use of Special clinical educational procedures, and (3) supplying additional materials for sensory training. Methods. procedures, equipment, personnel, daily schedule. and organization follow the pattern of the nursery school. The primary behavior modification principle used for shaping behavior was that of social reinforcement through praise and attention. V L Individual observations were made of the Specific motor skill of buttoning and unbuttoning a "Montessori Button Frame" at the beginning and at the end of {four month period. A comparison of task level performance found that five of the children could successfully complete the task and used the clothing frames of their own initiative at the end of the period. J as 1., . a c a 0 . . .. A. v. w .t u u .. . . (c. 4 . m . . . O u . . V \cl \ '0' I. l L. n1 V. I I . c .U . . . .3. a s 's! AN EVALUATION or CERTAIN ASPECTS or AN EDUCATIOhAL paooanh roa TRAINABLE MENTALLY RETARDED CHILDREN IN EATou COUhTY. nzcuzoau Elizabeth Ann Hing A PROBLEM . Submitted to ~ Michigan State University in partial fulfillment of the requiresants for the degree of MASTER OF ARTS Dwartment of Home l-lanagement and Child Development l967 7 l ‘ ’ s. .1:¢-.\.‘ '. § “3 hefisimdut aeevinh 93636 negifloih "zinc-mo“:Eupm 9d? ’CO 3:2. .ilifl‘fiu'i if. .- he mangeh and *o' 9" " Acxuowttooneut IiAppreciation is expressed to Dr. Martha Dale for her guidance and assistance as director of this .£&&§54‘”' Appreciation is also expressed to Dr. Beatrice Paolucci and Dr. Douglas Gilmore the other members of her committee for their helpful suggestions., in Thanks are expressed to Mr. Donald Scott. Director of Special EduCation of Eaton County. and Mrs. Sandra Ford. 3 F t sssssss 4- t-Jfios issue! 9 teacher of the group. for their cooperation in gathering - the data. aaaaaaa If A debt of gratitude is extended to the American Home i IsonlaII-c i s «are»; ......... s _Economics Association for a Vocational Rehabilitation ~~~~~~~~~~ I. |U fen-.ln‘ q '“JI‘I Association Grant which made this study possible. ii A: ~ \ '~ L __’. V. o~.~ .s_ I .J ‘4 Q i“, 3; a.. . 1 ‘ we «- ;-' 5'3. Chapter I. II. III. Iv. VI. TABLE OF CONTENTS INTRODUCTIONC.‘OOOOCOCOOOOOOOO_OO.DOOOOOOO...O._IIOOO REVIEW OF LITERATURE...00......OOIOOOOOOOJOrOO.0... Mch'iCDOl-OGYaaTaaoaaeooa’oaaoaaeaoabaaaaaaoaao‘a‘aooap Modified Preschool Program Description of Instruments Collection of Data Selection of Sample DESCRIPTIOD or THE SAMPLE........................ Attributes of Family Members Attributes of Children Fxr‘DINGsO‘OO...COIOCCOOOOCOOOOOOOOIOOO.0.0.0.0.... ‘ Social Competency Montessori Button Frame DISCUSSIONQ'naaoaa}caaoaoaaaeaeaaaaeaoaaaaeaaooaae ll LITERATURE CITEDOO‘O O. OJ"O'O O O 0.. O; O O 0‘. 0.. O O OOO‘OOOO'. 0'. 0’. .0. Ca. 0“. l 23 38 52 58 APP‘ENDIX‘OOOOC'OOOQOOL'OOIO‘DOCOOCIOOOOOOOO.OOOOOOOOOQOCOIOOOOO 62 iii :‘kJ O3vfiiio‘tdluv-QQOIDO-atbv... d9bal00008 Covio‘QCOOICGIiQ “..~...“‘UO‘Q.“.'a...... idoh.v~66v$d0va Onesdsouboouoe‘e utsiOGOOboovdi- o~0¢uucui¥r . . JfiOlIaUA‘ICO shad-9.0.0.0 caebdaeea-ovduOOIOOOUIIODo tits'boso6dvtsa a6016000060 0 b O i o O 6 O t O 0 1m: .; .9‘ al‘ .- £33? ‘0‘. 56‘s.. ethic... . (\n " -. t.‘ i1~ .-..--(,.. I ¢ i I ‘ '9 . V . r ,‘o I. 0‘ I '(f -i .. I .- . n ‘ s . x , . . A " i) O ,- . ls . .t I . '4‘ r" b \J O O O b O 8 a l - Q _.. V U 7 U I . . ‘ . \!’-." 2- l 3“ .t. .. L- ' . n J g A . '. - .0 ‘5‘: :15. 5: h, . fl .‘ wt s )CU‘J 4 -- 1..» “Vat-fl av... . v H F {33:1 : ‘3"- «..g. - . r v- — 4-1 -! ~ l‘o'I : 5“ VJL . n ‘ I ‘-- ha e .- .. s 3 C I 9 v ' . I . | - ‘7 i g . a ‘ . O I ‘ COOSOS‘C.OV" Table 9. l0. ll. l2. 13. lb. l5. l6. 17. LIST OF TABLES Scoring System for Task Level on Button Mother's Education. . . . ._. . .‘. . Father's Education. . . . . ._. . . . Occupation of Fathers and Mothers . . income Level of the Pamily..I. . . . Community Organizations . . . . . .3. Characteristics of Sample uith Dawn's Syndrome. . Characteristics of Sample with Organic. Brain Syndrome. . . . . . . . . . . . . . Comparison of Total Social Competency as Rated by the Mothers and the Teachers . . Comparison of Total Social Competency Ratings by the Teachers . . . . . . . Social Competency Profile of Child l. Female C. A. 6“. H. A. 3’6 a a a a Social Compentency Profile of Child 2. Male C. A. 7.2. Me A. 2"00 0 O a a Social Competency Profile of Child 3. FBMIB Co A. 72 H. A. 2"00 0 0 O a Social Competency Profile of Child A. Male C. A. 9-l Unable to Test on Stanford B‘Mta a a a a e a o a a a 0 Composite Mean Changes of Four Children Diagnosed as "Down's Syndrome". . . . Social Competency Profile of Child 5. "31° C. A. 7‘90 MD A. 3‘9 0 o a a a Social Competency Profile of Child 6. Fema'e Co ‘- 7‘5. Maan "3 a a a 0 iv 0 37 39 #2 #3 #3 hh hh “5 A6 #7 "O p:a Table Page l8. Social Competency Profile of Child 7. Fema‘e co A. 7.9 I“. A. 2.70 o p a a a a o 0 ace “7 l9. Social Competency Profile of Child 8. ‘ ”818 .C. A. ‘0‘6 ”0 A? )‘6 a a 0.0 a a a a a a a 1‘7 20. Social Competency Profile of Child 9. Male ca As 9"aa a % a a a a a a a a a a a a a a “8 21. Social Conpetency Profile or Child" l0. - ”8‘6 c. A. 5.8. ,H. A. '0 months a O O O O O I I #3 22. Composite Mean Changes of Six Children Diagnosed as "Organicarain Syndrome“ . . . . . . A9 23. Task Level Score on Button Frame. . ... . . . . . 50 vw-a ,. ._s .. CHAPTER I INTRODUCTION "Although children may be the victims of Fate. they will not be the victimm of our neglect." John F. Kennedy . Hentel_reterdation is considered the number one health problem among children today because it afflicts nearly 6 million anaricans and affects. through the failias of the retarded, some 30 millions (ll . x New hope is contained in six revolutions now underway in this country: revolutions in under st ending, research. maternal and child care. education. recreation and in em- ployment. (l) New techniques and devices 85§5 shown that skills formerly regarded as beyond the scope of the retardZ. ed can now be learned by many of them. " l M. J In education a great deal of research is now centering “ 4 on t'1e learnihg processes and ways of improving the quality of education for the retarded. Until now, all but two out of ten mentally retarded have been denied the opportunities they need in education.i Providing prOper training helpsill the community as well as the retarded. With special education and vocational training the retarded may become contributing members of the family and community. (2. 3.h) Interest in the growth and development of trainable h 1 . mentally retarded children has grown rapidly in recent l t‘ l s. — .1. t h . . . t . t a . min; t u s c I . I? n. . . .. t i . . (. . 7.; .- II,- n! cw . A i , i . ll ‘ . T . a. . 1 ~ 0 v .u- 1.; . a . I. ‘I I 1| .. in q . I all. (at I I} is 0». . c . ~ .. i. l f e . Ia~ A. . . . i r. ,. . 9-- v v. 1 Col '- 4 v .1... I t . ‘ . P l I 1 ._ . \ or)! \. oJ . .x xi ‘ , , _ .. i . . s . .v . C X . - _ A u I n o . u . w r .. L e : u A . t. . . s .(I _ t .. 4 y ) y .- 4 e . r. x l. I Dr . .. . \ a c. n n- c . v : \.. . .d i . Pi}: . . om . e c: . . i. . . .. u . .- . .. .. q.. i . . .. . . . . 1 I. c . ._V ‘ . o. . i ‘ . . . .. . i . : s. I A, a.» t I t s . c m .a: IV - Ill .| . . b v . . . . I )a . > . . ‘ t r \ . 1 . a .VI . , I. . II . . c . \ no.0 :t l v . I . a . e . \ ‘ . .r a M. , a1, . l , . . . l . ' 4 . . u I .. \ .. . x i r 1 v . v ..; 1.1 i . r \ . 4| , ..v V 4. . l . . \ ..l l s: , l .. .a. a. i . . . . s . .a, x . ,f n .v . ._. .. O y . . i. .... . a. l x . .i .0 .‘ L . a .1. .. u . f i . h p I .. 7‘ i d \ .4: . x I: .v . s . -i.. _ . . .. ~ 7 ,a y l ‘er . is It; . ., r , x.‘ I 3‘ a. c \ ‘I .Q, i. ., It... . .n In . . v n l 0 . A..s . ~as‘ 1". on .. u y . I. 7. .h .. A s . . .- a D. l A . xi.’ 1.4 g _ y vi 4 n i .2 I u 01 a la .v I it i l . . II T, a a . i .. . .3. u . .. a: i 4 4‘ e i at . . . e . 6 a , . a 7 a . . t _ _ . i: v i .I years. The term mental retardation is a‘ genetal term in; cluding all degrees.of subnornnl intelligence. The term "trainable mentally retarded” refers to a definite degree of retardation. (Appendix I) The “treiaable aaatally retarded" have been defined as folloasi - I! .‘ The mentally handicapped who are unable to pro- fit or adjust to the offerings of the public school program because of extremely low ~ability. (Zihs-hG) ' Agreement has beenireached on the behavioral goals for the development of .trainabie retarded chi ldrea." .The goals are summarized as.follausi :adequate habits of personal care. efficient Communicative skills. useful coordinations, accept: able habits of work. adjusts-at to social situations and willingness to follow directions. ~Other goals frequently mentioned include teaching the child independaaea.; leader; ship. personal. and occupational adjustment. (h.S.6) These are relative terms and the goals are established on the; estimation of probable success for the group. (Appendix II) The Department of Public Instruction ofMichigan specified that much of the traineble child (Type a Progrmi) should be concerned with mental, physical.‘emo§ tional. and social develOpment. To realize these goals it is suggested that the progral includeieental hygiene. self- care. physical health and safety. communication and . . - l .. o- ‘ i e. a 7’ 4.. i v n e . '. .. -e- . W‘ .5 I .4 e 1‘“ .LJ 3 . ' J ' D .s . I -- a 5 er- I < .. a I . . " n ' l ‘a' s a .. s' i t. . .,. s L .,. I. I i .. . e i 3 - "i , - A, . i ' . ' I . ~° . - . . an ' ,g .; . ._ ’ ~ ‘ Q - . . t ' . ' I \ i . , l a - o . Q . Q - f A ' 1 ~ - " " , 4 . I .', r e . - ‘ . 3 - .0 e H _‘ . . i s ' ' a . r , “ ‘ e . _ u ‘ ‘ r . ‘ . ' ‘I a . . . i . e ' ' r.‘ . ~\ - -,- ‘ ‘ . - ' ' ‘ ' . f l .e , . i V i C v 4- - 7’ e v . ' . ' V . . . v ll . ' e i o a n ,. .. , I . . i "V ~ ' . , h . _ , i s , i 1- . 'v I .a ‘ . ( ~ . i l,» \ ”' t ‘ A ) ‘. - I. - . i _ ‘ _. \ ‘ a . A . i .. . . . , -. .* A. ,_ _ ' ‘ ‘14 a i n . . ' i . . j d ‘ ' ' .. a . 7 . i ‘ ’ - l g. .4 , i , . , . . . ' » - Q A 4 e ‘ V v -. , . i I . I . '. 3 ' ‘ | - I _ '- v ' ' I 4 ‘ J .» k' I ' x ‘ i- . y « ‘ ‘v ' .‘ ~. ." r ‘ 4 \ . .I I ' .- v ‘- . ' . i v I l , . . i. _ ‘ v . _ i 3 , ._ _ , ._I i . . ‘ n . . _ e . . , . ,- “ . I \ - ~ I ‘ - A ‘ , l , ‘ , .7 q ‘ r ' ‘—‘ "i. . e . \' i a . .- - . . ' .a , e ‘ I » ~ 0 ~ d ‘ ‘.’ I ' . I - . ' : Z i ‘ 7; . . > -' ’ - . - T a? ’ r, , . . ‘ _ ‘ ,. , I ‘ | V _, _. _ , . -‘ J I —, n b - _ x 1‘ I i ' \ ‘ ’ . a ‘ w i I ‘ ' I .~ ‘ , , -- , r . . v.. . , . . . A,. . ‘D i , , s - . . ' -. i o ' Q " , _ i . a. «I ~ I ‘ ‘ ‘ ' v. I s a e .r .4 . _ r" H v language development. social competencies. motor coor- dination and family-home living skills. (7) Academic education of the retarded must not be directed toward scholastic knowledge. It must be geared to provide concrete achievements of well-learned simple technical tasks, which the .retarded person can often learn well through repetition and rote memory. (8il87) There is a distinction between ”training" and "edu; cation" as it appears in the literature pertaining to the more severely retarded. The training program is primarily one of habit formation and may be conditioned by experiences without the insight involved in mastery of academic know: ledge. (h) In View of the educational goals for teaching the severely retarded it may be possible that a modified pre; school program*would adequately fulfill the educational needs of these children. The purpose of this study was to better understand the organization and specific curriculum content of a modified preschool program to determine if there is an improvement in social competency of trainable mentally retarded children as a result of attendance and participation in a "modified" preschool program. Social competency is the development of learned skills which ultimately permits the child to achieve self-sufficiency and culturally con- tributory behaviors. (9i2) - nib . y. p r . a n . . z . . . 4 . i. .5. o. 4 . l _ .. i. l , a 1'. Tl . v. ‘I 0‘ Nip! . .u ml- \ . .7. . “’0 . 3 ’0 ”.1 I . 2" a cw J .1 ale .1. a. v , o a . Q 0o . A . is. . l . l . I . . , . e u . . u l . .. . . e . .. . . l . ‘V ll. ’,I . .4 I I .- . . . r . I. V [O .. . l . n A _ a . . . 4 p . . ., . O .I l 1 u . c . l d i. . f l t .. .I \r a‘ r . J .1 .‘ c. u I 1 I: I, o | I . I a. u v a ... . n «0.; i V n I l ‘ . A s e 3 . p {of a 1.“... s p .n u . u _ v a . .. a , e . a .3. M A 8' )- n i l .l _ I .air 5 . a . e . 4‘ u r . i . I I /.. a . o 4 in a .1 n it a. a .. . . .f ‘J 0.. 1 a .. t J I ,II. Assuming that behavioral changes in the trainable men; tally retarded child can be identified and that the rate of change is consistent with their abilities. the change in social competency might be a measure of success of a pro; gram. In order to determine the relative improvement of the child, in such a program, it is important that an in- dividual behavior level be established for each child. This involves an evaluation of each child for the purpose of com- paring the child's overall social competence with other mentally retarded children of his age group. .,._o p. .d CHAPTER II REVIEW OF LITERATURE Agreement has been reached on the behavioral goals f.or the deveIOpment of severely retarded children.. The method of attaining these goals has not been so generally agreed Upon. There is a dearth of information regarding methods of organizing, planning and carrying out classroom eXperi- ences for the trainable mentally retarded. Very little research has been done on the effectiveness of different methods of education. (l0,ll) ‘ Many types of programs have been established to teach these children. The types best suited to meet their needs are the subject of controversy. Strauss advocates a therapeutic educational environ; ment which is planned to counteract as much as possible the general organic disturbances of behavior and attention in the brain-injured child. The class group is small with ample room for each child :5.b§ seated a considerable distance apart from other children. He recommends the entire absence of visual materials and instructional materials during the first half-year of a child's attend- ance. If this extremely "constricted" range of stimuli provided by a neutral environment is too disturbing for the child, the child may be removed to the periphery of the 5 .\ Ila .l ., on n. l o . u u. . .l ‘ .n \ x t. _ MVI . f t‘ .w: I . I _ It . tilt i 0" J .. . . . Hi I . \ 4 . . uy . . I J . rll .5 s: a u . l s , X g z. n . l. A C . A .. .II v . . i l .I’ r I . . .- . ." I1 . . . .4. tr VI 1 .l I! r . . ) ' . . . 4" (. ~ . u i... . . x a .y .t til .3 I. .udl group. Strauss atronoiy “Mains that these arrangements do not produce Hi thdrlual. .Ha recognizes that the child needs social cm and anion group living. The teacher "allows! the chi id to return to the grow as soon as the child is no longer disturbed by the presence of other __ children. (12) » Holley suggests. a “bland, mirmt'iier the young trainahle child. A‘tland envirouant" is. achieved by avoiding the incluim a! any; andail antrmous materials. She aphasia“ th‘ is is very inertant to structure and to control carefully the prawn for this group nith a 'nonpernissiVa ”reach.“ The close structuring offers security for the child: in. Raniaeuhat to expect next and leaves the child ni‘shaodoubtsas to limitations. This .. teacher structuring provided safety and channels attention toward specific tasks. (‘3) careful structuring and a nonparnisaive approach mat not be inure-d in gruffnass or unwavering Wity. 030108) . Structuring of ralas of behavior is reconnanded by Stockton. The child's own judgment is limited and this structure can be conducive to development of self-control and discipline within the child. He advocates a ”certain amount” at permissivanass- pd friendliness on the part of t n i . el . '0 . u... re a II. .1 . . . _ I 5.‘ airl- are an 1 \v at- L... . . t . . 0‘ i I! V. . ‘- . . o . i' . A . . i ,. it . L 1. e i 1 Vr . a . _ . vre , ." .I § . e. .. . . I , . . v _V . a . Q s- I .. x. . a . " . . y . l . A. O . l. . a u e . . . . u .l . I. i . s ‘1 . , .n U‘ ‘r I , . . A0. a». 4 V . . u - . l , . L ' \ a . 1.! . . . ,i . u oi. ‘3 a. ii. . u- . :e u , . < p .s l i . . . I . . ... . . I O a . i . i : ‘ I .v a A I .. .. .. .\ t - J} . t) \ I§.I. . t . . . V . . i . . "I VP... . .l c l . la c a . 1 I l avi..l s . . I t . ‘ t .. . n 1 as . . . . I . :o I . u 4 . .3) a . I . v 4 u . r . h i .K 1. ll. i ,1 04M . v . . 1 w l e . l . u u e a L o . v . . . . . ix. A .. . .. . ' \s {I J C . el.