‘\w !‘:A 3‘ .c8 .‘ -,_ A \\‘ ".- Q v_‘: .F “ ‘A.‘ ‘a‘ s v \ h\q‘ . \‘= ABSTRACT A COMPARATIVE ANALYSIS OF THE NATURE OF EDUCABLE MENTALLY RETARDED ADOLESCENTS' EXPRESSED LEVEL OF UNDERSTANDING OF SELECTED OCCUPATIONS by Elmer J. Kuhn The purpose of this study was to investigate the nature of educable mentally retarded adolescent children's expressed level of understanding of selected occupations as compared to intellectually normal child- ren of comparable general chronological and mental ages. Subordinate problems were: (1) the relationships be- tween expressed level of understanding of selected occu- pations by educable mentally retarded adolescents and their chronological and mental ages; and (2) the voca- tional preferences of the educable mentally retarded adolescents with regard to the selected occupations presented in the study. A random sample of 150 students from public Junior high schools and elementary schools located in the northern area of the state of Illinois was the basis for the study. Fifty adolescent educable mentally re- tarded Junior high school students enrolled in a state apgrove adcleso 0°”; 9‘ ‘I. who u‘VI 0.. VJ . the fou.‘ (r; L) b J '(l o Elmer J. Kuhn approved program composed the experimental group. Fifty adolescent intellectually normal Junior high school students formed the chronological age control group, and fifty intellectually normal elementary school students in the fourth and fifth grades formed the mental age control group. All subjects were interviewed in two, forty-five minute interviews regarding their understanding of four- teen selected occupations representing seven occupational areas. The seven occupational areas designated were com- mercial, personal service, agriculture, mechanical, pro- fessional, esthetic, and scientific. The Specific occu- pations selected for the areas were secretary, insurance salesman, cook, barber, dairy farmer, poultrymen, auto- mobile mechanic, carpenter, dentist, teacher, actor, musician, pharmacist, and weatherman. Pictures of persons engaged in each of the selected occupations were shown to the subjects prior to the interview to ascertain that each subject could identify the occupation. The identification of four levels of understanding on,a continuum.of increasing meaning and social insight was used for all subjects. The four levels of under- standing were defined by recognition of certain aspects and relationships of the occupation to knowledge of the c‘r“4~ .00“: .0 81’} g ~q‘: i, \ Elmer J. Kuhn job and social understanding. Vocational preferences were indicated by asking which of the occupations were most and least preferred. The responses were ranked and a comparative analysis was made using the levels of under- standing achieved in the preferred occupations. Data obtained from evaluation of interviews with children and inspection of school records were subjected to analysis of variance and calculations of coefficients of correlation in order to test the hypotheses. Tests were made of the hypotheses that there are no significant differences in the children's levels of expressed under- standing of the selected occupations and no significant differences in the relationships between the children's levels of understanding and their chronological age and mental age. Significant Findings 1. The levels of understanding of educable mentally retarded adolescents and intellectually normal children of comparable general chronological and comparable gen- eral mental age did differ significantly. 2. The levels of understanding of educable mentally retarded adolescents among the seven major areas of occu- pations did differ significantly. 