\ a t .a. . . .3. . t. a . 5 n i . i .y .. l c . , the teacher within the framework of wellcdefined rules of behavior. This imlies a certain degree of firmess and consistency, tempered with sympathetic understanding of the child's needs and problemn. lhe emphasis should be on his abilities. not on his shortcomings and deficiencies. (l4) Another type of school environment has been described by Hewett. He advocates the "engineered classroom." The teacher is assigned the role of.behnviorel engineer; he defines appropriate.task assignments in an attempt to pro; vide meaningful rewards for learning whi i‘e maintaining well «amulet. in order to reduce and,“ hopefully. to eliminate mladaptive fhehevior.‘ the teacher, engineers the environmnt in which the probability of student success is maximized md naladwtive behavior is replaced by adaptive behavior. . Systematic inhit training has math to offer the handicapped child, but eaCh step will be slow. and repetitionLis important. Breaking a com- plex task into small steps. providing a setting where the child can successfully perforu on ect and rewarding innedietely with praise and correct reSponse will increase learning. The child learns nth by lilicry as well es'practice. (léahS) f I These applied behavior modification principles are organised to represent the elements. of all effetti’ve teach lng: selection of a~ suitable task, provision of a mean- 5—. .‘ . A . . ‘.'.;3.) .sui3nfi1fi as iiow £3 v1‘xmim vs Wflfiu~HFL.-It“ I .-'-A -" ’1‘ 'o... 1 .’. . . . .‘iI ' , l ' -t€bm a .5 fibiélyfl1f .ufiu; ulflufish? a :U ‘3 ;)3 l n ..‘ I I . i O V . I. ~ I u. a a s .;4' \ i \ l t I ’ ‘ ‘ ‘ s ' C ‘ i ‘ s . _ ' s ‘ F r‘ - ‘ ' I i i ‘ ' Q ‘ i 5 o I‘ . s - . .‘J‘ i ‘ ' ‘ ,\‘ ‘ l I I ‘ J t L I 1 i j A \ , ‘1' ,[ sfifi fiaiiu vi deM find on “int $13 3id5fl 53-5wn351v 9‘. . ‘WO‘E ad .fiw Q53? -mon u pninooia .3 snljdea n pnihivowc .3 .;o no mi(lnom v {“3223 “”5 QBiETQ “jiw Y of? .gnlnnsai 339313: ‘Jfifi 3nd .niida beqnzr than. isi‘iC «ii a? m??? ‘3'; um”. 3w» do?“ Flame «Jar flea: Kain .4» azua now biifis an! 51¢.x isiumfifir pfiihégwa: 59$ .o‘ . R I.- ‘-6 0. ‘~ "‘ 'l ,’-|‘ ‘i ;::w ocwuzcat jJJl1u» l ? I 3 s o.- -’ “P I" " 'I '5!" " If""' .~'»"(Q‘ 0“ .‘yfr' m - ‘ .. ,0“ ' '1-' (‘xYJr.-'~r 5361311! i'_ “L! YJSJ .~ 13~‘\.' 9‘ l‘x’i v...nti.'t'.4 .4: 7 i .1“: w Lu; 3 77'. lr- -. ,~..~." &~.~' .I‘Il'308fif9 I'll) J- ’25”: “Kilt:- ‘iu. fi'i .ti‘3"c»'s A...» ;,-7f);.;.-H' . I 0' ‘fl‘n lngful.reword for accomplishment and maintenance of a degree of structune under-control of the teacher. (15) within the last few years numerous therapeutic tech- -niques labeled II'“opcrant conditioning." “behavior- therapy" or "behavior modification" have been tried wi th the severely end profoundly retarded and have shown success in area's where other methods have failedavilSJLlB) ‘ The aperont conditioning principles :3 used in the classroom.ore explained. The not: primary ii the principle of reinforce; cent which basically dictates that a reward be ‘- given for I certain response so thlt the profit ability of that same response recurring will be - increased. (l82l53) ‘ a a; e. , - a t .i Giving praise immediately when a mind ‘1'”an is 'complcted is one example of positive reinforcement. Some advocates of this hotbed use candy. or 0th" food and drink has reward: or reinforce"; 413.19.») , A reinforccr is defined I3 a stimulus; the d presentation of which, following a reSponse, increases the Drababllity of future occurroact of that response. (202566) N _ The most effective reward or reinforcer depends on the .individual child. , . _‘ Each child was individually detected as to his preference for rewards. Primarily rmrds pre- ferred were very basic in nature: food and ”drink. A: the progra continued.u.prnise and encouragement be an to have an effect on the children.~€380l5 )-;' .\.p H .fiv 0.4 ”Ht-a o A. . .v .- . . .. t - . o . T p , .¢ .- : .. w.: J v. . O . r a. .\ - u n I. i I . I n O i . . a _ u n h u ‘ A T . q.i . u f u y I e . a a $.I . \l . I a II . p .‘r J I «If i c . .u . ,3. . . ,o I . . u C O V. .. v . u v I 4L. . v ‘ L 0‘ . it . , r. Iv. . . u l ,C s n i u. ..I t . u. . . . . .s . v . .u > I c i .. . I I ~ . g «D Argy studied the relative improvement of brain damaged children trained by the Conventional Pro-school and Montessori methods.1 The differences recognised by Argy between the two methods were that the equipment differed and the children in the .Conventional- classes yers taught as I: group and essentially on the some level..- Thechildren in; 1. the Montessori classes, wider direction. trained themelves at their; specific levels; individually. ~ There ”snore marmtrimroveuent shown by the children in the Montessori group. The. author raises the question as (to whether, this imrovenent is due to tha method per se or to a specifically. individually geared approach; Argy suggests that a. program. be developed using the essential and provedfeatures of both methods. (l0) . .A homer. of "Hontsssori" schools have been established in- the past few years for the trainable mentally retarded child. gl'he' Montessori approach to special .aducationhas , been described as aprogrm of education of the senses through use of concrete tutorials in a nursery school oriented physical setting ss conpared to a more formal clsssroom setting.‘ The exercises of practical life and also th- materisls :.in the prepared environment enable the child to learn acceptable social ,skills at his individual develop- mntal level. 'i20._2l.22.23) till a I \F . .1 .11 . [INN . l . J p w. \4 ’I ‘3 ‘ el .7 I r4 V l .i 1‘ 1 a. r A . , v A u ‘ Q, . “a _ iv «(a a. . s e . a n a H as. t e fid a. a ‘. l t . , ICC . v e ak u . i. a. f H l .O u ‘ . n ‘ I. . x .A . .wrl. it. a . . .1.. _ 1 . e. u . I n . n 1 ‘ a p I v e '9. N .' .9‘ ~ he W so. . . .. .a a. z a a! .. . . . . . w u . i . ,v . u . oi: e .1. . ,w- . A 1. t ’1‘ r . as .1 . .. ‘ 4 ~ l u . 4 a ( o [J . r4 .. . . law. - r .4 1i . (a c - . . v . s P . I a . . . n y 1 . 4 \ . 4. u . . . 41 . a. I c . . I 1 y . _ . 1 . . _ . . i s c.‘ Q . I". v. e d . of A n .. v C _ . \« 0...: . 1 n ,(o A. s . . a . a . u. e . e «v v. .4 O 1 n _ . u I s I I s. \ -.1I . . . us- ~ \ r . a! I . J. . ., v . D v. . , 0.. s u y i P o . 1 . u .l _ O r . . 1 . .. u , u a . _ , ‘ D e N u v . 1. . . n n a .. . I ‘ ‘ A .11 .. 1 I . O . 4 . y ' s _ .. t x . . v . . \ C II t . . s 1 n v« . n s :.r1 A . v 1 , a 1‘ I . r. , d v a 1 e . 7 r 1 e 0 Ce a «- ‘ r ‘ v u ‘ . . ‘ a \ . .. a . . A a . . . e if u 1 J 41 1 i . e . ‘ge! .1 . . . a \1 . . s . 1 I . . x a 1 . . n . _ l. I e , . e I . «w 0 p o 1 v , . . . 4 1. ,. . v . n t . viii 1. . _ . , n . l u . o. . ..l . , A V ‘I . 1. t . c . ,1. x! p .- . . . . . I . o l A u . n . . a . n . l. a ‘ 1| . «V I I I a u k C t . .1s. . 9. . e .on. or e . 1s v . . i s I o O . 1 . s .- It A E .u u a t. .1. ,9 D U. . , e § 1 K r r . v i . f n «i. I . i v I . V _ a :1, . . . - , . . tr . . 1 n v I: 4 vi . .t I I 1 . . . ) ... le . . . o. 1 I 1 cl . a I. ' I ‘\ o t ,on .. V l . n 4 .s ex . e . . t . a .1. u is. I u . .v , 1. o. 1 V ..l . . t. ' a. V ,l . c a - H (. y I «w r ‘ . . . . - s, l t . «i . . . e .. . IA . p. r. as V. a .e u p a , a t. 1 . l u l u!‘ . w. e I. . .3 , . o . _ I . . . . . w. . .« a d A a, A... . l h I ,l t .._.al.. ' . a v .s .J a . a1. a if . I . . n y . a e ,g t O ‘I‘ t .u.» . l to. 4 ID The "prepared environment: is designed to help the child achieve a sense of himself, self. mastery and mastery of his environment through: the successful execution and repetition of tasks ...which are linked to the cultural espectations the child faces in the context of his total de- velOpment. (23:7l) In planning the conventional nursery school program,» the development of the whole child is considered. This in. eludes learning Opportunities in such areas as language, communication. motor development, emotional, social and intellectual devel0pment. The teacher carefully plans the framework within which the child can express creativity in play. with freedom to explore and experiment. The alert teacher makes use of spontaneous child interests as a learn: ing experience. Nursery schools vary, depending on the type of children being taught. The conventional nursery school does not rely on narrowly prescribed programs but incorpo- rates a pupil-teacher planned program in order to fit learning into the context of the child's environmental and developmental needs. (2h,25,26) The nursery school eXperience is influenced by five major factors: physical setting, program of activities and routines. the teacher, the peer group plus the child's own personality. ability and interests. (2h) Three types of nursery schools have been summarized according to the general emphasis of program. The programsh J . . . .2 . s: . e. . . t \K . a \ .. o was a a a '5' i. 9" ofI .4 4;, 1 i l 'll.‘é‘ .. .- 6' ll which concentrate on the social-emotional develOpment are characterized as child centered with child initiated, permissive experie nces. little teacher intervention and deemphasis on cognitive learning. A second type con- 3 e {I centrates Upon intellectural and language development along with social and emotional development. These have active teacherosequencing of activities with use of the natural i 1 , ~ o $ “5 environment in planned and spontaneous learning based on .s. "I the individual child's needs.‘ The third type emphasize : .1 I a; 1,! ~- .3 intellectual "push" often paying little attention to in- dividual needs or social and emotional development. The I I." 6 teachers provide directed experiences based on readiness. (28) I A . . e . .t ‘s I‘ . n . .‘ . . a ,. 'l ... . I. . n. . I . u , v. . .1, If. fir. 0‘. It CHAPTER III METHODOLOGY . _ Description of the "Modified" Preschool Program The guidelines utilized in the modified preschool for the trai nable mentally retarded child incorporate three major principles: (l) education in accord with child development principles and nursery education techniques ( based on the child's mental age, (2) use of special clinical educational procedures with some of the children that show special disabilities as well as lower mental ability and (3) supplying additional materials for sensory training.: (3,6.ll,l2.l3,2l.22,26.27) 'Methods. procedures. equipment, personnel. daily schedule. and organization of the medified program follow the pattern of the nursery school as described by Reed and Landreth. (26, 27) These children, because of their limited abilities to cope with the tasks of everyday living have, many times. faced frustration and failure. They needed affection. a sense of belonging. understanding and respect for their individuality and uniqueness perhaps even more than the normal child. Teaching was almost entirely on a one to one relationship between the teacher and the child. The only teacher-initiated grouping was involved in the feeding l2 I ,1) a s v . .i . u I ’. (a . i I l. . , ~ . _ ‘f . I _ . . a J. . 1' n... 5‘. a . o.‘ Yrs ". (._ I. ‘1. II a a .la a1! l3 program. namely, at lunch. Since retardation is considered primarily a functional problem and since it is assumed that growth will change function. the individual child's changing needs were continually assessed and his individual program changed. ‘ Ihe Daily Schedule AThe following is a sanple daily schedules.o 9:15 - 9:30 Children arrive.- Greet. health check. remove wraps. toilet. 93h5 - lOiOO Free play-indoors. Puzzles. peg boards on open shelves. Large block area. Doll corner and dolls set up for social pl". Record player and records for individual listening. Secluded area. Touch books and picture books. Quiet area. _ ~ I , Books for individual stories on request. Bean bags and basket. ,Montessori frames on open shelves. 10:30.. lOth Juice time. 10:45 - llx3o Outdoor free play (only on vane. dry. sunny days . - Hard surface area for wagons and tricycles. Other equipment: swings and slide. s ‘ " e O 7 - < 3 ~ . e. x r a _- u y ‘ ' t I 7 ‘ , O . . ‘ n 5 o - , . . . ' r P' - — « A O I O ’ s I V a ‘ . I l 4 . ‘I .u . I J . 4 i . s 1 . ’ , '-' . 71" .' — l . ‘p >-‘ Ar, . .... 1~g91~o’~ 1 ‘ - . \4 . en . ’ ' ' . 4' _ 3 f v ~ .‘ ‘- ' ~ ' l ' .7 < . ‘ ‘ I ‘-, | A g . . ‘ . t . ‘ l '. ‘ v u '. u - I . ‘ > . . i ' , ‘ , .. ... . ‘ . ;. . . 'f «(f it". " ' . . . . o . —. 9' 4‘ 'I .' ' o". r” s O zevlsda lsJ..C- no at. .. e. pea, : .> a- x - ’u 4 . 4'15: 3.;- . , .. 'na ‘ J g. ‘ g 7 . .w. :4'- .1. '- .y ¢.A-_ L. . r . . (RI-D ...’:w.: £~ U21... mm: :3! ~ -. s i . - O - — .( s ' a . l l- ‘ ' . - ' , ‘ F l ' ‘ ‘7‘ '. 7 _.t ' ‘ I ' ' I‘ r‘” ' ' "v ‘ ' . '.‘ ‘ e ‘3: ' s - ~ 1 a- " « , T a .. '. . - I “ ,. .‘ . f , L . . _ ‘. ~ ; k I ‘ i . ‘ - . ' A t I r n - .. lh .Facilities utilizedi‘ steps with hand- rail, wide circle painted line. ' painted boa squares and wide balance . board. . Active indoor play. MattrGSS. Stairs and rocking boat. ll330 - l2200 Preparation for lunch: toileting, wash hands. practice sitting in chairs with eat down. * Music and sound identification Practice. 12:00 . lehs ' Lunch l2345 . lzoo Preparation for rest on individual cots. I Shades drawn as most children sleep. 1:00 . 2:00’ Nap time. 2:00 - ZilS Transition. Put cots away, put on shoes and outdoor clothing. 2:l5 -: 2:30.- Departure. The daily schedule was planned specifically to teach the children socially accepted habits of behavior and contribute to theiremotional stability by providing a simplified' environment where the dauands were within their abilities forsuccess. Routine tasks were of the most basic nature. 'PrepaQ ration for'lunch consisted of the following stepss _(ll each child walked across thereon-found his own locker. and carried his lunch box back to his place at the table.' '- ..0 DC. ’1‘ .3“ 15 (Zl.then he Opened his lunch box and remoyed the contents, (3) he sat in the chair, with his feet down, while the hot dish was served him, (1») he reaponded in some manner (verbal. nodding, facial) when the assistant asked the question, ”Would you care for some milk. 4__}" Each child was _ addressed individually by name. Systematic habit training was taught by breaking each daily living task into small steps in an unhurried. relaxed ' setting where the child could experience success at some ’level. Successful performance was rewarded immediately. The child had the opportunity to learn by mimicry as well as repetition and practice. The daily routines were repeated ,in as exact sequential order and detail as was possible. Iota) Prgggggh A concentrated effort was made to utilize every activ-, ity of the total program for development of the child's social competency. The program was characterized by active ;teacher sequencing of routines and activities with extensive use of natural environment in both planned and incidental learning. .Dna of the basic considerations in the program involved ,establishing a feeling of trust in each child. This was ~1nitiated by freedom of eXpression within well defined limits.‘ The daily routine sequences were consistently A. _ a). L... ‘Il . De . . .. -_ a, i ‘ s v . . Ill. ‘ i . , rm c. .. l .. .i . .0 v .\ l . . Lil.- . i . r \. — a A c . a At- . . . s.|§ .. , ‘. f I ‘. fl .. ‘ o ; , «I. . . a»! i v a iv 1 . Al- .0 xi .lx \.. . a. ‘ ~ ‘. . . a , at. Q .. u 3. l l. '3 A . L C.- . u a I". i _ ‘ s . s It a A O ‘ a . _ i . ‘ I on. a I up is i.» a. 1 . _ one s . x. . A! h. s . u I .u.‘ . ,. . I O . i . . O ‘ A 5 C i s c . o e I a v K \ 0‘ . . . . v . . . t 3| . I. . r a. ‘.. ‘ .1. . ii. . .4. o I'l- . . . . z a 1 . do . c . .l, A ‘ l. o A 0'... . I . . ‘.s — c o — \ i . h b . . . n l 0.- in n o . . O I i- . a .. (as I‘I‘ . ; . i I. s . r . . . v- e 1 i ‘r ' , . . iv 7 i~ u . \ . . v o . , A. t x a T. V. . . A l vii. I .a C L. 4 a . i u. . .\ .4 A . . . . . , e . n . v . I of... la -‘ . h , . L . is J -b 4. m Val. . .0! .. ‘ld . i - Ii u.‘ I. I ..I Q t i l ‘ . n s . ._V 0 fit. .1. {VJ mt". s. .. . o! \a V 6 is I on t a .{s ‘ ’.1I u . y . . .q . I . a < . n I. i s .l : s p l u I5 . y . . .10 .v‘ . . . L h .0 s s... . 3‘ V u s ,1. 1-. n v c .. t .c Civ . s . 5 < s I sit. I. .s' s. ‘.0 Ni' I hit . . ., o l 2:. u ’ , _ "ii . 05-- in a . . . . I. v 6 . . I. I l6 structured so that the child felt security in knowing what was going to happen next and what was expected.. The cone sistency and well-defined lindtations avoided safety hazards, inherent because many of the children lacked judgmental abilities. wellsdefined routines helped in channeling attention for learning specific tasks. .Simple directions . orsuggestions were stated ins positive ions and desired ' responses were rewarded by social reinforcement in the form of praise and approval. Behavior Modification. The primary behavior modification principle.uoed for shaping behavior‘ was that of reinforcement» fieinforcsment . refers to the observation that a child will work to acquire certain enviromlentsl rewards. These rewarding events are more technically referred to as reinforce". (l5.l7.l8.l9.20) The reinforcement procedure required the occwrence of some specified response prior to the presentation of a reinforcer (candy. praise.- attention). The reinformnt . ‘ was given invinediately upon performance of the desired be. havior withoUt any delay. " This technique” is not new and has long been used in nursery school teaching. The principle of praising desired {behavior in not rewarding unsocisl behavior is often used in teaching; (26,29) : , u v 7 e no '0 -- ea. av . Ow-.. e .hv ,.,. e 5 .v e a t s‘ r V v .’ ‘_e . ”v... - .0 ..‘ ‘v V ' I ' u . x c i .. .- _ .J . s7 ., . ‘ A ‘ ~53 ‘1 ' 4 _ A. ,r i e I I ' V‘ \ n v - r~--- w 3 ’ .- .' 'u.‘i l7 .Montessori Dressing frame . - One of the initial activities in a child's learning of selféhelp independence is that of undressing and dressing. : Dressing frames were used in order to teachthis specific 'skill. These were wooden frames with clothing fabric 6 attached to them; ~ this fabric gave. in'simiified and en. rierged form. a section of clothing whichcouldbe'fastened adth commonly used fasteners. The material on the series of nine frames were fastened with three graduated size , buttons. two sizes of snaps, two sizes of hooks and eyeS' and tuo types of zippers. One zipper board was of the open end type found in the construction of childrens jackets and ,the other was the closed type often used in the fly of boys pants and in neck and skirt Openings. The children of this groUp were unable to fasten or un: ”fasten their oun.clothing. the purpose of the frames was to enable the child to work independently. after an individQ ual introduction and demonstration of how they worked. until he perfected the skill without fear or errors.‘ ' Each child ins-given daily practice with each of the ‘frunes. The "Ones were evaluated as to observed difficulty rand the child was introduced to the simplest first. If a ‘task was far beyond the child's task level ability it was ’not used; The teacher demonstrated each movement very slowly Jo. .v-e . .I ‘ i O I!- 0 1w sane 2o . II heel .e _ If} .‘u . v ‘- .B’. n . .- r e . .a a . :— ... r e. I n n. . . u ’0 I .. . .. .. e / . . e .- - ."g‘ 4.3.5 —~ . . pl .3. . . u. s... e .9; . ‘ st... .. e _ a . r . . . .‘ 'r rm“ ...- It .. t .. . z" . 1v . .. . .2 i, h. JAii pl \ ,‘, .i I. . an) y u . v ~> . . 1.1‘ l e . . ~ . . i . o v . . e . e 1 n A... i- ’ . v 1 . . . . -\l . in! n. . u... . .. . . . l 4 .. l . ‘\ e . x v. . i. . ..._ o I 7. s . . x. u I p s l 1‘ w. I, .l. . O 9 t .‘v a J al. .| v I s . 9.. J . . . I ‘e 1 .2 .t. I‘\ uu‘n . I .1 . ~ ; . . t . _ . . oi . r l‘ ab 0 . .e A 4 . o. A v r « or .r, s .v 4’ o I el- .. . f?! ‘ .fil‘ In I z I c . . l 4 s N . . e. 4 o 3 ‘4 L.. div l8 and repeatedly until the child indicated a willingness to try.” Each successful attempt at each task level was praised by the teacher. Successful completion of each level was rewarded by a minature marshmallow. The completed task also had a visual reward of seeing a colorful animal picture. The dressing frames were kept readily available on shelves in the playroom to encourage childainitiated use at any time during the day. The frame used for the study was four graduated size buttons and buttonholes of the type commonly used for fasten- ing children's clothing. . Description of the Instruments The Cain-Levine Social Competency Scale. In order to determine the relative improvement in social competence of the children, individual behavior levels were established by use of the CainaLevine Social Competency Scale. (See Appendix III) ’ This scale consists of an items divided into four sub- scales: self-help. initative, social skills and communicat- ion. Social competency is measured along a dependence- independence continuum. These items are considered a rep- resentative sample of performance behaviors that are impor- tant in evaluating the social competence of trainable mentally retarded children. These four areas represent Au- a.“ ....--o..-.ou -0a aha. “it r. o. t-"A . ."a o 7L. a‘ '. .’ u v a-.. 1,.— ’.' .. . .l. S.’ . . ‘ 4 I v c n O n \ .4 .a‘ .. .. .11 c a . 4 .n c. a. . a a. . u’ .. w _ _ . . .s as 4. ‘a. o .l. a . ii . . . .. .4. i A.. c.. a. P. .t. v A , s . .V . 1. ‘ in s I . L. ... v § '1 JV Q .c . . . .. .. . I . «T .9. a . . up i‘ l c ....4: . 1., ~ . h 1-! L .1 . la a T: n .\l a. . d- .x. u a . _ as. a . as? c . . .. . .. «a .a a o . x. a . w c. , I“ . s x. . .L a .7, Lo . an J. . v.- . . I r I. . hi . I .u . .1 I. . c I . . , ..¢ . . a , a t n 2‘ . a .1 v I l. m .4 a u . . a .. . . . \ ,«. Q o _ . a F1!- 3‘ v .a .a .v' l8 and repeatedly until the child indicated a willingness to try.= Each sdccessful attempt at each task level was praised by the teacher. Successful completion of each level was rewarded by a minature marshmallow. The completed task also had a visual reward of seeing a colorful animal picture. The dressing frames were kept readily available on shelves in the playroom to encourage childéinitiated use at any time during the day. The frame used for the study was four graduated size buttons and buttonholes of the type commonly used for fasten- ing children's clothing. Description of the Instruments The Cain-Levine Social Competency Scale. In order to determine the relative improvement in social competenCe of the Children, individual behavior levels were established by use of the CainaLevine Social Competency scale. (See Appendix III) ’ This scale consists of hh items divided into four sub- scales: self-help.'initative, social skills and communicat- ion. Social competency is measured along a dependence- indepandenca continuum. These items are considered a rep- resentative sample of performance behaviors that are impor- tant in evaluating the social competence of trainable mentally retarded children. These four areas represent s . .. J ‘0 V- . . v .4 . ‘_ n - . d r C . . - - 0‘ C u. “if C I or; i . l" “ . A v . ‘ 5 ‘ . :- u, u,- . 4 I . ~-- -.- . u. ' - . . . 0.. . , _ . r . .. 4. c' ~. -‘h " .- J- 0‘ e I ‘ . u 4 .. A - r i " £- 9 v I . I. 3 ' - - g ‘ I. - 1 .- » - 1 7 - - - ‘sro- . : ' .‘ E ‘ ‘,I t ‘ - In v. r a i I I Ir. '1 l9 examples of living skills which must be mastered if the child is to develop personal autonomy. The four areas were selec- ted because they were within the scape of experiences of this group. The Self-Help subscale (SH) is designed to estimate the child's manipulative ability. or motor skills. The concern is not whether the child must be directed to utilize the skiil...but with motor performance per se. The greater the child's manipulative ability. the greater his independence. The initiative subscale (I) is designed to measure. the degree to which.the child's behavior is self- directed. The Social Skills subscale (SS) seeks to assess the degree to which the child engages in inter- personal relationships with other children and adults: % The Communication subscale (C) is designed to measure the degree to which a child makes himself understood. (30:2) ObservationAJnstrument. [An observation schedule was develOped from Hewett's hierarchy of educational tasks to measure the extent of the child's problem, the educational task and the learner reward. (See Appendix IV) The categories were used as a simple method of checking performance on the task of using a button frame.' Observations and ratings in terms of specific levels were made at the beginning of the study and again four months later after a period of daily practice using g l‘ \ r l .. o .. w a c .l; n l l l . . n . vc . a! s . w; n.. . . . . .. ._ . u 1 . . . I .i. L . . . .. 'V; d}; a . . .3 a a . v .1" 84m, A . , . .. v. n .. . . l», .. l [I . .. o » \ i. t I .. .. . 1.... v9. .0 t v... .o .5 'i i .... J. ,.. .. u. .c .0 20 operant conditioning techniques. Collection of the Data The mothers were interviewed in the home. The Cain: Levine Social Competency Scale was used along with a coma posit; family history form. (See Appendix V) The average length‘of the interview was one and a half hours. Data were collected during January l966 and February l966. . The interviewer followed a set format in presenting the questions on the schedule. Scoring depends on the mother's responses as to the habitual performance of the child in regard to each of the items. Discrepancies between reported behavior and school performance are commonly noted. An independent rating was made by the teacher of the group. The respondents gave indication of interest in the study I and were resoonsive and cooperative with the interviewer. Determinations of task level were tabulated according to the child's response to the presentation of the button board. Weights were assigned according to the degree of task accomplishment and a task level score was determined for each child at the beginning of the study and again at the end of the Study four months later. The task level score was used to determine the degree of improvement. (See Table l) ctr u if . . A ‘. v \ ‘ - i f i ' . . l l 1‘ ‘ - . ., - -. , f 7 O — -‘ . I A I. . l e - | I ~ , ' r' ' » ' v ' . -.. l . . _ . c ’ .1 - _ - . . . . i ." . . - . . ‘ - \ 1, ,_ , , . . . A n ‘ . o . y ‘ ' n A , t i ._ 1 ’- - n ‘ | l . . , ‘ 1'. l _‘ - -1 . . u . _ ‘- o ‘ v I ' " v' , .. . l . . - . s _. J . Q r If ' . \ - 1 ‘~ ‘ ) I y 0 I‘ . ’ - . IA ‘ k ' ‘ O . . ' . . ‘ ' ,' . ’ “ u . .C - i I ' 6 a , - y o , . I. 4 . ‘1 , . . ,. \ . i , e w , . r V ~ 7 ‘ r .. ~ ’ _ J . I *l 1 .1 . ' U ‘ . n .. A _ O t ,... O i 1 . ; -.. - . 4 . , . f I . , \ r A .‘ < . v , I. ,_ ‘ ' . _ . O. - - G e . ~’ ,‘ ‘ 1 4.. Th - f' , I . "' l - ‘ a. . i ,‘ - .. .1 . Q I , ‘ - v. r -l - . s i ‘ . T 1' , _ ~ 1 t , l , , , 4 . G ‘ t ‘ ’ . _ ,I - ' i g . . , . k .- r l ‘ . n ‘ ‘ » s ‘, — _ c 1 ‘ ‘ . ' . , V. l . J l c - i , e . t I ‘ . ‘. a. : .2 n 'A l 1 ' ,1 ‘ _o . ‘ . o \ .- , ~ ~ ~ m - w h ' 3 I - , __‘ . p ' l I . v ' lo I h . ,4 s . . T . \ I 4 c u . ‘.; I . 4 s 3 -4 ‘I . av .fi. . - v , u ‘ fn-J k' I e ' 4' "‘) ." no ._ ' 5 . r ‘I I. . . . n o A 0‘ '¢ ? 'J ' - . ’4 ' l . i '- ' ' J v 5 ‘ 4 . . '. r y - I .. ‘ I" L ‘ ' . ' ' . I l a v .' ‘v - . 91m‘- L7 t—eJe‘ -1 .I ,. ‘. ..- ‘i . I},.a “ 4“ ‘ ‘ A r 'l‘ L .1 .p‘ .k' . . " ... A . er. .“ an -“ I a . l.- . ~ . ~«- 5 . ‘ . L ~Q ' 3 . n' u — I: . “Q ‘3’.""H'f‘fl‘1 Q9 ‘.-"1 >*| .vv ‘v'a‘ Q Jr. 20 Operant conditioning techniques. Collection of the Data The mothers were interviewed in the home. The Cain: Levine Social Competency Scale was used along with a com. posit; family history form. (See Appendix V) The average length of the interview was one and a half hours. Data were collected during January l966 and February l966. D The interviewer followed a set format in presenting the questions on the schedule. Scoring depends on the mother's resoonses as to the habitual performance of the child in reoard to each of the items. Discrepancies between reported behavior and school performance are commonly noted. An independent rating was made by the teacher of the group. The respondents gave indication of interest in the study k and were responsive and coOperative with the interviewer. Determinations of task level were tabulated according to the child's response to the presentation of the button board. weights were assigned according to the degree of task accomplishment and I task level score was determined for each child at the beginning of the study and again at the end of the study four months later. The task level score was used to determine the degree of improvement. (See Table l) L») o- . r ' l g a \ - . . . . » - 7 ‘ 'v - a I . . ' i .‘ \ ' ' ' . . ‘ v' ' _ . e . . .' , . . . A V . . T . . .7 , , . . , . a ' ‘ . F '_ t . ' ' x; 4 t . 4. h. l “ ‘ ' . 'J 4 . I I ~ I ' . . ‘ n . ' 1- T v. , o I ‘ . ' . ' . . . v i ' ' I ‘0 L. ‘ l -' : I ’1 “I 3 '- 5' ti ' . ‘ - . n I ~ , . u » ‘o ' -1 o " ‘ o s ‘. ' ~ ' t . I . I , ‘ ‘ , 1 I I t ) I . , . ’ > . V . ‘ .- T . 0 y: n . _ . _ 4 _{ _ .— ,__ g I _ . _ I ‘ . f ' \ I ) . ‘7 L ‘1 r‘ ‘ a. ) \ . ‘ l J '- A .” A - l v ' 2‘ I r 1 u .A t i 7 . . g ‘I . r g . J . - . .-' 1 . -. .J ‘...o , . , ‘~ 5 . ~ _ , ~. , .r” ,) ., l . _ ‘ . ' ‘ ' _. a . i ' . A | .. t l R": . -L. ‘ _ .- ’ * ‘ . u“ f‘ v ‘ ‘ i v' ' -‘. , _ * . . . . ‘ ‘ , . ' v.4 ' ,. a ‘ . \ - . a e. I . o I L-r’ ’ } 1—, ‘ l r n . I'I . . - o e .. I ‘ . . I r A u, t , _ 5 . . , . . 4 o g .c .. . ' . . I ' _ < a ‘ . . —. 1' . » L ,. - . » v . v ‘ . v d‘? . . . r , ' , ‘ , ‘ . V J A .‘ t . i ' . . ’ H . ' . v v a . , I ' - ~ n V 0w " l _ ' ‘ h . | . . ‘ - ~ ' u ‘ - .- t - v 4 v ,' -. g A . A '1 . ‘ ~ .1 v n. 2l Table l. Scoring System for Task Level on Button Frame H erarchy Attent on Response Order'"3&ploratory Social Level ‘_fleight a? g 5 ‘5 l 2 3 i Child's * Problem (Octal ___(Jan.l__ Educational Task (OCtO) ‘Agidan.) Learner Reward (Oct.l (Jan.l Teacher Structure (Oct.) (Jan.)- Total (0ct.) (Jan.l Selection of Sample The Trainablc children in Michigan are placed in the Type a Program if they fall within the criteria specified under Michigan law. The Attorney General of Michigan has defined a trainable mentally handicapped child. Criteria for Admission l. Between the age of six and twenty-one years of age. -_...- 5. 22 Is developing at a rate of one-third to one-half that of a normal child. . Has an IQ range of 30-50 based on an individual psychometric test I-Gninistered by a psychologist or school diagnostician. Has a minimum ability to take care of their needs, toileting, ambulatory and minimum com- munication ability in form of speech or gestures in order to make wants known. Has adequate behavior patterns so that he will not be dangerous to himself or others. (7:!) ’3. Ci-iAF-‘TE R IV DESCRIPTIQN 0F TRE SAMPLE The interview schedule included Specific questions which were concerned with the family of the trainable mentally retarded child. (See Appendix V) ‘The writer wanted to in: vestigate aSpects of family background which might be significant to the study. Percentages were not used in the description of the sample due to the small size sample. It was felt that a number breakdown would give the reader a more meaningful View of the sample. Attributes of Members of Families {Emily Structure. All parents of the ten children used in the sample were married and living together exc pt for two families. 0f the latter. the father of one family had deserted, the parents were divorced and the mother worked while the child lived with his mother and maternal grandparents. In the second case; the mother had deserted. the father had remarried and' the child was living with his father and stepmother. The number of children per family ranged from one to six children. Six families had three children. Each of the Other four families had one. two, four and six children respectively. There was no pattern of consistency of birth 23 t . i O . . 0 _ 1‘ w-C v I I 4 l’.. h Iv i~o a . v , vb . ‘ " 4 ‘ _ . . ." ' . W U A. _ : ‘2 - . _-. i I , ‘ -gw. .n._-_, ,--A° ' .'.‘ i .v o . , "J-"" l i.’ .« ,_,..1 | ‘ _‘ l'Jfira '. | I l A. .f >1 g ‘1 , . ‘ ‘ ' ' " '5 .o ‘.> ;. d ‘ «5' l o "‘ IF . ' .71.! 5 - 3“”. - . . A ‘ ‘ . y|:-) \ --.Y 1. A I ‘ i .. . :. . ‘n‘ 31":‘ l ' .v hi 1\! a 2h Order of the retarded child. Two were oldest children in families of three children, four were middle children in families of from three to six children, three were the youngest child in a family of three children and one was an only child. One family had two out of three children with Down's Syndroneu The older sibling was institutionalized. The normal child was the middle child. Educational Level of Parents. ,Table 2. Mother's Education highest Grade , number of Completed ‘ * ‘ ' Mothers 8th grade l _9th grade: ' llth grade l ’thh grade . 6 l year Special training l 'Total i“ “ a ' ' l0" ' 3 .c The majority ofthe mothers had a high school education. uOne mother had an additional year of training as a practical nurse. The mother with the eighth grade education was the oldest mother of the group. . \ . ‘ I I . . . - i 1 H , . . . _ - 4 , o ‘ ~ y - . , \ ‘ u . .1 v , v n b ' ,. . ‘ , ,. . ‘ ‘ o _ . I 1 . . . . I ' . l , . . 