3. There were no significant differences in the re- lationships among the eXpressed levels of understanding "F". ‘ .1 Lake‘s- n: ‘0‘ ‘ d- an: . ‘939 '1 _‘ ‘. A: «A, \ ‘5 h Elmer J. Kuhn of educable mentally retarded adolescents for each of the seven major occupational areas and their own chronological age. #. The relationship between the level of eXpressed understanding of the adolescent mentally retarded subjects and their mental age was significant in the occupational areas of agriculture, mechanical, and esthetic. There were no significant differences in the relationships established in the other areas. 5. The selected occupations most preferred by the adolescent educable mentally retarded subjects were secretary, auto mechanic, teacher, carpenter, and cook. The selected occupations least preferred by the adolescent educable mentally retarded subjects were dentist, dairy farmer, teacher, weatherman, and cook. 6. The general level of expressed understanding for the educable mentally retarded adolescents was the lowest end of the nggl‘l scale which indicates a minimal level of understanding of the general aspects of an occupation. 7. The rank order of the educable mentally retarded adolescent's mean scores for the occupational interview for their parent's occupational area listed that of pro- fessional and scientific as first and second. Those that least understood their parent's occupational area had parents in the agriculture and commercial areas. .A COMPARATIVE ANALYSIS OF THE NATURE OF EDUCABLE MENTALLY RETARDED ADOLESCENTS' EXPRESSED LEVEL OF UNDERSTANDING OF SELECTED OCCUPATIONS By Elmer J2 Kuhn A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Counseling, Personnel Services and Educational Psychology 1966 nw“.‘q" 6‘6““‘“ . t roads: 3:. 582‘ 9 s vcrlan I 932131 573:, t! ACKNOWLEDGEMENTS The writer wishes to eXpress his sincerest gratitude and appreciation for the efforts and guidance provided by his co-chairmen, Dr. Willa Norris, and Dr. James Costar. He also wishes to acknowledge Dr. John Jordan and Dr. Edgar Schuler who also served on his committee. For assistance throughout his doctorate pro- gram, the writer wishes to acknowledge Dr. Buford Stefflre. This study would not have been possible without the cooperation of the many peOple at the schools that cooperated in the study. Recognition for important ser- vices provided during the study are accorded to Dr. James Parker, Miss Irene Brewer, Miss Ann Williams, and Mrs. Dorothy Hermes. The writer wishes to express his gratitude to his wife Agnes, who during the hectic days was most helpful and understanding. Her encouragement and vigil provided the necessary impetus needed to finish. Acknowledgement is also made to Science Research Associates, Inc., for making available to the writer some of the occupational material that was at that time not yet on the market. Thanks are expressed to all of the writer's friends at Northern Illinois University who provided encouragement and help when it was most needed. 11 TABLE OF CONTENTS .ACKNOWLEDGEMENTS . . . . . . . . . . . . LIST OF LIST OF CHAPTER I. II. TAB LE8 O O O O O O O O O O O O O SUPPLEMENTARY TABLES . . . . . . THE PROBLEM O O O O O O O O O O 0 Purpose 0 o e o e e e o o o o Hypotheses e e o o o o o 0 Importance of the Study . . . Identification and Education of Mentally Retarded . . . . Complexity of the World of Work Early Information . . . . . Preparation for Employment ThOOI‘YQoecoeeoooo Vocational Maturity . . . Vocational Development . ScOpe of Study . . . . Delimitation of the Study Definitions of Terms . . . Educable Mentally Retarded Slow Learner o o e Intellectually Normal Childr Major Occupational Areas . Selected Occupations . . Level of Understanding . AdOlescent e e e e o e 0 Occupational Information Occupational Education Junior High School . Elementary School Exceptional Child Special Education Plan Of Study 0 o 0 REVIEW OF LITERATURE . . . . . . Studies of Prevocational Evaluation Children's Concepts of Occupation iii 0.0000000000000000... Page ii vi viii 7» -¢.o I iv CHAPTER Page Vocational Choices . . . . . . . . . 36 Occupational Education in the curriculum 0 O O O O O O O O O O O O 37 Learning and Performance 0 e o e e o o 40 summry O O O O O O I O O O O O O O O 42 III 0 DESIGN 0 O C O O O O O O O O O O O O O O O 45 Study Sample 0 e e e o e o 45 Educable Mentally Retarded . . . . 