4 d ' 0 Int r 7, Q - ‘ i 1 . V | I I ’ ‘u - i . ( ~ ‘ f i _ v \ . { a , A . . . ~ - - > . - - . - a ‘ o . , . . - t : - . l ‘ . - v . t v - ~ .- ‘ R -. . V n ’ ~ - ' ‘, - ., _ . ,. . . g .- .. ' n . . ' ' . e 0 e C I~ I h . ."A- A ' e ‘- . c" , ’ I ‘ A ‘ - . < l I - . h ' . . i ' i v _ o A - . e. a. o -. V. . - . ,_ . 4.. ., . .. - , - - . . v A- . _ . . , - ., A. - . u a I..- n A. . i . . ». -..... -.. .. . . . .,. .. - .. 4 ,.. . . c . -» . . - -- -- or . ‘ . ' . . l . ; . l o o . - 3 . ~.. ' o - '- -~' V-‘u 4—.--.. - --.~ - uni-D.'A v .4.—v-.».n --- Or. ‘2”. u ”-7: -. v -- urau< A.» or. . -‘ -» —-- --o .-._, - -- may. "do A' O V ‘ ‘ I J' I .J 5 . . . _ \.~ L - i . ! . - k. . ' . I ‘ u .' t ' a l - ~ U V o r . n , n. - .r -- ‘- r ’ , . ' . P‘ .- f i a .I ' ' ‘ S e ., 5 r 7 - l ‘ .p ,c g—. .. o n. no.‘.'6 ._. ' c -_.. .5 o. e .. - -- v -. ,C‘-- ~--G‘ -.. -- - .1 u ‘9'; c;_..o-, 7, r .h . - ._.. » v 4-.. .0.“ -7 . ~ - r « ~ 1.- . u- .- on ‘euum i e‘ I a. t . ’5‘ > - J- s --*.""O rl,u.-u- l. -—---.c n n»- - — - 0“: o v- ,_.. --r~-o- §-. .9- v _ o n ~. -~ 7-- e v.» -._-~ ,, A ' -' It .'~-O -‘- I -' 4-~* ' . I '7' V ‘ .t v. . .. ., ' . g. . . '7 . u ‘ . - v~ ' ‘D. ‘ ‘ l ‘ x A . .. . .. ,. . -A . a. . ,.r . ., , A . . v . . . v . . l . ’ o - . . r‘ _ _ . . .. a , .- _ - ' ' V .7 7‘ ~ 25 Table 3. Father's Education “._.-W'- “-- - ghest Grade- .mm ' ”W'UIW'Number of Completed Fathers lOth grade 1 near... 2 thh grade 6 6 years of college l Total ' i0 The father's educational level ranged from completion of the tenth grade to six years beyond high school. The father with six years beyond high school had completed seminary and had a Master of Arts degree. The median level of school completion for both parents was twelve years. The median number of years of school completed by persons twenty- five years old and older in Eaton County, Michigan was ll.3 years in l960.' The median number of school years completed in the state of Michigan was 10.8 years in l960. (32:61) Twelve of the twenty parents had completed high school and thus were above the median level of education of both county and state. ‘- \ , ,- x r x ; In.- .. 7 . . . u .. . - ' i 5. . ‘ ~ .. 7 ~ I I- a ‘ ' L) ‘ . .- .- .p N . . -. c... n p v . v I - l V ._. ~ » —u a .- — ._- v. a - . _- .. u - .o-O .0‘47.-‘.- . . - p.--— 4 —. ~ ~ - ~... u- ._...- . . . - i u I , . . s , i l I o . 'l ' ’ | .f-. ‘ 1 . t. I - _ ,» ~ ' I . ' J J v *M‘AA‘I‘V .u...-. -a- . - - _. ‘4- -_.. ”A, . ... ~ . . ._.__‘M ~...._._‘Mh - .,._. . v...-~—o .--—-. ._.-- .n- -—.. - an”... _ A - \ .._, —.o..... -.‘--.-o” ,. . . I. O I ‘ . . l I. 5. - . . L i f . ..fl . ' t \ ‘¥ . ' ‘ . . . ‘ P f " ‘ x -- - 5, . .“ . . r ‘ . . . .__ " J ( . . I .’ . I so I W..- .7 ‘m‘-‘—<‘n-* .0» ,‘r- n - -- 1- m.~wa.-flm“m , - t-“MA--- a .t- -_.‘A-wog... fl“ -- .. - ._.. . —---..-¢— - Qu—u- .- --.. . - *M,. ' . . .~ ’ . f .. I 1 I.- ‘ .. I I I ‘4’. V. - 4 . W~ .1- a—r —»¢.+,-..._o -A .- -.....c, c.e—A-—-—... --‘..\~~‘*-‘ ~.. - -. ._.... 7-... *O‘D-Oh‘uou-Oh- ev- h --,-._ , - .u-.- d.--o-b.lvlo a.“ n . a I I O I . v n'. 9“)“"5 u ---' -' .- - .,. i' T~~ Pr" ~ -"a i ‘ 4 l . . i . r ' . i ‘ .‘ ..~ | ‘ y . . i I . . t I ‘ I .J h ’ a ‘ r x l u . i Q I ..D l O H l . i s s u Ir .-Y. c l \r IM . r I h a I q u ' . 3 4 . g ' ~ ' ' . 1 ~. - g I v “ , ,q '4 v ‘4 , o a .: .. I A ~ : - ,. w . l J 3. - ' r ., . K , , 1i. .. P L‘ _ ‘. " ..\.'_ 3 ‘ ,' .1 5:. y do . - f r v ~ 7 ‘ ‘ f. ; m, a, 4 -- w; ' u . -‘ «l - ‘ I' . .‘ ~ ‘ . . z -3 i - i' _ . D J g r g j . 1‘ r.- -. ._ ' . a: ' ‘r . o 0 RI . . i i‘ l'. I‘ s ' ‘ .0 \ 1.0. ‘ . l .. ~ ’ ’ ‘ . . i ,. J . O -r a i ‘l -. . i 1 J 1 ,. .‘e. _ l C. ,1 I.v ‘ l I N l‘ i" f . ‘C . § 3.» i .‘ F I - ' " ' ' ' ' ' ’l .‘l r s . ‘ r ‘ . if g i l .& 1 .. “ . - I ., ' 3' ha I o -‘ of ; \f T ._- . I i. l .- .. . . . , - - . .a -- . 1 l . I ~ ' I . C _. . £ .. I v ‘- J . ‘.. '- v ' ’ I r ' ‘ u ' a I ‘ . - , ~ ‘- ‘ d e. - I' .. _- J y u < ' c,- ‘ o I \ ‘ . .‘ ..' ’l I ‘ V ‘ ‘ a l - v . - . . l C. ' l ' ‘- ‘6 ‘ ' ' ‘ " " ’a- “: .-' » I. L. l.‘>n i‘, .3 .' l.'. I 3 _’ " . n. 5.. \DV ' 3"“ 26 gccupational Level of Parents. Table h. Occupation of Fathers and Mothers WW :r~ t~. m h Father Mother _— i. Minister Teacher Aid 2. Dairy Farmer Homemaker 3. Tool e Die Foreman Part-time Clerk h.~ - Automotive Mechanic Homemaker 5. _ Automotive Mechanic Homemaker 6.. Postal Clerk 5 Night- Homemaker ,_ watchman ~« 7. Factory Line Worker Part-time waitress 8. School Custodian 'Domestic Worker 9.' factory Line worker Commercial Cleaning , Service (nights) l0. Unknown Practical Nurse f *- The occupational level of the parents in the group ranged from professional to unskilled laborer. All of the husbands were gainfully employed at the time of the inter: View; One fither was intermitently unemployed because of a 'heck injury and diabetes. Family Income 4 According to the responses of the mothers the family incumes fell into the following categories. As noted in Table in may of these families were two income families. swam...“ a. - .. ' -' n O a B '0 wow "p .- u. A ~- . . 1 . k I ..- n..- I -y . i A. o- o- ,. ».V I e I . ., . . l r l V ' ~ — y» .. . t 7 . - 4 . .. - . _. -.~ - -..,. . .- - -- .- l l . . , - '. . . . l i O ,. . - t .- . .A, .. 1 l ,4 , v o .' . 4‘ ’ | D---" -. .l-‘AA .— - on.» v L " ‘- . . l, t . l b ' 4 n _ v .1 i. ‘ t . . ‘ ‘ 5 \ . . , , . a i v ' .' ‘ In ,1 . .4 ‘ . , . ,7 . -~—...--.-.. 0. ‘6.- e-“QM . - \A. ug-qh‘~¢'q.‘hfi ..o' -. , . ‘ _ Q o. . .. \. ' i a to ’ :1 »" -’ . o. - f s O - t ‘ ‘ - '-- - ‘- . e- «negro I >.' h ‘z -' n \- .13 .k n '- ‘\ ‘1- 1 27 Table 5. Income Level of the Family iaesae‘lev.i" " ‘ “ m’ H S 3.000-Sh.993 a l s 5.900-36.999 2 S 7.000f53099‘ 5 5100’sl3o999 2 _Iotal I 2: lo a The median income level for these families ranged between $7,000 and $9,999. Of these ten families five were employed in Ingham County where the median income of families was $6,393 in l965. The remaining five families resided and worked in Eaton County where the median family income was $5.821. (321105) Although income is considered the most important deter- minant of level of living it may be that other factors such as_size of the family, age of the children, local living costs. and especially medical costs inherent in the delicate health of the retarded child might be most significant in these_families. ‘Host four_and {iveaperson families need incomes ranging from $6,000 to $7.h99 or higher to attain a "modest but i w J y 4 --I ~, . an ..A . - ~ .A . . - a. . A - . . - "A, ‘ - - w J. - A ‘-'- .. v -— A - .. .. . _ -. e-..-4 .' u a k. .A L- '1 .1 r .1 ~ .a- , ‘ - w. . — » c .... x - w . Ac .on—vr p '1 . .47»-r-.or——- H --— -4 . o . A ’ c a . \ ‘> , -' q ‘ “a . ’A , ‘ pr - A A t -. v. (' . . , x o. I . . . . F I .0. " ' t ' ‘ "' ‘ i " o § ‘ Q J ‘ I a . v . a - g .. ' Q ‘ ' ~ i D _..9 . .. nan—h f- ..~~_.* u“'I‘ . -- ~05 . 0-. . ._.,., ._.- .V-- -A '-b I M“p-.n.,.‘. . 2‘ v ‘u . . .s , x . ' O l - n - u‘ I - o o - i. 4a ,_ - 2 .-- - ‘av - w n...~- 4.9—. o ' D“ ' . 4 a v“ b- u- .'-.o-..- ur- n .v-‘. A—M a ‘ _ - I- ~ 0-“ u.“ «7" . y‘ _ - on i .- . ;- . ‘_ . -4 ' 7 o l , F ‘ A . -. I ‘ u -‘ A , . . ' J _ . ‘ , ‘ . '- " .' r ' , . ‘ .. . . ' " ‘ l "x. ' I I ‘ - ' ‘ 4 ‘ I o ‘ i l - o D » - - . . . _ f l ‘ ' . . _ - . I - . - . . . ' ‘ ‘ ‘ ' J | . . f w‘ -. . .. . . A . - , L ‘ , .. . . . I V . ‘ ‘ I . L. .- 4 A - ; . x , , ‘ A . ‘ , a . d i , “ ’ .. - - ‘ _ ‘ ‘ , ‘ . I o , y ‘ I . ‘ . 7‘ I a. t ' g ' - ‘.l ‘ t ‘n . < ‘ ‘ I' o. n \i 'u or - ~ 9. . r a i ' r n. a n ‘ . l - '. ‘ ’9 \ d O ‘ ‘ . . ' . c _ ' r, « ., .. A - ‘ A - ‘ o ' .' . ‘ . i ‘ I r _ _ I ‘w i -‘ . . .v . by n . A - - , ., n 1 i . . . - A , 3' . . . ‘I ‘ “'7 -' - I , - ‘ ' x A ‘ ‘ ‘1 A i I v 1 . _ 7 A. _ . y K ‘ t ' ‘ . h ‘. . _ ‘I At . . - .. - -‘ _ 9 . g .. r _ . . .» A ‘ I A o | I ‘n - a ‘- , 4 i . .- ._. . — I " " . A n i y: - k . ' H. - g , - ‘. 4 ~ 3. ~— . ' r r {_ ' r - -1 u» ‘ 0' . V l _. X ’ - a n' . .‘ . a , ‘ i .’ A n' - , ' g l ' - ‘ » l C ‘n ~ ‘ , C A , I . _ I g. ‘ p y ‘ ‘ ‘ . ‘ P‘ 4 V ‘v " \ l X A d . ' . . v ' . _ _ . , I a .r .t . L ' g .. . - 4» . I . 1» ~ -, . * . ._ ‘ l o - . - A - - ~ . t- _. . c ‘ ‘ J A- l” A ‘ ’ l‘ - . \ o - . ‘ - . ; 1 . ‘ , V . ' I u . . . ' i . . .‘ - a- - _ . ‘ l ‘f '. 23 adequate budget." Families with incomes of $7,500 or more may be regarded as living under conditions ranging from about the middle of the "comfort level" to the bottom of the "affluent level." (33) Only one family fell into the "deprivation level." The remainder of the families ranged from "modest but adequate budget" to "middle of the comfort level.” The children of this study were experientially deprived and disadvantaged due to their physical and mental disabil: ities but not culturally deprived as evaluated according to the family social economic level. Racial and Ethnic Backggggfl_. The group was composed of Caucasians of second, or third generation, Scotch, Irish, English and western Eurooean descent. English was the only language Spoken in the home. Thid factor was due to the geographical area and papulation composition of the semiarural Mid;Michigan County in which they lived. The criteria for enrollment have no racial barriers. figllgious Affiliation , All of the funnies wort affiliated with a church. Nine families were of‘o Protestant denomination and one family was Roman Catholic. The church played an important role in the lives of these families. Nine families attended church .l v i. t \‘ .‘. u (‘9’ b . A I n O . . i. . c A .p.. .. .1 . 5 w A . . s q 1 . t t i u a! O r p I. a. i . n . a. I . . 4r? r‘ r a .‘o .1. & Cl) r v ‘ . . .0 , . . . 4 . . . . .. lo. “ .4 a i. . I z. w . .01 . I r... .i. . p . .3... , (s A ,. _ .i.. .. re . a; . i. To .1 thin ‘- ',_ v 4 ' p .- . u .— 1. r« i ,. en i n i is . _~ I «I . n i . A i . - . . . p t . . . u . _ a i i I v . . ‘r a . . A I u 0" I _ I1 .I v . O a I _ . . ... . A. .. b . . A l . i e . v . . . . . 1 ., .4 Fr,l o 5.! A a . . . A A L. O .. ~ Vi . t c . . . v a A .. . A I I 3 II - I . r A r a A. v r. u .. i. el- ,§ . . . . § , - v y . . . Q: i a l . u l. y! 1 u s i , o . . s i . ’ , a o . . \u . . . . . . A .I.. f . v 6 . . ,x .. L .. .l u . ..l . . i a I I - i v. . .‘0 . . iv. ‘ n— r a v a .I, x a \ «I a 3. on , A . . F i . . A i -. a i. b .-...v.,.- r.” .- . o h,(.-«4§ o ’- 3'3" -‘«)~" ‘. "~ ,fi i i 10'? ’3‘ 2 29 regularly as a complete family and one family alternated their attendance as the retarded handicapped child was un; able to participate. Community Participation. Table 6. Community Organizations W 1......“ Organization A ‘ Father Mother Michigan As30ciation for' 7 8 Mental Retardation Civic Clubs (Rotor. Lions. 3 a Women's Club. etc. Band soosters. P. T. A.. h 6 Boy Scouts. Girl Scouts Social 0 0 The outside activities of the parents centered around _civic and service involvement. The primary group interest Iother than church affiliation centered around fostering growth in the Eaton County Association for Mental Retardation. . I Attributes of the Children SexI Age and Intellectual Level of the Children. The ten children enrolled at the Eaton County Trainable School during the school year of l965 l9 o6 comprised the sample for this study. These children met the legal classi- .-A u. ,. .0. r o . o o . _.-' ‘ ,..—.r . ‘. u .r.- . u-‘yv 0-- t n . i Q . . r u u--. r u. . o I O u . v» 1 en. ' a , ‘ s . I q .. r - -4 . . . - nc. L ’- _ \ - o- .-.r we ' 4 A r . - .. , ‘- ' - . -_’ 4 a . a ‘ . . _ l . . ‘ . y‘ , ' ' . t. . l . l. J ‘ . ‘L l ‘ ,‘ o ' . - . a n . i a ‘ u - .. rt . - ‘ s .’ ' . . I - . . ‘- c - J ' n I, .. -. _ _ ‘ I ' H _ r l; . , . n o . . w ,- a . ._., l . e " ‘ l ' . . .' i -' . ~.\..-.u- .- -. w -. uh- w- - us v~aao ' i ‘- . , i . y .. " a: i . a - IV"' f ‘ .' ,' i I V w ‘J" a 6 w l. . ..‘ —‘ - , I L . .- I 4 ; - . . 7i ‘ V ' .. . la< \ ‘ . , . .a. .. . i J o-.v .,.« , « . . ‘ ‘ ‘ . a 7' . . f, . . , —~ a.--vw~.--.o~.- :q-~n‘l- n n .— a x .p— .. ~ . - . ' . ‘ . v I. - J i I I . .' - n 4 . . i i . s I -- I . i- . 3o fication stipulated by Michigan Law for admission. The group included six boys and four girls between six and eleven years of age. The mean age was seven years six months. The range in I.Q. was from 25 to 53. However. two of these children were identified as untestable due to their low abilities. The mental age of the grouo ranged from ten months to three years and nine months. 'The formal testing of these children involved the use of different tests, given at various times by different diagnosticians. iln View of the testing conditions, the actual I.Q. score does not seem to be a reliable factor. The severity of the children's physical and mental limitations are easily observable. Physically Inhihiting4§onditions. The handicapped child as compared with the normal child has more similarities than differences, the difference: being the factor with which the child has to work. As a severely retarded child, the child was disparate personal educational needs. (34.35.35) The child does not fall specifically into any classi; fication as he varies in degree of intellectual deficit and social adaptability." Some have associated physical disa- . ' ' . ‘- I‘ O , ‘ i ', , ’ U ‘ h r . . ' ‘ . .- . ‘ X . I ' > ‘ > 1 f ; A. ' ‘ ‘ r ‘ - y V ‘ .A r d .. - h ' “I ‘ ‘ \o ' . ‘ I ‘ l ‘ 0 r ’ 5 I H i v v ' ‘ . . ‘ i . - ‘— " ‘ . ‘ n I i l V . l- ' f . , ., . , J .. ~ . I . r ‘ ’ I ‘ x i ‘ ' ‘> | .‘ ‘. ‘ _.l . I l - ‘ h ‘ I _ . If . u - k . 4 l h i , A g L. r r ' . ‘ ’ r - . .- A ‘ i y . , u A u or i u A ’ A- f ‘ ‘ - l ' ' I I h o v . v . b ‘ I i ' . H u ' . .7 ¥ 1 . r . 1 i . \ ' . . ’ ‘ I ‘ . u .’ . r . 1 - l . -- .J . - . v .‘ u ' ‘ . \ ‘ . . .l o ‘ I i . t‘ - ' .. i ’ ‘ ' e ‘ . . - .i . ' . - . . . . . .. “is“. - 0M»— ‘ "“‘ . ( ' ‘ _' . 7 , 5 ‘ ‘ ‘ I V : . , ‘ . 4 ‘ . ‘ ‘ -' ' t A. ‘ ' . ‘ . . - o ‘\ “ i v ‘ i ,- ' u » - -' ‘ ~ A . . . ; - . ' ‘- ' \w " : l - ‘ I . i \ Y . a ‘ - I i ‘ A l I . - V > A I \- . , ‘ ' r . v - . . 5 - ' t i ‘ i l l l . . c . . . ..4 a n . ‘ ’ i V 5 " " J V ' ‘ c \ ~ ‘ . . . .x ‘ a ‘ . ' ' ' “ ‘3 . u. -. ‘ ' ' i a , I - - \ ' ‘ ‘ ' ‘ , U I x' . l . J I ' . ‘ 3 . a ‘ r i l V I ‘ l ’ I A . , I l . I 1 - 1 l ‘ l 7. — l , u . v . l i ' I I ; . : I ' ' ‘ i 3i bilities and emotional problems. Of the following multiple: handicapping conditions. either one or a combination may be present: Speech and hearing disabilities, visual defects. convulsive seizures. :ensoramotor dysfunctions, perceptual anomalies. dental dysplasias. drooling and incontinence. (29.3%) In addition there are the usual psychological con; comitants, such a: disturbed idol-savior, imnaturity. social isolation. sensory deprivation and motor inefficiency. (5.6.ll.27) Children with low intelligence differ in degree of mental deficit. This is one of the common classifications used. (Appendix 1) Classification is also sometimes made according to "clinical types." Clinical types refers to mentally deficient persons who possess certain anatomical, physiognomical, or pathological features which are sufficiently pro- nounced to enable them to be placed in Special categories. (5:6) The group consists of ten children, four identified with ”Danni: Syndrome” and six being multiply handicapped with a diagnosis of fOrganic Brain Syndrome." Of the six with brain damage, five_heye yerying degrees of cerebral palsy involve; ment and the otherzone is of unknown etiology. According to Kirk, this general division is to be expected. (36) Although all three types of children are in the trainable program, they vary greatly in their developmental patterns. 'c t 3:” ' t " 'Z"-’ n u ‘ O Q ( f 1.3..) I, I. t \ -'- ~ f .’ . r a 0 ! , 0 l‘ 53' 0 ins! ' . ‘ . Q a- l ‘b “’ ' ‘ Q " £ (I! E: I. ’1. V - “ d i ‘ It 3' 0 ~‘ 2 : n .J.‘ u- , .‘ r- ' i s i I I .i l- . .I 1‘ it ...".s ‘\ 1 ’ r ' t .4 o - “—O i c ‘ ..u I ‘i l .. a n l . .. .. ...K. o - - '. ...; l‘ 0. \ ‘ o r "4 Vi. J Y .- . «it I \ 1) 'og‘t ’02 . I ' i" ' 4 - 3- - ii '“ l l a. i? I U F.. | . "I a ‘ ' a Q . .‘.. 'N .‘J?! L .'- . l :5"; -i' O l " ¢ c i .3.v" ’ I. .. a. ’ C I I a- - a ‘q, p C: II I '- 5.1-.‘oo- ' '.. g 'u I‘- ‘ h¢u:. :. .'-.:,~ 7. . Z ‘i.a.:"‘;.c. it... ... i'li fitf-‘E.'.-Meo ‘.4 tin".- '35! ”.aoqya isolnlls" c: amuse; inslaliab (Hum 03 not” my: learn": 1o .lsalmonpolaynq .lcolmnne niche: 3.8qu one «am ylrmlolfiua on down mason lealeoioaluq Missal nl bmlq 9d a: mod: elicits a: hm i832} .aalsouosfib dziw belliSnobi 1fl0§ .na1bildo no! lo afisllnoa queen ofll 8 thin Namibian 'lqltim-pnlod xi: bnc "mime I'r::.