46 Intellectually Normal ChrOHOlogical A83 0 o o o o e o e “8 Intellectually Normal Mental A88 0 e o o e e o e o o o o o o e #9 Communities and Schools Involved . 50 Selection of Occupational Classification System . . . . . . . . 53 Selection of Occupations for Study 0 o o o o o o e o e e o 56 InStrumentation o o o o e o o o o e e 57 InterVIGW Form 0 e o o e o o o o e 58 The InterV1eW Kit 0 o o e o e e e e 60 Collection of School Data . . . . . 61 Collection of Interview Data . . . 63 Treatment of Interview Data . . . . 6# Vocational Preferences . . . . . . 70 Level of Understanding . . . . . . 7l EWaluation of Responses Among Groups 0 e e o o o o o o o e e o o 77 Statistical HypOtheseS e o o e o o e o 78 Analysis Procedures . . . . . . . . . 81 Analysis of Hypotheses . . . . . . 81 Analysis of Related Questions . . . 83 Summary 0 e o o o e o o o o e e o o o 84 IV. .ANALYSIS OF RESULTS . e . . e e e o e o o 86 Data for the Tests of Hypotheses . . . 87 HypOth381S l o o o o o o o o o e e 87 HypOth8818 2 o e o o e o o o o o o 89 HypOth881S 3 o o e o o o o e e o o 91 HypOth831S u e e o o e e e o e o 0 9a HyPOth381S 5 e e e o e o o o e o o 97 t 3 O O O I . D t 1 . ~ .' Q ~ ‘ O “ (' e v , O 1 n - I ' ‘ C I ’ 9 . fl . n V r r n r . - t k "' S ’n ' ~ I n I- v I o a G 3 r 6 I‘ ‘ V ’ J C D I O C 0 E, Q C ' I C ‘5 '4 r r e ‘ r v ;, n — n o t »‘ .. ~ 0 a 4, , .. f e r» we“ R V‘u‘ ‘ &:.““v “Md \ CHAPTER Data for Vocational Preference QueStlonl coo coco Question 2 . . . . . Data for Related Questions queStion 1 e e e o e 0 Question 2 . Summary . . . . V. SUMMARY AND CONCLUSIONS . . . . . . Summary 0 o o o e e o 0 Significant Findings . . . . . . Conclusions and Discussion Implications for Future Research BELIOGBAPHY O O O O O 0 O O O O 0 O 0 O O .APPENDIX.A. INTERVIEN FORM AND CARD . . . APPENDIX B. STUDENT RESPONSES ILLUSTRATIVE OF LEVELS OF UNDERSTANDING OCCUPATIONS O O O O O O O O 0 APPENDIX C. SUPPLEMENTARY TABLES . . . . . Page 99 99 100 102 102 103 101+ 10? 107 113 117 122 125 132 136 169 t a ' e .‘U. k-) 0 N - b1 060 Table 3.1. 3.2. “.1. “.2. “’03. mt». 4.5 #.6. LIST OF TABLES Means and Standard Deviations of the Mental Age, Chronological Age and Intelligences Quotient fortheStudySample ooeooeooe Analysis of variance of Students' Mean Scores for Seven Occupational Areas and Interaction of Groups and Occupational Areas . . . . . . . . Rank Order of Subjects' Mean Scores of Occupational Interview Form for Each of the Seven Occupational Areas. . Analysis of variance of the Educable Mentally Retarded Subjects' and Normal Chronological Age subjects' Mean Scores of Occupational Interview Form for the Seven Occupational Areas . Analysis of variance of the Educable Mentally Retarded Subjects' and Normal Mental Age Subjects' Mean Scores of the Occupational Interview Form for the Seven Occupational Area-80.000000000000000 Analysis of variance of the Educable Mentally Retarded Subjects' Mean Scores of the Occupational Interview Form for the Seven Occupational Areas . Duncan's New Multiple Range Test Applied to the Differences between the Educable Mentally Retarded subjects' Mean Scores of the Occupational Interview Form for the Seven Occupational Areas . . . . . Coefficients of Correlation Between Edu- cable Mentally Retarded Subjects' Chronological Age and Mean Scores of the Occupational Interview Form for the Seven Occupational Areas . . . . . vi Page 51 78 88 89 9O 92 95 96 vii Table Page 4.7. Coefficients of Correlation Between Educable Mentally Retarded Subjects' Mental Age and Mean Scores of the Occupational Interview Form for each of the Seven Occupational Areas . . . . 98 4.8. Rank Order of Educable Mentally Re- tarded Subjects' Most and Least Preferred Occupations . . . . . . . . . 