-.’" nle‘id dflv xi: on: ‘IO ".m‘abnyz nine alneg'iO" i0 also“; is ~9~iovnl (also in1de1oa in 299190b enlx1av even avli .oerwzh 01 mimfl .Yoololse nuominu ‘lo at one 10d“ ad! has 3mm MW“ (3!) .bnoeqxa ed 0: cl noileb ism this .t'ilfla .ms1aowq eldenle13 and hi 918 nofibllna to zany: down: lie . u. : x. : in u .E.: alas: n} (iihzat ‘.:v in“: u. 32 Down's Syndrome g-"DOWH'S Syndrome" (Mongolism) is one of the more frequent types of congenital anomalies. The physical difference in these children is often perceived at birth. The eyes appear to be far apart and somewhat slanted, usually with an extra 'fold of skin on the inside corner of the eye. The head of such babies is slightly smaller than normal. making the fore: head seem large and the rest of the face small. Usually the anms and legs are short and the hands stubby. with a deep transverse crease across the palm. Other signs may include a flatness, large tongue and protruding lower lip. (27.37) In the case of the Down's Syndrome. the retardation is due to internal factors relating to the development of the chromosome. The general behavior of these children is com: paratively similar to normal children of equivalent mental age. Individual behavior patterns are relatively predictable and developmental growth follows a fairly reliable sequence. (h.l6.38) .Behavior problems usually result from lack of understanding. The deficits of the child with Down’s Syndrome have been suumarized to include deficits in attention Span, symbolic ‘ behavior. inhibition. and delayed re5ponse. (39,h0) (See Table 7) ._. g—‘m ... . ..z ‘0. - . v . v - U ’u . ; I \J . . ¢ 0 . I .r ... . u o . . V . i r A I . fl . ‘ l,~rv , \ 1| A ‘ l. 4 ‘ .V J ., , . . t, . . O .. > . ._ ‘ ; .u‘ . w . 1. i K» . .c I n n u]. A, .- r r . u. . .. 1 . c a! .1 .V a u . i .n f. . I! . 1.. l . u n ..,v y I . . \ ‘ ... (I . . , .- . h . 1 f 04 A dI' ‘ ,4 . . \ 3 ‘. . , .I r 4 {-K Table 7.MCQ1r"ctc:i°ficn of Iarrle *1tQ "JN'h’a. 33 t? n I'w'innf N W9: ___...-fi-- Am“ -..... A. _ 'VI- ~-..’“.. 90‘- . 4‘ *3 WWW-1m Characteristic Child Child Child Child 1 2 3 4 .SGXI F IS I‘ II Co is 6-1 _ 5~9 7~2 0m; M. A. 3-6 Bull Balo I. {is “91: 1t 61*Ib Retaréed Speech fiuaitory Impairmant Visual Defecta Orflinal Crder of Birth :39 of Father at L1?“ 411 Of Chi 1d FI’GC‘; 'iepst Uifipcr “buglrutory Infections Den al stLQI1L Transverne Crca; in Kanfls Ivelaid In cm';5IAa Aislings with "A mm ' z: :15? nd 1? o. 53 Ah “5; leo 39 lbs. kg" 2;" X K 1' fl ‘4' ‘c 19 NP ‘5’. n-h d'h -~ In P a 3’!» ‘\' ." ,..\ "'I' ‘ .3. c: B 3. {3‘- 3 (child) (fa her) 35 Kate; ted 57 lbs. 39 lbs. an" a5" X X l X K :- x» f I 20 41 m- '1." :41 J; W,“ -~~ v- 4’; A"; 1r ‘7’- .s‘h. £8. 1.- ‘g a T . 1': 0 .L e C g.“ “.n— -—--I ...-4"- ,p. u‘. ”...I . ‘anun ..- '4 . - n . - ~ - ~‘ v o - 0 . I . g. ‘ I O. ‘ n- ‘ ‘ -- ' ‘ ‘ ' V ' 'A - 1 ,- ... b. ‘ - u b I O Q -~ ‘4 ' ‘ I ' .I l . r _ I. r ‘ . . ‘ .L - , . " 9 . I ‘ . _. - . A. \ P ' ’ . 3 . . I 4.- C n I _ .. - (o ' r~ . . ‘- ,I .I I I . o - - ‘ 1 I ». I D nw ' . o .A . . . . .... .....- I .,.~ .- — ... 7..-. ..-- ~ 4.. --,-. ~fl<-"“ 3;, Manic Brain Syndrome Clinicians are not in general agreement as to the class; ification of Organic Brain Syndrome. This is sometimes called "Strauss syndrome,” ”brainédamaged," “brain injured" or “cerebral dysfunction.“- However. children with retar: dation due to external factors frequently present a very irregular and couplex profile. Subsequently. behavior is difficult if not inpossible to predict. A brain-ingurod child is a child who before, during, or after b rth has received an injury to or suf- fered on infection of the brain. (122h) Thebrein:damaged child is in need of modifications in addition to the requirements imposed by the mental retardation. A; a result of organic impairment, defects in the neuromotor system may be present. The child may show disturbances in oerception and emotional behavior. The three'major chorQCteristics commonly noted are: (1) severe, diffuse end non:5pecific anxieties. (2) inconsistent patterns of behavior. (3) greatly increased need for human support in the areas of behavior and self-growth. Related diiorders in behavior are commonly exemplified by erratic and inapprOpriate behavior on mild provocation, increased motor activity disoroportionate to the stimulus, distractibility under ordinary conditions, consistent faulty perception, or consistent hyperactivity and poor motor per- . ‘ I - n . : ‘ v ' I. v , _ ' I’ ~ - : I i . i ‘ o . ‘ ‘ ’ . a I - a I . . v _ 4 . ‘ . i I t. , _.. -. , , I - - ‘ - ‘ ‘ I - - . . - , - ’ . .. i A . A J r , , . , Q . _ . . , l ‘ . x , ,— . . I . ' I ’ - , v r k I i r ' i I Q — - .. i I » n A 4- 1‘ I . . ‘ g » .c . a -‘ . . ¢§- - ' . , . . l . L . ‘ ‘I- ”i x; -’ ..- -. -. . '5 .. 4 Q l I I _ a ' C I .. _, e , ‘ I ‘ 1 v ’ t . n I .I‘ g . -- n . . ‘ . ~ . I (.I‘ ‘ . ‘ . i ‘. . .‘ l . '. I 2 . i - g . A ‘ . L .. I _ ‘ ‘ Q '. a 3 \ v. . . S '\ ‘ _ . . i . . ‘ I . " r . . . .I ' . . ‘ , . ' . I i ‘ u - A . , g - 0 I v‘ A ’ . 6 . I o .‘r I ‘ ‘ v .‘ r I r l g o ‘ ,1 . _ I 4 ~ . I . . '. ' ' ‘ ' ' _ I -1 \ _ . i - i . . . . .. , , . 'I v ‘ y . _ ’ - , . I , I t I _ . r- . I . ' . ‘ I . i v . . - _ . ' A 'r v I' . - - . i u a - ~ I s H . . - y r o W V . _ J y ’ x , I I » . A J. 'u l ‘ I I . . u ‘ V V n ) l I . -.- V l . v \- . o' . . I ‘ i '. A k ' I . , l I I i . J n a . I . _ _ L 7 _ .4 5 I ' q. . . ‘1 v v i c o a s :L» x :- - - é. ' I 0 _§ ' \ fi’ .. 7 . '1. . 's i . . I ‘ i J U n , . . ' y . I I ‘ . ‘ I ‘0 v . ~ 17 .‘ . O - u I ‘ I‘ ‘ ' 01. - a- . ‘ I . '. 7 ‘ “ ‘i , . o I . \ - r C V 4 i ' fl ' M I I I . I .‘ ‘u .l . Q I, “I ‘ i .l , I 1‘ l "i. t r formance. iany times there is a short attention Span, snotty intellectual deficits and perseveration. "Perseveretion" in this case means giving the same reopense over and over again despite the fact that the stimulus has changed. Impulsive, demanding, unpredictable behavior may provoke rejection by other children, parents and teachers. (2,l2.l6,32,3h,35) when the brain-injured child is confronted with a task which is beyond his ability and which he * cannot perform, he may experience a strong re- action of rage, despair, anxiety, or extreme depression with extreme body reactions of cry- ing, trembling and changing color. This reaction is commonly referred to as catastro- phic response. (hl336-37) The complexity of the problem of cerebral palsy makes definition difficult. A series of working definitions has been conceived in three parts: (l) a standard definition, (2) a limited definition and (3) a practical definition. Standard definition: Cerebral palsy is a condition, characterized by paralysis, weakness, incoordi— nation, or any other aberration of motor function due to pathology of the motor control centers of the brain (zuzz) Limited definition: A condition in which inter- ference with the control of the motor system arised as I result of lesions occuring from trauma. (3&12) .5 . i .I) . .u a l I I t . ... f c .I . . a I. a If. . P, .I A .I z ‘ . «an. .. x a n ,9 a 7 I O a o . p . Q. - . H . . J \U u. . u l . I I .. r . .‘ o I. o 3 n.. O ..J c s . J “in ‘v 1 I e a w . p All. - i . A D. o.v . ( lb ... . - y A o a l \r l _ . w n t . s r l I ‘ 4 I . l o l ‘ i c I .. ‘ ' t 2. I l . L 1 ' o i i O I A . 4 n I ... I «I r | w 4 b \, I. r‘ . l V .... If... '.‘ I V- .At .r r i i t" Mini-pl":- "4 ‘.u —I v' :3 OJ :2 'b § I”, , . . ’ ”Sgt"- bI‘ .. U ' o I .. e “ :4. '\ . . I i ' Jr .00 I i IV... f (9'. i 1030m no | w l Iv} .\ .. .' a I: ‘w . ’9.- .I .u I) x... ‘0‘ u .. ...; (a. rl’ I .I ‘O‘. V ’. n ~' ‘l/ .P.. ~ ‘ ..., ...: in. ..t .v .A. t... ...I. .. “.... ... . I. I.» I U (.l i .. m .. I ... u ..- fie » 0 on. .J- . . II 9.- .. .... H.. .l t } r .... O; o . o .1 ”I v o. v: a o "l; o I.‘ 9 n .‘c' Q I 35 Practical definition: Cerebral palsy is one com- ponent of a broader brain damage syndrome composed of neunanotor dysfunction, psychological dys- function, convulsions, and behavior disorders of organic origin. (3h22) Cerebral palsy is the neuromotor component of the "organic, brain damage syndrome." See Table 8) 37 ' - -.. . . l a. 9:. '2 . . 9r {1* “13.; 1’~10 8;_ wL"? C“”‘"t10" 0?; w u)521mJL1'fif“:'¥£1131é51;;2&£322”' E A V‘— W V , :. -_‘. .. ...:L.‘ ‘ I“ A” “‘~- _:*v-‘.- l"... 77'. f-‘.‘M 4 é€_A;~.“.—;1*~ ;r~ss:4::*—;b~¢--W~ 0411.11“ 6111.11}. 1,113,111 1211:1113; 1111.13.24 L21: :1 J. “Lgrncbwrighic 5 O . 7 3 9 10 I. ‘1». k5 1.31:1013' 30 ....l O 3 91-. ‘1— O 10 {e git _ 43 Léfi hfifi Leight 52 1b. 33 lb. Ll lb. 59 lb. 53 1b. LL lb. {ti} turdbd L9( (1011 Ii 23'; X K 11'. Luditory lfipuirntnt X X Crflinnl Ordnr of birth 1 1 \p.) h) \J g... 139 of: other at Lirth of Child 23 24 Cerebral falsey K K X X X r.) C\ I“) to 23 M \J‘: ConV11lsive M1 urea X K I X X Poor Voter Coordination . X 1 X X X K ”at ctroyhlc {1:53'01180 ' A. 4‘. D“: beracrveration‘ X X A A severe. ‘v‘ *9 'vr- ‘ ‘ ‘4' - I ~ _.‘:.I u 7 . rt. .‘ ., ‘ "5 i J ‘ufie 100.} as 4‘» As av. .m- '-71 I, 3 - ,' l- . Lirtn 13c»orn Anstruuants A It , . l W “30:13 :1 High Fever . ‘ ... Inirnaz ‘ :i ‘-‘.- ‘ . " . ‘ o I L ‘ ' A ' .Q . . . . , . ‘ _ ‘ g o t . . 1 . ' to _ _ . . . ’ l V ‘ ‘ A . ‘ ' c ‘ ~.‘ | ’ . «o. . . . A . I ‘ ‘ ’ —~ _ h. 4 ‘ . . . . -. . . ., . . . CHAPTER V I FIHDINéS The CaintLevine Social Competency Scale was dsed to estimate the relative improvement in social competency of trainable mentally retarded children as a result of attend; ance in a modified preschool program. the Scale was cetegorized into four subscales: (l) self help which was designed to measure motor and manipd: lative skills. (2) initiative, which was designed to determine degree of selfedircction. (3) social skills which sought to assess the degree to which the child engages in interpersonal* relationships. and (4) communication which was designed to measure the degree to which a child makes himself understood. Each item was measured along a dependence:independence contin: uum. An individual behavior level was established for each child and 3 percentile rating was obtained by comparing the child's social competency scores with other trainable mentally retarded children of his age group. Social Comoetency _Io;al Social_pompetency Ratingg. Total Scoiil Competency Ratings were obtained in order to determdne the consistency of agreement between the evalué Itions made by the anthers and the teachers. A comparison 38 39 was also made in the total social competency ratings made by the teachers at the beginning of the study and again at the end. Table 9. Comparison of total Social Competency as rated by the Mothers and the Teachers - Mothers' 4 Teachers' Child Sex CA Retingthile Ratin n3 %tile Difference l F 6. l .l32 9h l32 9h 2 M 5.9' loh 87 ' lcé 90 Social Skills 3 F 7.2 wll6 ‘ 80 .. lC7 67 Social Skills h M 9 "ll6 an l02 2h Social Skills Communicotion _ Self Help 5 M 7.9 lOl 56 107 67 Self Help ' . . . - . Cannanicotion 6 F /7.5- :75 l3 7S l3‘ 7 ' f 7.h‘ 95, nu . ' 95 _4 at. 8 M l0.6 ” 79 o ‘ 82 ~ ~ l .Socill Skills .. Communication 9 "M"9.1 129 72 J 13% p 76 Social Skills l0 1 M 5.8 ‘ 83 56 e: 20 Social Skills 2. , W-~-- ; s .2 . 1 -- Initiative _. . w s , Self Help W The Social Competency Scores obtained from the ratings l ...- by the mothersi and the teachers' ratings are in close agree- i went. One area in which there was some disagreement was social skills. This might be the result of differences in \ , . 'K. k l v .. _ . .. .. . . . . , . . i . . . . r l. ' . . r. . . C vi v d ,., l l .. .- l ._ R ~. g . ~ I. ... v v Q L _ ‘ i . , i ' i - ’ VI "‘ c ‘ v Q i . . ’ ~ .' L i o ' I ‘ ' V' 4 . ‘ 0 i ‘ .. - ,- - .. .. , . , . w - o u ‘v'ro ' I e ’ .. x u » , - u. o .4 -» a . . ’x . ". x a ‘v \ .... o - ¢ " - - I -.n , ‘ - ' g i "..r v i“ A“ - ‘ l i 4 _. v § . 4 u " ' a A. , . , a a n h ... ._.,.-~w0~ov d -l .5 vo-ao-aw-‘o ‘.J.~.*-h. . . ~,' . l ' . . l ‘ t ‘ . , - ' e ' J i . '- , ' ’ j ‘v I J . 1‘ i .‘ a . - . . f . l — J t ,/ . "V ' i . A i ' ” ' ‘ ho opportunity for social contacts at home or a difference in number and age of social contacts in the home. Eight of the mothers were in extremely close agreement with the teacher in evaluating communicative skills. The mother: of the two children who fell into the lowest per; centile ranking rated their children much higher than the teachers. Two basic considerations are important in regard to obtaining accuratc_ratinga.: First. the reason for obtain: ing the ratings will influence the set of the respondents. In this interview the mthors were informd of: the purpose of the interview to there was no threat to the child. The child might‘poolibly benefit by an improved school program. .5econdly;.the interviewer made an effort to pose the questions so as to guard Iglinlt Illue judgments. .Six of the Inn children showed the greatest behavior change in the area of social skills. Four children made pro; grass in the area of initiative. Communication skill was the area purposely stressed in the modified preschool program. Seven of the children showed improvement in com- munication skills. (See Table l0) Significant change in general selflhelp skills were not noted in this four month period. This finding would be in ' agreement with Denny's study. (he) I. .. i. . I . ...J u. 0‘. 1 is I x n , 9 . .5 I. . . A . . .‘u , I‘ . . A. p _ , a... . V MI, ‘ e :{f’w I‘ I. I fl w - o , . a K. o c. . o i A h ;_d . 1 | s a . i. 1' I i n C bl » 0 . ll . u . . x I. I 4 . . n I . 4 - y ; .I . ... _ . r . . .I. n . p D . ¢ . - I . . . . 4 , v . u . . . , l . ..I , a .t. . . ... it v u l i . r I . . . VII II! Q ~ .I _ i . . . . . . v . e c . L. a a ... n . ‘h . .J . S . ”..l I’- . l‘ -\ . ra - v.1 — . r.“ ”o; J I , .n l u o. t. . r ._ " ... if, I. O 4!.- v . l . ,.. . m _. r . ‘ v v) |I.. . .‘ l . t . .... . . .... . u .U r . v . o ..i . . . .. . n. . . I I o I v i e u I . . .. . t p . v . ,i of. e , t ,. . .. . . .. .1 . O . . y I I. v i a . l. . i. . r . i . . . l . p e . D. II c .. y c c . t a . .v . t . .. . l. 7 a . t t o l i i I . . .0 i. , a d ._i I .a A r I! 4 ti . p a a A L . i \ . . t A . . L e n r . . .0 . x . .. . U“ . . n. . e a" a . . C » I’z . 0P. . . u. l i . I, .Qc. Q — . Ana n. . . A - v r. fi n . . «.I . “.... . o . . t, n I . . r .. _v .V . . .a . .. .. . u . i c 0 .. . ,.. 4 4 4 . ,_ . .0 I . r . .u ... ; 4.. w t. I 1 .. , o . u i . l . . it e a . l . .y .. .. I 1 . .I . x p t . , . . n p o s . . a. A — o . i . .Vu 7‘ .... u In Children's Social Competency Profiles The primary purpose of the modified preschool program was to oduCate the child according to his individual needs based on his abilities and family life experiences. The modified preschool was I part of the “total management" program for the child. (16) Because of the scatter of diagnoses and characteristics (see tables 7 and 8) of the children it seemed more meaning: ful to rate the child twice in order to measure possible inprovement. Throughout the study each child and family are described according to the number assigned by the writer. An individ: ually planned program of behavior modification was set up for each child. F The behavioral areas chosen were determined by both the teachers and the families. .. i i Q 3p .- .p. h . .... t ,. vi . U . H. . . I x i a r... m I . Jf‘ vb. a . J . cub. ..l I I. . ..H U C r . a . u 1 V J. . . t «.3 x A 4 I n I f... A l a-.. .i . i. n I V J. l .00.! ... . . c Table l0. Comparison of Total Social Comoetency Ratings m by the Teachers .:- L “m stile Second ZE‘Fi’FA‘FéEYE Child sex CA Raw Score Hating Haw score Rating olrreroncos 1 F 6.! l20 64 l32 94 social Skills 2 M 5.9 66 6i i06 9O initiative Commi cat i on 3 F 7.2 87 28 IO? 67 Social Skills c abouni cat i on Self Help h M 9 9i l0 l02 2h Social Skills canon.” cat 1 on 5 M 7.9 96 an la] a} social Skills _ Initiative 6 F 7.5 66 6 7? l3 Social Skills communicat i on 7 F 7.4 6% h 95 as Sccial Skills Initiative 8 M lO.6 55 O 82 l Communication 9 M 9.l ll6 hh l3h 76 Communication IO M 5.8 56 l3 6l 20 Self Help ngiynicotion “3 Table ll. Social Competency Profile of Child l. Female Cvo 6". "one 3'6 Classification: "Down's Syndrome" ‘flf wwm- > .,,,_- ‘-——-...-.- §.csad”“"' ” social ’“Firii'" . ~ Competency Teachers Perceno Teacher: Percen- Rating ‘h_fletinggfi_ tile Rating tileflu Communications 37 95 38 97 Social Skills 25 82 29 9h Initiative 25 7O 27 82 Self Help 33 55 33 77 Total #_ A l20 8h l3} 9% Table l2. Social Competency Profile of Child 2. Male COA. 7-2. HgA. 2.‘o Classification: "Dawn's Syndrome" -§ocial » First . u Second - Competency - . Teachers Percen- Teachers Percen- Rating Rating tile Rating_ tile#_ Communications 20 50 2h 72 Social Skills l7 50 22 82 Initiative lb 2% 22 76 Self Help . 35 89 38 95 F'— _Iotal ' ‘ 86 6i 106 90 hk Table l3. Social Competency Profile of Child 3. Female C.A. 7-2. M.A. 2-l0 Classification: "Down's Syndrome" Social -,w i Firstwhw -'” "flu“ ” Secondli - Competency Teachers Percen— Teacher: Percen- fiatlng Ram tile Ratio»; me fl Communications 26 56 3i 8i Social Skills l5 l8 22 6h Initiative lh 2b 20 36 Self Help 28 31 3h 60 Igaal 87 28 107 6] Table lh. Social Competency Profile of Child h. Male C.A.9-l. Unable to test on Stanford Binet Classification: "Down': Syndrome" W ' Wm Social First Second - Competency Teachers Percen- Teachers Percen- Efitlnfl, Rating tile Rating; tile Conmnications l9 7 23 l9 Social Skills l5 6 l6 8 Initiative 22 2h 23 30 Self Help 35 3! ho sh Algmal ASl l0 l02 2h The first four children were diagnosed as "Down': Syndrome." They range in age from 6-l to 9-l. The mean age 'LUN ;"-’ #5 is 7 years. Their mental age is from 2-ll to 3-6. The mean change in social competency over the four month period is snown in Table is. Table is. Composite Mean Changes of Four Children Diagnosed as "Dawn's Syndrome" Mean Scores 7’ Mean Subsceles First Second Change Communication 25.5 29.0 3.5 Social Skills 18.0 22.2 h.2 Initiative l9.7 23.0 3.3 Self Help ~32.7 37.5 h.8 The behavior patterns of these four children were consistent. Self-help skills specifically chosen as target areas for modification were: ii) building up a simple basic vocabulary. (2) learning to use a handkerchief. (3) sitting with legs straight and together (rather than Indian fashion). These activities were reinforced through praise at every Opportunity during the daily program. The parents were in; formed of these efforts and cooperated by encouraging the same behavior at home. #6 Table i6. Social Competency Profile of Child 5. Male C.A. 7.9 M.A. 3-9 Classification: "Organic Brain Syndrome" 'EoCial' 7*hl firSt ~ Second Competency Teachers Percen- Teachers Percen- Poting Rating» tile Rating tile Comanni cati ans 2‘: Ni 25 50 Social Skills i6 2“ l9 h3 Initiative is ll 19 30 Self Help hi 87 hh 93 glotsl 96 Rb l0] 67 Tabla i7. Social Competency Profile of Child 6. Female ceAa 7'50 M.A. "3 Classification: "Organic Brain Syndrome" . -.q.” * . "._--... .. .. -.. ‘,..m .L.~‘.—-A-- www.myt M.—~.-.——q. . ... o...- .4... —- .-.—......a. ... — M-;Q.p-—-—- -.. Soci " " " "‘ n rst .. Second Competency Teachers Percen- Teachers Percen- Rating Rating tile Rating tile Communications l8 l6 22 33 Social Skills l8 36 l9 #3 Initiative lo 2 lb 8 Self Help 20 7 20 7 “—4——-— Total 66 6 7S l3 47 Table l8. Social Competency Profile of Child 7. Femia C.A. 7‘90 M.A. 2'7 Classification: “Organic Brain Syndrome" Sociul'm Eirst V — Second w Competency Teachers Percen. Teachers Percen- Patingy f Qatiggg tile Rating tile Communications 23 38 27 62 Social Skills ll 6 l9 #3 Initiative l2 h 22 50 Self Help l8 h 27 25 _:gtal 6% h 95 at Table 19. Social Competency Profile of Child 8. Male C.A. lO-6 M.A. l-6 Classification: "Organic Brain Syndrome" W A “m Social First — Second _ Competency Teachers Percen— Teachers Percen- figgjng‘ Rating tile Ratin3_ tile Communications 16 0 20 h Social Skills ll 0 l7 h Initiative 6 0 l8 6 Self Help 22 0 27 2 .Iotal A 7 55 0 82 l #8 Table 20. Social Competency Profile of Child 9. Male C. A. 9-l H. A. 3-9 Classification: "Organic Brain Syndrome" First . W Second Competency Teachers Perceno Teachers Percen- Rsting;¢, ' A Rating tile Retingf,y_%tlle Cornnunications " 28 ' " ’ an ‘ 3o 56 Social Skills ‘ 22 ' ' ‘ 36 27 7O Initiative '”~' 23 3o 28 6h Self help #3 69 , #9 ' 89 IQtIl- -u_ ll6fl_ hh l3h 76 Table Zl.'Social Competency Profile of Child l0. Male C. A. 5-8 H. A. 10 Mo. _Cl§ssificationa "Organic Brain Syndrome“ Social First geconfi « Competency . <= Teachers Percen- Teachers Percen- Rating Rating _‘tile Rating__, tile Communications. " ll l0 ll l0 Social Sum: n is 13 2!. Initiative‘ ‘ ll ll I3 18 Self Help 23 #0 2h #6 QtBiIJ i" ...; A56 LIB 6i 20 ____ The :18 Children diagnosed as "Organic Brain Syndrome" ranged in age from 5-8 to 10-8. The mean age was 7-l0. “Mun .....ar “(than ._.“ o - ’0', ' l I ' _ -. . l , . - A ' 7 _ "7 _, , o . u. . - , ,-. ,_ ~ ~;‘ .c . , _- i . ., - . .- -.- - .. . - . .- . , . ' . . _ '1 , - I : J l - ‘2 -O .p- . n. ,_ '_ | a - :- ‘y . O O . . ‘ , J ‘ J ‘ . e \. t . q r I i . . o I a A ' I u..- c.. ‘00-. r -.g... _ -. -‘ ~ -... .e - mod ...\_..I.,. ”w-vvr - Q ~ .. I - . ‘ a ‘ s- a - . ‘. ‘ - ‘ ' . ‘ i k A J ‘ .. _ no I I . - r . ( I N D. i - ‘ . ’, § - \ | C v ’- a y i .--- 1" . - 1. y _ . " ' ' . 1‘ - ~ ~ I . ' '. . I .' . , -4 .- . ..~ A .1.» - ' n t — o _ ‘ _ ' 4: .‘s P. i . . . ' '. ‘ A. I I ‘ «7" -‘e . I.» — OJ‘rcn‘-" 1'. ,_,.,,, - nus-..- wJ-w 1-.” -~o— "fl. a-wo.-—~4I~ .---m are. l . , :c'. r...- ,- . | I . A u- a. *1- .- o ”-_....wp‘ A; ...t'.. ou— o~"w> “ ‘rl' "'"'~""”"“" “ ""- ,‘ ‘ ‘l i . ‘ , a _ ,_ . e ..n I w y I. ‘1 Q l . I I ~ . . I . . ,--' 9 ‘ . ~ .' A . ._ ., . , .- .7 -. . -. , , 1 . ..._.~..,4- . A r ..s‘ .-.«uv -- 1-... ... Q'- , - , , .- . _- . v. n . .. . . . ‘. ~ ‘I - i - o n : .‘ V . a ‘ . . '5 ‘ V'- 4~ . '1’ ‘ ‘ . ' .. . . , - - a. - v w J i" "0-4 I K _ .. . g .- . ’ . .' ' ..‘ e u' d 'Iv' ) i t. u r.- .0; 4... ....--‘--.u~.«c ... _ o - . 4-...th ~ A-a— h - w‘ - —..,—.-wa-- % . 1.2!: -_L‘ I I Q . u ‘ i v» n . --. . .. .. ‘- ‘ I ’ y . . i t .4 a - . . z, 0’ a. w, J . _ 'J M . l w 2 t ’ e4 ‘ 5.!" f . f :1. o _ .- & + ; . v _ . . i . 0' I v v' 6'..- e .5 I - 5 ~. ... ~ . i - e.’ .. __ ~ . —. my, , ,, -.4, - . .... . ,.,¥,_ , ., .. :- .... “can :~M“--‘w r ' I a ‘ i (A I .O A _- s r . C . . _ I A. I .- . --. . --.-. . ._. . a . -. '- 4..- .c4 ....-. h-. -~.-.- wi.. . In... .- . 8 . l v i i av V 54 n-‘ 1&9 Their mental age range was from lo months to 3-9. The mean change in social competency over the four month period is shown in Table 22. Table 22. Commit. Hun Changes of Six Children Diagnosed as “Organic Brain Syndrome" ' w; 'i‘ i " '"" ""fi...'?..;.. """‘"" ‘,.. f “" Subscaips 4 4 f __ _ first Second #Chgng Communicotionb 20.0 22.5 2.5“: Socialélhilis nu.a 19.0 u.2 Initiative 12.8 19.0 6.2 3.1! Hep. ‘ 27.8 31.3 ujo ice-— "— :11: f +1 fl W A *7 :: -~ M The (first teacher rating was made during the first six weeks of school which could be a very incl-tent adjustment period for these children. _It might be significant to note the a... change in initiative as a result of attendance in a modified preschool program. Thomson change in initiative might be an indication .oi' reduced anxieties. L i A fientosso'ri Button Frans lash of the children showed some degree of imrovellent ..in the perform si' the task of unbuttoning and buttoning. (See Table 23) , I e‘ ' . . r “~.'e— _ l .1 . O C 8 ‘..-Ao.— .. ‘... _.—'~. _. .r , i . y . . . . J — r . . b . ~ re. ' l 1 .,- . “ .o . 1 . — 2 ‘ r - _ . . - . ,- 4 '-' .-. -. , .. ...-._.. my" A..l.... .1 ..i. ‘ I. I . f ~.' ’I ‘ 4 . , » I C . , » ' A. i , . ~ — s , ! - « . 4 » - r v I ) a ‘ . . - . ._ . 1 . i u . - 1 - a Q ' ’ V 2 , _ . . . 2 A ' ' I ' I .v‘ ..__,- e ‘ I I .u "- - . .... o . ' ‘ . I ‘r- s. I f E . t t - .. . '2‘ a; '-‘a . . . A -n - , nv-avu I d2 7. ‘ I ... --. o r a - -.¢.e--"“J ‘ l ‘q fl- P. . ‘ ' - x .i. 4 . a r e ‘. ' 'e v . t » I r- ’ ‘ r . _ l . a - 0 ..'-- Sc ‘ vu- -- 1 r -a ' . fi I . I ‘ O . n , . , . . . e \ . ' . i a " . ‘ .. , _i ‘ ' II u - ‘ , m ‘ r l b ’ i r d WH.~~..—..ce ..oao '-\ O. I l . - .‘.'\J I ~ ‘- -. b ’- 50 w— oeoum 03.38 :30... V3395”. x3... a N N N N o o o o o o .o. N. N o o N N N N a N .m. m N N N n o n o N o .m N N N N o o o o o o .N m N N N N o o o N o .o m. N N o a . N N a . .m. a m N N — o o o n — ..N m. m N N a o N N a N .N. a n N N N o N o m — .N« m. w a N a N .m N a N ._. a“ an em a. 0M fin 5 Lie“ 1‘0“ 141 o 11 o v—fia 0503 9.3033 9.032. an.» [039‘ -.nywpxm.cgu -itmgbaap mmctooa NaboNNJNme:---N~um~¢u ' i I, -i- All. iii, II. \Ilii’iji'iiv“ i i ii i‘itb 1" .it. .ll..I.ll\. .oa-to couuau :0 oboe” Nose; Numb .mN NonaN V Sl The period of introduction of the material was marked by four children showing inattention due to with; drawal as resistance. Two children both with "Down's Syndrome" were receptive but were unable to follow directions. The remaining four children were unwilling to get involved or respond as they were engrossed in other activities.“ None of the children were "forced" to work on the series of frames. but each was given the Opportunity and choice several times a day. At the end of the four month period five of the children could successfully complete the task and would use the clothing frames of their own initiative. Three of the children who were unsuccessful in the task comN pletion had cerebral palsy involvement in their hands. However, they were responsive. Two of the children were i unable to concentrate on any activity long enough for completion of the task and were rated below the two-year level in mental age with cerebral palsy involvement in their hands. ‘- .14.. {V .4 '- CHAPTER VI DISCUSSISN Effective management of retardation will necessitate a plan for the development of each individual throughout the total life span. This will require the varied talents of the nation's citize ns to insure continuous effort in order that the retardate may achieve his maximum potential. A suggested plan of management for the severely retarded child of 6- ll years should concentrate on the socialization process in a school program. In teaching these children, the mental age level is to be considered rather than chronological age. The mental age range was from l0 months to 3-9. The chronological age range was 5-8 to lO- 8. The modified preschool eXperience represents a small part of the total life experience of the retarded child but these initial experiences outside the home situation can be 3 f s ignificant. This is eSpecially true of children who have sometimes had limited opportunity for social interaction outside the family. ' In considering the individual needs of these exceptional children, the family was considered a vital component. In Ithe Opinion of this writer it is almost impossible to 52 all! rv‘. a J h \ fia- .1 A He . e r . a a , Nr, . . i, N‘ .. .. N I \ . N . rd . “a i ,, ‘ a — ... . . .. . .. . _ 9...: a v . . . . c I I. . a . u . s .. val ‘Sull Ir .4. n '- . . . t .\ . ..N s. . . a t ._N lo. .. a. . U . 1.! s eel! 5- .. file i. q 0 I .- Ic . N . ...... . Y ... . _ . t. ...- a. N. . .11, wt '0 to a t r . .... H N . . y 1 . ...s .1. .\ . ‘ Yrs . Iv I r . _ b e . I, _ . . . N N . .s N .. N e I. la. T i 1 Nr . . h . va. 0.. . . . .... s. r . m u r u N 3i I , I ._ I l r! r N .i . ._ n 5 . .. . ._ . N. a I - D n b a J J l 1 it . N . . s . v N . o . n u a N x u . . . . ... pal . U . .. ... 1 H l r V .i . . , e _. o. d N u . ...a a I .. a a . . .h is , . . . (Y. 4 . . . F . . . a . e . 4 . p , 2 _ . a e. a. . v ‘ n v .. . . . a Q I V b ... . .. . C 4 a {L . . N [is oil y N _ N In N 4 n \e . n N . p A nP. - N . s ‘ ti 9.. A . ..y . § . A. If! . Tile N s S3 develop an effective educational program for the child with- out rapport. understanding, and a close. sharing relationship with the families. .Communication between home and school has long been considered an important factor in nursery school education. It is equally important in the education of mentally retarded children. The modified program incorporated preschool methods and adapted than to the needs of the trainable mentally retarded child. Emphasis was placed on an individualized program with no teacher directed groupings for organized "circle" activities.. The basic concern centers around the individual. so the responsibility of tha'teacher is to help each child realize as.fully as possible*whetever potentialities he possesses. In order to do this the curriculum needs to consider: (l) the growth.’davaloplent, special abilities and disabilities of children. (2) home and community backgrounds of the families. (Si'tha.plenned environment-equipment, organization and prognun. The profile of the tan families studied revealed that the median level of adUcation for both the parents was twelve years. This median is m the level of both the county and state. All husbands were gainfully employed at the time of the study. Fiva of the tan families were two-income 1‘. ever! ‘2 . _ 9 .v. P) . r ,L r I . . . . . ...! , t O I: ... .. '0‘ .1. .a I S.» i i . ‘4- .L x I . . ‘I 1 . lit 1 l ... ‘ . :7 v :3 .. ... .r . .1 . s e l o t. a . l s « vi. . C s . . s A t. e 0 i. I . . 7. . ..- s u w . .. . . tan.— 4! . x a . e J. a Sh families. The median income level ranged between $7,000 and 59.999. The median income for Ingham County was $6,393 in l965. Five families resided and worked in Eaton bounty ‘uhere the median income was $5.82l in l965. The families uere affiliated with.a church and a majority were also active in community civic and service type organizations. Thus it can be seen that the children studies were ,cxperientiaity deprived and disadvantaged but net culturally deprived because of fully living level. income, or ”social status. This sample parallels Farber's findings in regard to family integration and social status factors. (RB) Social attitudes of status devaluation of the physically and mental”- disabled are seldom discussed. Many times the families of the severely retarded child must bear the brunt of these attitudes in addition to the never ending responsie bilities of care and training. ; -A profile of the personal characteristics for the children in the sample presented the following picture: (lithe mean ageasas seven years. (2) The LQ. range min untestabla to S3.L2(3) The H.A. range was lo months to 3-9 years. . The host significant factor in the profiles of these children is the heterogenous grouping of disabilities. Three of the four children diagnosed as "Dawn's Syndrome" manifested the usual characteristics of the syndrome. The . a . i '5 . ex ‘ 1 s o . a T , o . a . It. .5: .y ... . . . I . X. . W . . e u a! . ‘ 7 ~ 1 .A . a . _ , oe . is n . e l a a A O o a o .m a 1 ,i _ . 3'13"»! 1 I — \rss e. L 'a 1‘ a I lee a . t . ... We ! Iv _ . il.’ I a s. x , A slit .5 e .i a l . . e . a. . . f .fl er a p s .l‘ e a» .i.\ ... \.. . ...Z r . .. We . a p. . I. . ... a .o v .a m I‘ .. s a . r . y... ”no \ 9" . . . x . "lb . l . . a . U a . .' .D i . a e A C. 9' s... v u a - ' e . .. U...‘ .o e... .d . . r .. .. 6. 0.... ... .. . V . . .. . . . a m . . . . . .. - . . it. .. ... .. . i . . .. vu .\¢‘ . . . e. .l’ . 4 n.) . . l u . .Lr I t ... . . . e . . y e 1. . e o a. : A u... p ‘I . . ... . .v .. ‘1 e- n: . p u: ~__ Q . _ h . ‘ .i .e . O!!! t. , . . . . ... ii else. . , . I ~ v. . . . Al .. . e 1 at « Eh I‘ 0 4 . . A.v. . . . . s . . x . vs, - l .9 0 ~ . . r. . n v . _ . a . . a SS fourth child was also extremely hyperactive. Recent medical research has found a relationship between myeloid leukemia and "Dawn's Syndrome." (#2) One child has leukemia and the father of two children with "Down's Syndrome" has leukemia. .The Cain-Levine Social Competency Scale was used to estimate the childs relative improvement resulting from attendance in a modified preschool program; the relative effects of various teaching techniques and curriculum plan- ning were also evaluated.. The ratings by the mothers and the teachers were inxclose agreement. Rapport with the in; ferment depends on the purpose of the ratings with reference to what is at stake. ‘ fl; There were no significant changes in the general areas of. self-help skills as measured on the “scale. This may be dueto the fact that the self-help skills on the scale were not broken down into specific task level areas. The school program analyzed the eatingetesk levels into more specific areas. In the area of eating, school emphasis was placed an chewing food eith the mouth’closed and swallowing food after chewing instead of emphasizing the type of utensils used. J Certain areas of learning opportunity were broughzto . _ l. . .u e . .. V. t el N. .Q n. . a . . . I t 3 e . . | . y y l . \- . .a a . ...4 3.... \. .,_ .: I . I ‘ o c . v I. ~ . o _, O \o‘ . 4 l .07.‘ _. I n ., i): l I: . o p . r ,A v e i; .- he s . ye i . . 7 in) a!) v I _ .v . _ u e A t I . . e 4‘ I. . o . .‘y . ti 1 k ‘ Ill. _ . . V‘L s . . .1 . c .. . . . t i L . alas I , vi a 7.1 all 56 the attention of both the mothers and the teachers. Only two of the children had been given the Opportunity to learn to fold articles (such as wash cloths and towels). which is one of the criteria on the self-help scale. These children frequently have individual strengths that may facilitate learning. Each child should be viewed positively. noting his assets instead of focussing on his limitations. The acceptance or rejection he experiences and the degree of independence he is encouraged to assume pro- motes his skill in interpersonal relationships. The concept of behavior modification through approval or disapproval has long been used as a nursery school tech; nique. Many procedures involve application of current learn: ing principles, particularly those associated with reinforcement theory. Immediacy of reward is considered a basic part of this theory. To be useful it must be adhered to systematically. It has proved effective with some ex; ceptional children. Considerably more evaluation. exploration and experimentation must be done before its applicability can be evaluated. There is much current research in this area. The amount of time necessary to facilitate behavior modification seems to vary with the authors. Some "target areas" such as .- t. . r . In .v V I . . I l . o . . ll . . u s .m . I u a..- . c . A a. . l 5“ .... ...... . a . . v . A I J i . . ...!- u l . . a. 0 , . . . \I l i . _ n 7 . . _ .. J \ . 4. . . e \U A A. l .. u I . i. to... a . b . . P. c . . Out ‘4 I ODI- .i n a .vd .... "J at. l u u D 1 . . ...l. .. .: i i . l. a. . s. . . s ..rl‘. . . B t .. .a 9., ~ . c , Pl. '0‘. d . . . r. .y .. . . .r l .. .. 71v. . . .. _ .. Q C . \ . . . e v o 4 A ‘1 A ..L . . a 0 . . _ . .. . C . . .. u . - i a. a \ v ,.. l . V v a I. K v V . . . . . . . a a a . . . f. u . .. 7" 57 toilet-training and self-feeding have shown increased profeciency in a four month period. (l8) Other authors say self-help growth in the severely mentally retarded should not be eXpected in a period of less than eighteen months to two years. (no) This study has attempted to incorporate the concepts of Operant conditioning in a daily teaching program as one method of providing a pleasant positive learning experience . for severely retarded children. .It may be that a modified preschool program is one effective method of teaching severely retarded children. We have a relatively large body of knowledge concerning char- acteristics of mental retardation but there is a lag in the possible use of this knowledge in reapect to the life of the child to be served. y at. 1 . , .. ~ .e a , . - . .. p . . c o A e - . .l A. a \ 9 . . .’ . . . ‘t‘ p ‘7} .x . u p .— . v _. _ ..v i . . ,I ‘0 9a . . ..r\ I . . . 4 p .. 4 . |\_ V... g x a , . . .9 . _ O . y . ,K v v I u , n . l . ‘1 Q, l I 9 . . I I n U I i . ..v . 1 ¢UO - ,v' ~ i , u .i .. I _. a . ‘ b . ‘. I u l . ' . — Q r i ‘l A r . 1“. t . . o o .l .7 . . A Q t . c r . z .. . I .z » w v i w l l .. r a 4 fl . _ b . o h D n .. c 1.. . . o . a a 7! . , l v . A O . . y , a a 3‘ . . , Iii! . . -Pn. . . .6 ... .-.l I j . -‘ 1 ' It . l Y O l O e. V . o c .» , 3 . . . fi . . . ‘v i t X . l. u . . 4 v . . l . .l ‘4 . . I A S8 LITERATURE CITED l. "The Mentally Retarded. . . Their New Hone", u.s. Govern- ment Printing Office: l966. p.2lh-525. 2. Cruickehank. William M.. & Johson, C. 0.. Education of ggceptional Children and Youth. Englewood Cliffs. N. J.: Prentice-Hill. l953. 3. Baumgarter, Bernice. Helping the Trainabla dentally Esterded Child, New York: Bureau of PuElications, Teachers College, Columbia University. 1960. h. Rothstein. Jerome H.. Ed.- Mental Retardationai Readings ggd Resources.rNew York: Holt Rinehart and Winston. Inc. l96l. S. Rosenweig. Louis 6.. 8 Long. Julia, Understandin and Teachin the De endent Retarded Child, Harlan. - Connecticut: TEE Educational 5u51iahing Corp.. l960. 6. Kirk. Samuel A.. Educatin Exceptional Children. Boston: Houghton Miffliirifiiir4fififif l 7. The Department of 'ublic Instruction of nichigan, Lynn M. Bartlett. l a a Program for the ' lrainablo Mentally Hand capped in Michigan. Lansing. Michigan: Bul. No. 367, 1963. 8. Tarjan. 6.. ”Rehabilitation of the Mentally Retarded," Journal of t Amer can Medical Association. l96h. Po; 7' 700 .9. Dell. Edgar A.. Measurement of Social Co etenca. [ducational Test Iureau. Educational PuElisFErs. l953. . a a ,, I? k _ .. lo. Abercrombio. M. L. J.. Perceptual and Visuo-Motor Disorders in Cerebral Eels : A §urvey of the 75c So Litigaturg, London: astiEa Society.~l96h. pa 0 ' ’i i' ‘7 H ll. Argy. William P.. H. D. "Montessori Versus Orthodox: . A Study to Determine the Relative Improvement of the Preschool Child with Brain Damage Trained by One of the Two Methods," Rehabilitation Literature. Vol. 26, No. l0, October, l9 5. P. 29 ~30 . “ l. . ... . ax . ' Al x a 8 {II . I . c . F u .A ll . I. P. . a I .. . C o ‘ .. a e ‘ . .a . ... P a 0 D ‘ . n. C .r . . i ‘ e. \ : e . a o h. -_.—._.. .l . ..J D] . V a I . . o . . O. L. II _ a Ii, ..u... 4 C C I w; . .4 . h «.u. . x e In 0 I .. t r l m . . . Q. a. a ,. .o ..u i . . .f I V .. ‘ l . ;. i. . t . . . . . a4 ' ‘ l n ‘r . . . v 1‘ a . , A. I (a! O a _ u . -n .rKI .al . a . 7. v .5! ‘ _ _ \ r I . . fi 7, a . I» r‘ l. a V... \ ‘ . 5 0 o ‘ a Is 0 w . - ' I . I. n . . _ r, . Ox . a , . .. a. . .0 . a a . . v 4 1 A u , . . vvv . )a a f- 13. lb. 15. l6. l7. '9m 20. 2|. 22.‘ 59 Straus. Alfred A. 8 Lehtlnen. E. Ps h athol o! the Brein-lnlgged Child. Vol. I: Fundamenteis and reatment. New York: Grune and Stratton. l9§l. Molloy. Julia. 8. Traineble Children Curriculum and ‘gggggggggg. New York: The JSFn 5ay Company. 1963. Stockton. Jesse D. A Su ested Curriculum Guide for Mentall Retarded Ch ldren inTTementar §chool. Kern County. EalITornTi: Division 0 Special “fV'C... ‘959‘60e ' 6 ' ‘ Hewett. Franh M. ”Educational Engineering with» Emotionally Disturbed Children." Exc tional Children. Vol. 33. Ho. 7. March. l967. p. #59- 7T. ”Mental Retardation: a handbook for the primary physician." A report of the American Medical Asso- ciation Conference on Mental Retardation. April 9-ll. l9“. Reprinted from the Journal of the American Medical Association. Vol. l9l. Number 3. January l8. IRS. . ' ~ . ; 3 ‘- whelan. R. 5 Haring. H. "Modification and Maintenance of Behavior Through Systematic replication of .Gonsaquegcee.“ Egggptignal‘Children. vol. 32. I966. P. 2 1-2 9.~ . ' Masik. Kenneth and unease-re. a. "Operant Conditioning at 'the Training School." American Institute for Mental Studies Dulletin. February l967. Vol. 63.‘ e .D. ‘ e Skinner. B. F. Science 5!! H5222 Behavior. Mew-York: The MacMi ll ian Cwmyo 3. ' ,. Martin. Cary L. 8 Powers. Richard 8. "Attention Span: An Operant Conditioning Analysis.“ I tional- 5 Children. Vol. 33. Hunter 8. April l927. p. 563-573. Montessori. Maria. Or. Montessori's Own Handbook. First published l9lh. Schocken Eooks Inc..‘iew York l96S. §pgntaneous Activity:in Education: The Advanced Montessori Method. Translated from the italian by Florence Simmonds in l9l7. Schocken Books Inc.. New York: I965. ”w L . i a . a L a . . ‘. f e “' e I O “ ‘ e. v ... - . ; " I 1 e 1 p 1 . i . n- “V U~ a . , .- I L ‘ u‘ . l. -.. ~ v . . wt", (‘1? ’1’"- 4’0/1" E .3 ‘tA e) s ... f -«u1 " : .L' " {a .‘s '1 . {I L; i 2 :.: I" a . g i ‘I‘ ‘.h 3““-..1“, Cs’fl-Dn ‘o‘fi.-H* .—‘ .- -LA «w ..._. “..A ,..-. fl... . 1 1 a “ 1 . 1“ 96:.» “ ..':'..““:"!.. "s! r? .1. “”4 4 O - ‘ (pg - ‘ I'D 't t. ‘1' out“ n .“ s ‘1 J I" t r? ‘IIJ 0";~:J A.“ a. u. avg-sou 1“. “a. -. - .‘J .‘0. 4‘ ;‘ a. . ‘ D“ ‘I‘~. .‘ . L J . ".I ‘v. :5 _ .‘u 'AO‘ 1‘ * l ... r" .1 *‘ ‘f. .. I. ‘1‘ :; c ... .. . ' 4 . ‘ . -‘ " s, ‘il':‘:.Aa:-c:m T"- _ CS." _ ' .wfh-L .- z. - - ...... .- _—‘.‘:.‘.’.’J‘e’.~:b’:.i;’.e::: . 'I - ‘ ._.-31.! ~ 1 \3_ .r ,1. ' J I; . 'J‘ . . . , . 4' ' ‘ H.“ “J 1‘” ’ -. .. "- " ‘ I ~ d. ' 4 r -‘ 1 . V' ‘_,._.."‘: ..‘f‘-l.4.,.‘t.,-_ ‘5 "l" - .-€ {.1 .' . “3.. «in, ‘43"‘1'0 "' . : ‘ 3’53:i§£§“: T .. t. .1 . " T 3...; ~ €11" ” '~""""“"'*S:".M‘-”“ ' ‘ -" "’"~:-—3-*-—-~' . : ._ f e" ~,,a s\. 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P c ' r _ .‘ I” . .ch .lo .: L: if ”13.. 5‘) 1:33:me aortas-z, 2.17m ,, ’u-~~~m:fi?"\t“~n . -“ -‘fiac-uaao‘ ‘4 fi.“. I N . _ ‘ ‘s L. ' ., 1- W . ... ‘—‘ . ."4’1 ; .1 r”. f' e . i u . 1‘. f #19,“: 21- E?th. 3&1 33m. 1:: 1‘”; #711121?” 6 .3 Z T 1: "'." 1 ‘1’- I m"'-"~;'M:‘;-‘idflflv a“ “Asefé‘flg . 1 . ‘ , . h . k ”at"! .vfiofimx 1;: “l: . ‘_ ‘ .. C , ‘ 2 9 Nr‘ - J’ H ‘1. ' -\ ' - ;, . v. . . - ,r‘bq r ”‘54 ‘35 .333.“1 '1' 0‘5- 2": Q... a EU": 24' u '1 ‘1'11‘1‘1- ' .1 T . ... t O. ‘- bl ' 4 an . " ‘ A e ‘ ‘ : anO 30.9.33...‘ .:3 38%.; fun. on my?" (hr (; .1 '. . y. -- ,. r ”1‘2" 2 .-, P114 2 a , a r.- .. I}. i‘ r 1 1 e “I. u ‘ .' ‘ - .a , -.I L 1-. ..H .5 . . I . ...:‘H. ‘3) I. 323111.: ‘( v.8 . 2"'* 1, - 1 ‘ ' I.“ 9i: . » .. 321?? fiOC-C (:13 fig .; l : “1.333533111, . .f‘ 3,; : .~:\~ n, i 7‘ age. ‘#1L;‘\*u “I -'-~“--i‘p-sa-:p:mv“m~c—q-o ”vegan-Lo: It - . ' I 1 . l A4 4’: m . a: r_ . : . ‘1‘ C e an: ’. ark} E “'2""~.‘1:': 1 t.’ 1 . L In???” to. fed" 1""??? §' ‘14:". :3'35‘3‘ 5‘ ” f" ' : * " ' _ _ _. _ -_. . IIIII ,, , L e - 1 l? A ’ .. . . . . . __'. . . _ ‘ 1 I ' w - ,‘ s 'u , ' t , ,, . - T 23. 2b. 25. 26. 27. 19. 30: 3|. 32. 33. 3“. 60 Mb. handy N. Learn How to teem. :hltinereu Pelican Pnesa; I .. ‘ . Gitter. Lena L.. The Montessori Approach to Special tducation, Paper diiivered Spring Workshop. f§3€, fiftimre Chapter: Maryland Association for Retarded Children. Inc. Washington D. 0.: Holler Pagan Press 1966. Swift. Jean in. "Effects of Early Green Experiences the Nursery sane! and Day luraery“ in Hoffman. M. L. 5 Hoffman. Lois w., Review of Child Development Research New York: Buaeei! §;ge Foundntionp7761. . PU 2”°3aze~._j_ E. , .4 "C II ,~--“.v Reed Katherine H.. The Nursery Schooi, Phiiideiphia: u..u. Saundere taupenyo 3rd. (d. 1960. : 4 . Landretn, Catherine, Education of ti: Y??? EM 1d Ian Yorkt= John Vi ey one. nc. . Bennertfeger. Jane, s lIJkart. David P..‘9the Nature Of Prescnoei lenetite.’ Michi an Ed ti - Jew 1. many“... “-20. . Christianson.,iieien ""11 re. Mary Hurt Lain. Nanche A. The Hut choc]. Boston: Houghton Mifflin Co. I537 Cain Lee 1.. Levine. a...» & Eisey. Free-Ian I $9.9. Lavina Sociai Competency Scale. Pelo Alto. Eifffiirniae itoneuiiiig Us m5 logiete=Prasa. I963. Samson. Sam-(tr. 8.. W Problem 15" Mental Deficiencz 3rd Ed. New or 2 Harper 5 rotherl. 9S9. Michi an Statistical Abstrsgt (Sixth Edition) Bureau 0? Business and Economics Research Graduate School ogégusiness Administration. Michigan State University. 1 Povert and rivation in the U.S. canon c Progress. Has noton. Conference on . C. April 1962. Cruickshank. Hiiliu i4. 5 Raus. George H. (Eds) Cerebral Peisxi Its Individuai and Connunitx Problems, Syracuse. New York: Syracuse_’ n vars ty Press, 1955. IsIas 8 o: fl9601 A I1oa§ggnoM 9d? ..J ansJ .1933I6 M 7 .qoaam mgquwbnavflab '1st .noinaubB ' To? noI36faozaA bnsly1nM x103qad3.o1om’$ 1smoH 3.6 .0 nozenidtdv .anl .neabllda bsbaasafl .368! aaasq «3931 asafloIiodx! quosa {I133 10 £339113" ..w uaob .11Iw2 .J .M .namfifiofi nI "(10:19" {50 bn. lacuna (19310“ on: anon Iowan bitfln 10 waIvofl ..w zIaJ .nnmflfiofl 3 .Iov .noiia53535 .352 Ifoztufl :fl1oY u.“ annotate ' '-- 0:88.8‘! .‘q 335%! .! :squIobiIqu .Ioodaa (woa1uu ad? ..H anI1edish .bssfl .039I .b3 .b1£ .ynsqnoa a1obnu02 .8 .w 3 .9nI10fl353 .dflowbnoJ n W «lot. nho‘f us! blIi' qu [.3383'y1 01u3sn ad?” ..1 bivaO .3133IUH 3 .onsL .19991319wdaz noIisaubB as IdaIM " ciIionafl Ioodoasaq fio hoq.0‘ae' “1318M .LWGN'SWL .muibuJ a ..N (flint-Quagofl ..H noloH .aoznaIttiudD nodflouoH Ino3tol .gggggz x1oc1ufl odT .A sdsnsifi .1 Q .03 nII‘HIM -nI33 .1 ._ (it!) Iaumsa .enIvaJ ..1 and «+03 ”(0&1 .aIiaz. zanaioqma Intact mm .83?! .82011 i331golbdaxtq gnfafuanofl :sIn1éYTT35 . ' . I 'I [orb a ..II 1M3: .mu‘w! .31 , * : I we we .b31b1£)_xgnoI3§%90 ' .QZQI 4wa ' ' no aanowsinoa oi§fil !11qA .3 ..3‘ (8b!) .fl 031008 .zuafi a .M anilitw .flnaflzflaIuaD ”DWI: bna IsuvaIan :3! :33!“ 15140193 92935112 nhoY we“ .ozusrwz .31»!qu .339! .23919 yjiafivanU g! l 5" u, oii 35. 36. 37. 38. 39. RC. #1. #2. “3. 61 Kephart, Neuell C., Ihe Brain injured Child in the Classroog, Chicago, 111.: National Society ?or Crippled Children and Adults Inc. 1963. Kirk, Samuel A.. Early Education of the Mentally Retarded, Urbana, Illinois: University of illinois Press. 1958. "The Mongoloid Baby." U.S. Department of Health. Education. and Welfare, U. 3. Government Printing Office. Children's Bureau Folder No. 50. 1960 Kirk, Samuel A.. Karnes. Merle B. and Kirk, Winifred D. Ipu and Your Retarded Child, New York: The MacHillan Co. 1955. Denny, M. R.. ”Research in Learning and Performance" In Stephens. H. and Herber, R. (Eds), Mental fietardation: _A_Review of Research. Chicago, The University of Chicago Press, 196%. Denny. M. R.. "Theoretical Analysis and Its Appreciation to Training the Mentally Retarded." Unpublished Papen,Michigan State University, 1966. Goldstein. K.. The Organism, New York: American Book coo. 19390 p. 3 ’37. Reed, Sheldon C...§9unseling:jn Medical Genetics. (Second Ed.), Philadelphia: w. B. Saunders Eb. 1963. Farber, 8.. Jenne, w. and 10190, R. Family Crisis and the Retarded Child. Washington, Dt—E.z Councif ?or Exceptional Children, 1960. .-. .. J I . ' i O O x. , . . l . 2 . . e1 , r- . . . . . . O ‘ ' b I. l I -— -—- c A. a.” .- E I . -1 a.) o -I n _- ' ) t s u o J I 4 .‘ 1 .z ., .- I - a, . 1 -,. . , 4 D . . .I‘F‘i a n ,t 1.3.1 "1.4 .“c v. ' Q, \ H i O 'H ._ 1’1 ("'3 “A - J o ‘- " a: O . E 'P .l ‘ APPENDIX I I I: 13152336 a .m. .u .mem. ..u .o .COumcvsmmx .memm_w2 new .comumuoou .:u_mo: co ucofiuewooa .m .3 .xoom uLm5~I.MEo_20ee _mcowumz m Lou cope _mcovum2 om« venoeoLaa om-mn .o .H mn-om .o .H om-mm .o .H m~-o .o .H vow—LeULOm oomem gm“: evmem opoo_z women 304 Locho— 30pm 0—3muauu e—nmcwnc» ucmncwoou »._mu0h acoccoauccp ucuocoaoocu >.—ac.menz ucoucoavu_eom ucoocoooo .mfiuoc-——:o ecuoz 0—.uogsu uo.n~ mummcuo mummquo mumquo mmqo mszeam mdqawma uqmquaou ugquwdzh ouoH>oaa Edmmomm no mm>h uzh 0h wzuoaouu< au-mouuhqu onhdomu4 «Dom APPENDIX II Axucmmuvmoo _mucmz co copum_00mm< emuwemsq oz» 22 mmmo.5>oo co—umufiwwmmmpov emu on. eWDN. mo)o3 2.2.2.3232221. «3.13.2.1... «1.2.3 a..).a3\2..1 23421me 2» of; u... 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Cannot put on any clothing. 2. Can put on most clothing, can zip, cannot button. 3. Can put on most clothing, can zip and button. l. Completely dresses self, except for shoe tying. 5. Completely dresses self, including shoe tying. TYING SHOE LACES §_l_L I. Cannot pull laces tight. 2. Can pull laces tight. 3. Can make first part of the knot. 4. Can tie bow. INITIATING DRESSING .L 1. Does not initiate dressing. 2. Occasionally initiates dressing. 3. Frequently initiates dressing. 4. Nearly always initiates dressing. UNDRESSING .311. I. Cannot remove any clothing. 2. Takes off most clothing, can unzip, but cannot un- button. . 3. lakes off most clothing, can Illlllp and unbutton. 4. Completely undresses self. CARE OF SHOES fit. 1. Cannot wipe shoes. 2. Can wipe shoes, but cannot brush or polish. 3. Can wipe and brush shoes, but cannot polish. 4. Can clean, brush and polish shoes. WASHING HANDS AND FACE §LL 1. Cannot wash hands or face. 2. radially washes hands and face; needs help in finish- n . 3. Wa‘shes hands and face, but needs to be checked each time. 4. Washes hands and lace and sometimes needs to be checked. 5. Washes hands and face and does not have to be checked. BRUSHING TEETH .511. 1. Cannot brush teeth. 2. Makes brushing motions, but does not brush ade- quatel . 3. Brusheys teeth adequately, but cannot apply paste. 4. Applies paste and brushes teeth adequately. KEEPING NOSE CLEAN ._.... 1. Does not keep nose clean. 2. Occasionally cleans nose. 3. Frequently cleans nose. 4. Nearly always cleans nose. TOILETING _. 1. Does not wipe self. 2. Occasionally wipes self. 3. Frequently wipes self. 4. Nearly always wipes self. mums SKILLS USE OF UTENSILS SJ. 1. Cannot use utensils in feeding self. 2. Feeds self only wrth spoon. 3. F elf with fork. . . 4. lleszgsspoon and fork and can cut with knife Ill eating. Notes: 'l' 3. oh 5§d#“" rd" Alum?" _, . run-h" am ... "' ' :32" ‘ “I “ ‘éudm‘ WC ‘ “he :::s-* E uni! pufiiflh' H“ ‘ "° :1.qu 1‘ TABLE adamant HMHW ' L? LIQUIDS In In 5“ flat: m _. ,Hlkluhmh {filmmw fluke-immanent ' U’MESS if“ ' unless Nfifmh genius. . - . \ ~:“'iuin."':"m1:':“m —- *‘GACCIDENTS Muir-nut. with; em mm mm 'm .I F GTASKS When given " for a task (e.g., picking room) he: he ' - hum-m be me. hit “I: last mm‘iwmlem. ‘_ DING T0 TASKS Child ~~ ""‘W to task (e.g., cleaning u ’ gs away): “KI-hum nu arms. EWRW‘A... “I I . "it w: filteee minutes. 0 BED lie or late bet. bed cannetua e . 'lli flats and blankets en bell. bit if n case. mun lake m. mum MM men in case. 5‘ KNIFE 5" made in eating“ knife , 0 ., . —-o- it foootIstII’ch as meat patties. French toast, at, it removed frorn bone. PREPARATION SH prepare simple foods. s sandwiches not requiring spreading, such as is. cheese. etc. 2: sandwiches requiring spreading such as butter, cheese spread, etc. is food requiring mixing, such as cold pud- cold drinks, etc. It foods requiring cooking, such as iello, oat- E SETTING of place silver, plates, cups, etc.. on table. 55 places silver, plates, cops. etc., on table. places items around table, not necessarily —" they belong. plates, glasses, and utensils in positions he arned. : all eating utensils, napkins, salt, pepper. etc, in positions he has learned. .RIN G TABLE SH It clear table. stable of unbreakable dishes and silverware. —" stable of breakable dishes and glassware. stable. scrapes and stacks breakable dishes for I GENERAL TASKS Mill RESPONSIBIIJTY lNING UP LIQUIDS icloantng _up s illed liquids he smears over SH rarea,maktnga lgger mess. —* 5:: gene liquid, but job neust be completed by so. ill! lilluid area but requires finishing touches Incone else. :3,'li lIlluld and does not require someone to rob. ANING UP MESS “lot take initiative in cleaning u own mess. ””03"! takes initiative in cleanrng up own mess. I Fen"! takes Initiative in cleaning up own mess. :7 mils takes initiative in cleaning up own --" ’ORTIN G ACCIDENTS . Js not report accidents ie.g.. spillifll. breakwg' I asionally reports accidents. fl euentiy reports accidents. '1 I”! always reports accidents. i lPLETING TASKS When_gi‘{en l JnSIbility for a task (e.g., plelng "'"" :leanmg room) he: I: not do task without being reminded._ rationally does task without being remmded- Illelltly does task without beingfem'mjw' d ”llalways does task without heme ”mm“ ' .‘ENDING TO TASKS Child Wm _§§ .attBntion to task (e-g-a Cleanlng up, .‘ mg thlngs away) : . :lnle does not exceed five minutes. illle does not exceed ten minutes. line does not exceed fifteen minutes. In if time exceeds fifteen minutes. KING BED not make or undo “3' bed nnot .5! n undo but cannot ma {laughs on bed. in“ a u n sliread sheets antie my put- it giu'iflhii'i': E13313. includtnt well"! I pillow in case. 21. Notes: . t .... ...... 011.214. 1 3 «Namath. 9m 3 ru.i Fr. 0 n0. 3 4, its WW1 1 in Notes: .no furniture. but is unable to pick up SH —- rne furniture, and can pick up dirt in :h as tables and chairs,and can pick up SH L‘J and pillow cases with help. and pillow cases without help. tie and pillow cases without help, and reads with help. lithout help. WAY I tested to do so. I ynithout being told. lithout being told. ny without being told. )THES __._ eithout being told. he without being told. or without being told. tilts without being told. NDS rte ether people. 88 note to other people. at note if only one object is desired. without note if no more than two objects OVEMENT §_§._ er yard alone. grate area of the house. i . IEPHON E liable to take message and/or call appro- lillrouriate person. Cannot take messaze- Wlfourlate person and takes message. IRSONAL SKILLS tether children. other children. letter children. it with other children. not in use. to use other's objects. lit use other's objects. issun to use other’s objects. ihngRTY When he has bor- than in use by others. tier mm to owner. to owner. is owner. to owner. J OTHERS ' dr la to one or two chtl elargerygroull (“"9" "' Marie rgmup (three or mar! '3 ALAY , ’Ildren to play W'th' 'th children to play)" ’ with. Children to play . Ct children to play with. ,tISTANcE flee to others. Citstance to others. no to others. tlssitttance to others. ._ S ._.. PVOtes: ... OTHERS _S_S._ 3" L—J .J h'ldree. . “zillion when they are playing to- ‘ to to help another child. I ' Tia: t: help another chrid. rtruuurcrnorr thNGUAGE gr; .. gestures coil- rgollpitit sentences. so lets sentences. . faerate complex sentences, connecting a notions or statements. 1' OF SPEECH 13 I nitsi estureonly. . ' tntyspieectr is frequently rndistrnct. :ooevirat clear but occasionally indistinct. annually clear and distinct {STANDABLE SPEECH understood by anyone. rdnrteed by immediate family only. demoed by neighbors and trrends. stunted by most people. TIFIFATION ate ’ st . etrstunaxzhly. 25 I still name. ohll rune and address. éTING WORDS nut sounds or words made by others. utmost sounds made by others. 26 utmost words made by others. utotnplete sentences made by others. ..tTING WANTS meditate, even by gesture. that he wants kit share something with him. 2 My gesture and limited speech but does noblest ti.e., “I want." “Give me."l and he wants someone to share with him ntotjects. Itlpleie sentence to express his desire for note share with him. HIRING. QUESTIONS When a question he: rtresponri. do by nodding, pointing or other gesture. 1; answers question, but with incomplete iteswors question with complete sentence. 4ERING DOOR it gesture or speak, just stands there. desthat someone is at door by gesture only. its that someone is at doe ' ' intense. I by usrng illCOli- isthat someone is at door by using complete 4NERING MESSAGES glgtiiul’ messages by gesture or other means. I'm a simple message by gesture only. [tor a simple message verbally. turn a more complex messa e verbal the thought or activity). I l, (more 4AT1NG OBJECTS TO ACTION It name objects in pictures or story books. line ob'ect ' ' lie actidnsf and people on prctures but cannot relate ob'e ' mints; lustre actron but unable to connect connect actions in a picture to tell a story. "1 Total Each Column and — nnscribe Scores to Next Page ‘ helps other children . stops is own play to help another child. COMMUNICATION OF LANGUAGE no words — gestures only. . in Incomplete sentences. . it'llcogplete sentences. ore complex sentences, connectin a . of actions or statements. g 'I'Y OF SPEECH icates by gesture only. ' ' . but speech is frequently indistinct. . ls somewhat clear but occasronaliy indistinct. — is generally clear and distinct. r - 'ERSTANDABLE SPEECH be understood by anyone. he understood by immediate family only. h understood by neighbors and friends. he understood by most people. ‘ ‘- FICATION - state first name. state first name only. state full name. state full name and address. ATING WORDS , repeat sounds or words made by others. repeat most sounds made by others. eat most words made by others. repeat complete sentences made by others. CATING WANTS ~ not indicate, even by gesture..that he wants ac to share something _wrth hrm. -tes by gesture and limited speech but does lame object ti.e., "I want." “Give me") . tes that he wants someone to share wrth hrm nain ob ects. _ ' congepiete sentence to express hrs desire for ~ ne to share with him. 1' RING QUESTIONS When I a question he: : not respond.“ 4-, nds by noddrnLl’ lty answers titles question with complete sentence. ointing or other'gesture. tion, but wrth incomplete _ lace. lly answers RING DOOR . not gesture or speak, just stands there. ’ .. tes that someone isat door by gesture only. “ - es that someone rs at door by using incom- " -. sentence- . - -j _ es that someone rs at door by usrng complete . ' nce. ERING MESSAGES ot deliver messages by gesture or other means. -' deliver a srmple message by gesture only. _ deliver a srmple message verbally. deliver a more complex message verbally (more one thought or activity). . TING OBJECTS TO ACTION \_ of nameobjects in pictures or story books . ‘ ame objects and e ' ' ' te 39"?)"5- p ople Ill pictures but cannot state a jects to ac ' f Its lntoa “Q’Y- tron but unable to connect _ connect actrons in a picture to tell a story i . Total Each Column and .mnscribe Scores to Next Page 'ING OTHERS SS 34:] another child only when they are playing:> . es sto s his own play to help another child. x.- ...:- Child’s Name __- 2:: Parent’s Name 1.1- Address_ .... 3:9: ',‘:. Other Data Sex; M :1: " “— .:.. 1:0 YEAR MONTH DA "I Date 1.. .—_—— i=0: Birthdate _.__,,,___ W 3;: Child’s Age __ __ Raw Score Percentile REMARKS: 0 -E__ __ {SH _--____ Adj* ___.__- __.___ Total -_W -_- *I f child is male, add the appro- priate correction to his SH raw score: For CA 5-0 to 5-11 2 points For CA 6-0 to 7-11 3 points For CA 8-0 or over 4 points WWW—'1 \ V O l d ‘0‘ ‘o N ‘e \ . “"nf"‘4‘.’"‘:‘.".'at..0......:...‘:.‘§bk .‘\ \ Interviewer: -_. ._.... W Agency: ._.. ._.- - _W ...W '8 ye CONSULTING PSYCHOLOGISTS FRI 577 College Avenue. Polo Alto. Calif. ©COpyright, 1963, by Consulting Psychologists Press All rights reserved. ”—---.—-—-— ‘-—AA AA a APPE'IIJ I X IV .Hmorm.mq.a Mixes-H New... t... dint .ADQDJ IHQCOLDQL Hsflofla M0 m who. Moran...“ m “.0 firm H3592. .wmu Magma em.c.s . a. A Hmpcanso 1.. 34 n I. gang My“: 1L a Acgm cu new fihsfi On A ...t I- a "3 as at; 8w onnu.... 0» n.4HA Heaven “Nu/mm .soc- HH::OH sin \ ‘ mad1witmw ......w. ‘5‘ A Sofia.a.tna 4‘ .o. ans... Cm“ L? w. .w m; ecmwaonn unofiuomw>zc ma; .wo mowunn O. . no a... and $13 “3...... H.« do» awed awn a.» O. a Hauomnme as an mo:OAuammo m . 6H “Jo owawhozfi u-i.n...HH>£ .oJJPe. ...ala “NJ outlov. ltd!“ me O .% SCH ..Mm eH0.A 4.5.“ Hunk. Us...» HSASASA. MM341HWuWJNOJ.en.o a ow .oH mzr flan nucmom mafia: -.. oauwo.wm you w... mix...“ ....“ Ouanmaao 0g cawmo mu mcflm 52"} NJ I 1... macauucaww :taa-. :aafiaa.mH mango .cen it." . n4,1.4.1......rh ...) afififlgdfl... Inb- ton“).- W. 21F a} a\ r who crfimfiw H moww me ::ok awfl.. .05 E . ufisg... ...» NEHUOQ QC ...... We“. at p «MO «mow. ......» 3:. a amid. we... a: a (an. .‘ OS auucuah 3» “HA 0 can ‘ I" :3 «We .nd dw «wanton 0a a E :1M44:~ mun when satcum . k liq... ......t.... -. .....C .r. .. ...v a.“ a no 60 O mo 20.; “ad“... .uwdtfigvHMweM-“qul. u wanna .upwpan .3»). . is ..a. ....te mcHsH...r.M..mm M. 3 V Jva. 1rd 7 n 0 no Annzma rguflc on one EGNSEGQQOES ncwu:«ao M "Swanson mi aafiqd OH .wa ..u :40 ... are I’M“ drnfiom unnamed anwdld... ..rw Hmu.wg SUM." mo. ... 'M' "5““? “"-J—L-"L v 2. Place of birth? 3. National descent? h. Occupation of father? 5. Occupation of mother? 6. Language in the home? 7. Education of mother? 8. Education of father7M‘ 9. Marital status? 10. Wit! whom does the child reside? ll. Family money income per year A_under $3.000 ‘_$3.000 to $5,000 $5,000 to $7.000 $7,000 to $10,000 $10,000 to 51h,000 l2.Schools attended? County? FAMILY HISTQQY Birthdate of child?__» Date entered? l3. Humber and age of siblings l4. male female Health: Diptheria Scarlet fever Mumps firequent colds Tonsllitis Pneumonia Hearing Sight Measles Chicken Pox u« g . t'.--,'~\_ «o-- I,- 'r 1 ' ‘. ‘ I . I I _.' v..." ..e.. A- ..--‘a--..4 «. pug - - - ...... a... .r—n». v -~ — o-I-o . .. -0- Y‘ 1 .4.» ~D-~. H. . ..--.A... ...- -(. . ._.“ . ho— _ .._ - -9... -..-~u-‘-—— -... pa-a‘.-.“ " \ i-m to ‘- J - x 4 In- .4. 1.... -.- . 'AA- -’.o.. -.. -._ - .. — -.. on. ...—55.4.— o. .. ...-n 4.- -a -4rr-..“~ a“ ‘ a \ . c . . O ‘ , v n .I I ‘ '1. 1 u; “a ..-.vr ...... >w‘ .. -- . -._ . - u. -(_< . .. a» - o '0'.“ Fvnmn~ -sv~~‘ic¢-—-- O- - . v. .I . . . _. 5 l g .~.a ‘_ ......” I... . .- -.ma -.- ...v. '1‘ ,u. A a...” «a- p n- A...“ -.-- ...A~.—.‘1 " J . .._ . ..s - .7. . e _h ' ; - .. t. -41.. _h*--~_ _. . . .--.,.._..... ,. o . - 5.”. ---un.-.---—¢o-‘-‘n ~-~-. .-.-b-~~- * f. . . ‘ ' I. Q . . _- . ‘u...—- WHoJ . . _-. .-. . . .4. ... - _7 \ ...-w... u- A... ...... ...".A .‘i , -‘- . .1 ~_.’. I" s - 2 . . . - ‘ l _. ‘0... - m“. a«_- flDU-OO-J-H .. .. --l>..nd‘e. --~—-\_- ---..*v..-o-.—q.-. .av 'e ’ up. v.-: ~.-.I£?"u .r...-v-.-Mo- M‘. ,. _ ~.‘. _- ...g’.” H .—va‘.~u§- J~moflo—n-fic M. .-.*.up I ‘ v I U ' ‘ g '. l - . I' . ..-..-1 t 5 1 I d r J .. 4“ a.» .. -.--»--.A~szonu--Av» w--.‘o—-b——-Im-'h¢uib 3 fix, - - . .1 ~'\- .~ ‘. . .‘-‘ I ‘ ki- . .4 .1 . 0.. -‘ ‘ l . .- a . 0 . I '5 . . r . , | . ‘ " ‘ 7 i I' "‘. M ‘u - , ’ ..» ‘. . .' I .« - . ‘n U ' t , '. 5‘ I. ‘ v, I . ." ’ .1. ' . . v . . n c ‘. ‘ '| ., ‘ .I ~ ‘-' a J 7‘ P ’ .h " ~~ - 1 , v' ' . .. x. t r i’ ’ .. ... t . n . . ¢ 1 . J u ‘ .-. 3' . w- . I 4 ‘ - ' I ‘ «J l . . .' l . ' § \— .' kf . n - ‘ x. v w P “ ' ‘ ‘- 1“ v.‘ n,- r‘ .4- H‘ ,r' . i ll“ , 4 . I- ~ . ' .a I . I . ‘ l , i .. cf _ ' 0 ‘. . ' I .' . 3 ' . A. | I a . ‘ u . I n 1"... A_>--'w';° ...-....- 0" .. ....> _. l “fivmhm-h¢ “-..-main» ...“, on a. “..‘D '» ~’ -.n “-..—L - -.—.~ ‘31 o- .. -‘ W- “-1.. u -m‘. eetof ‘D‘OC-- -‘ Q-z mn 4‘... “..--W“ - -*’s’ ”w .Hl‘~_tu.---.-Oo wumvwau "fih "v .;v.*.-toao . ....) “0-“- -v. - "MMW-w- aha. 1.“ . up-.- 4'“: . I j 9 - . ‘- ‘” t J -1 3 -'. ‘- e " f a n g a .- ‘ . .o ' e .I‘. 1 . A! A a-_ r . . rv .- M J 1 ex - _ .. D '\ J ‘ l J - - . :4 e ‘1- .. -. .. L . .. . . f' . . . . _’ . ., .. _ . A J _ - J ' - § 1 'I v - a;- ' ~ .00 7' r t - H O " - o - (c! ‘ - - a. 2 -' ‘ i c U .7 : . ' _ . l ‘ . . .'.I .- v. ' I 4 __ _ . . ‘- ~ | f . n ‘T‘ ‘ - . i I - -.J ‘Cn'fid*.~o“’--“‘.‘-~O ,. .. a .5“»- -0- “..wn-Q..-'u .fl,» 0 o -...-"'O‘C-"-‘.-‘~‘.O. " . ”-...- “-‘jfi‘HWQam \ ~-~-a....‘, ma, .....- u¢_.-...a .0 ‘. _ a l‘ ,. ‘ . . . -' . 4‘ 2..- \ . r - ~ . ..r - ... rc... . -' -«oM0~' up. «Iv-0" turn-Cu ’.'u - m ...-u ”~w—o Min-o“ DA ..- Ovno - lfl-oKr-‘o ' .rnfl4w-”u wnwuwuui woyuanU «no - “*wcc-au ‘ ‘.. , . ' ‘ ‘ i . _:|"'.' 1‘ ‘ D'- f. . ..- ea .( . 1 ' .1 -., .. -..- .- .- a -. \. i l ‘ 5 ~ c _. . m” .....- ..o. -..H—‘fl..-rvn-— ‘. ..., 0-.” -MpWy~-——u~mrw-gfinu an~0- no“ MC” . . A. i ‘. ‘ ‘ -. ? ~c ..4 .4.¢.;-.. . _ '.-Iqt ...-.n‘awnA -W.~.- ,p—v~-u--- -.-. -- r..w~¢*-g4 -M-.'-‘A ~ ”-w-OJI- ‘ 3 a u 'i ’ . e .‘ ,, '_ o u w. .‘ ,1 . i A; . a, ’ . . J 6' '_ - A, ‘ r .. . I . . ‘ .. . . . . . | - I (..f\ ..o 1 . . f ' < r .... I - .t I \J ocvé’. 4- 7.9 l \‘4lur - 4- . >~ 1”; ‘I JMI..." *0 , ‘ . . . , I. ‘ ‘3 .4- ‘ _ _ . . z . . ’ - . - v , - a I; .I‘ ‘ v ‘ . . . , ‘_ .. ~, “ . .C' ' K. ' u-c. ...-Ir.» ...- I-‘¢.F bugs." s->~Vl"‘..-- ‘ . ..~ . ‘ 0 my ‘ . u . l . u i l . * ... ... .,....- -....o-¢ 'u..~_,_ ... $9-. --. .- o-.-.-.;-e...-.— Oncx- A. ..._ .. e ‘n.c"l.‘-..e ...-A avg-r . O , ‘ I -- ‘ . -&+~ — -"'“e~ v-o- .- fi.“-.¢h-r.~d -.. ’A.4~.-u‘-‘w‘r'nn ... ....1- .,m “fi‘”'“ 0‘ ( . . I ‘ ! 4..» . . c o Q -..—...._~. ..- ~41..- .-..., (.....- . M.‘--.w>~.l . ... -(- ...-"eo-onnl. 9vnau~ AA.- ~oI“ e . I i . . . .. .o—g- .. - . ,, , .1... .~_M-_ r .m-.-oo r. .7 1-- ..4 -‘-‘F vet—0.0%.".-. mm-a' I" ‘0’- "a ‘1‘ '5. l6. l7. l8. i9. 20. HOSpltalizations: What When Birth: Weight Height Pregnancy Age of mother at birth 0? child Age of father at birth of child Medical diagnosis¢ Do you belong to a Churchl_ Which one? Do you take part in church activities? Do you attend church regularly? Do you belong to any clubs or groups? Which ones? Does your husband belong to a church? Which one? Does he take part in church activities? Does your husband belong to any clubs or groups? Which ones? u. l _ _ .-. v ~ ‘ 4. . u ‘ , .r-.‘- .. D t " . -. ..A - ‘. - . .. . . .4. , , .. r. - l A .. ». n .9..- ‘hl-r- u .- - u<~.w-. «- _. A, - -o.--‘ 1- . .a ,. ~ 0 ,7, - - v »‘< ‘ 7- u. A - M n. . . ,. a ., u n A . V >., -‘ H o- . ~n '4‘ I-wu‘ c- ~~ ~V— . A .. r. 4 - 09“. l-tsa -- - p - -9 ._- . v . . . .- . ...~ - .. .o .-l.-- o u... - . , . . ,. n - 7"- . . . —ra I50- .5- ..A-‘o ». 4 -.--~- l...‘-~‘ u. ‘o.r‘o— a... .- .-. ,nv _. 4..- ~--. .. .. -... .- .- 0 $ .- '- « 4. Ono-0' \- o _.,., . . - 7... - 4 .-. . .fll-‘Do ac.— x.-v s~ - r.u-ag . . l, or - 4 b r. _ ‘. -- . -c« -.pc .. . ~ A ...“ ,. ~ ; . . . o . . ‘ v, ._ ‘ ,c c- n - u L. e y ‘y I- , u- p . A v s---~ .. n .; . ‘ I. .) . - m... a , .— - a. 0 u-» l . ",'v‘ u c - -..-v, A r u. c .o n--. 49 4 . . . . ( < u . u .. l n I ‘ _ , . . . .. c, . , . . . a .. . Itl~' - Q to.-- . .- .-.---r-v..-.4-‘- 4..- . c . Ml. . .‘.. . Lou-u». ‘3- c - l,h-u~ ‘W~‘p ._ .4--~' \ o ...¢*W“‘QQ .. u '4‘ ”’fl ' ‘ ‘0 ’n ~ O- u- ”.ol. » Ofi‘v-“W -.a-.I\D _ - ‘ O ~O v - I d . -.. l 4 .3 Q '. ‘r . Jr ‘ .‘ ll _-..—-, ..., .. ‘.-.'.- .4..- - >c .- _ .A . .c— ' , .o .1, . _ ' . . . ... . a. -<~. o v » ..-... - “-..-.... 4'" ‘ .4 o _ . . > - -- . ‘\ a .» ., ‘-9’ .. U). . ‘ . 3 4 . ' a l l I I I " u ' u . , ‘ . 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' j M . y g r.‘ ‘l a-v-Q—.o r.;-. PMi-a,- , - .uoa-o U--o'- -,.‘~ *\ so: . \ 4 _r .——--~...-—-. --.... g—mwfi-bv‘“. 01m a. - :Or.!,*,v0'1 P‘ -"“"'l~l'l ‘MG 597- "5" ( 1 ‘- ‘vp—n-n. . —.“I-"‘*'-i—.n.'hl*- a-«a -t. n-rv v! .v N 'w I ”'ll'lllllljlllfillllllillljllll”