100 4.9. Rank Order of the Educable Mentally Re- tarded Subjects' Mean Scores of the Occupation Interview Form for the Most and Least Preferred Occupational Areas 0 O O O O O O O O O O O O O O O O 101 4.10. Rank Order of the Educable Mentally Re- tarded Subjects' Mean Scores for Parent's Occupational Area . . . . . . 104 e ' 1 .331 I n ‘9. I ‘l 66 “D '4 () (1 P1! P11 LIST OF SUPPLEMENTARY TABLES Table Page 1. Mean Mental Ages and Chronological Ages of Sample Populations . . . . . . . 169 2. .Analysis of variance of Educable Mentally Retarded and Normal Chronological Age Subjects' Mean Scores for Occupational Areas 0 o e o o o e e o o o o o o e o e 170 3. Analysis of variance of Educable Mentally Retarded and Normal Mental Age Subjects' Mean Scores for Occupational Areas . . . 172 4. Analysis of variance for Normal Chron- ological Age Subjects' Mean Scores for Seven Occupational Areas . . . . . . 174 5. Analysis of variance for Normal Mental Age Subjects' Mean Scores for Seven Occu- pational Areas 0 e o e o o o o e o o e o l7u 6. Coefficients of Correlation Between Subjects' Chronological Age and Mean Scores for Seven Occupational Areas . . 175 7. Coefficients of Correlation Between Subjects' Mental Age and Mean Scores for Seven Occupational Areas . . . . . . 176 8. Rank Order of Subjects' Most and Least Preferred Occupations . . . . . . . . . 177 9. Rank Order of Subjects' Mean Scores for the Most and Least Preferred Occu- pational Areas 0 e e o o e o e o e e o e 178 10. Rank Order of Subjects' Mean Scores for Parent's Occupational Area . . . . . . . 179 viii is a: 33‘ : ‘,. Lu: U. (P :hi 9 4‘ i CHAPTER I: THE PROBLEM The problem of understanding occupations and the world of work is one that faces every student and is one that is of major importance for the retardate. How realistic are the perceptions of the retardate with respect to the occupations found in today's soci- ety? .A realistic perception of the occupations can afford the retardate the Opportunity to view job pre- paration with a wholesome attitude and better under- standing of the nature of work. Purpose The purpose of this study is to investigate the nature of educable mentally retarded adolescent children's expressed level of understanding of selected occupations as compared to intellectually normal child- ren of comparable general chronological and mental ages. Subordinate problems to be investigated are: (1) the relationsi af select. F 1 . aimescen ; M . ELLJ ‘ ed occupa A—D relationships between expressed level of understanding of selected occupations by educable mentally retarded adolescents and their chronological and mental ages; and (2) the vocational preferences of the educable mentally retarded adolescents with regard to the select- ed occupations presented in the study. Hypotheses The hypotheses generally stated are related to the nature of educable mentally retarded adolescent's level of understanding of selected occupations and selected occupational areas. 1. There are differences in the expressed level of understanding of occupations as stated by educable mentally retarded adolescents and intellectually normal children of comparable chronological age. 2. There are differences in the expressed level of understanding of occupations as stated by educable mentally retarded adolescents and intellectually normal children of comparable mental age. 3. There are differences in the expressed level of understanding of adolescent educable mentally retarded children as expressed for each of the selected occupational areas. There are relationships between expressed levels of understanding of adolescent educable mentally retarded children in each of the occupational areas and their chronological ages. There are relationships between the expressed levels of understanding of adolescent educable mentally retarded children in each of the occupational areas and their mental ages. In addition to the stated hypotheses, the vocational preferences of the adolescent mentally retarded children are studied through responses gained from the following questions: 1. 2. What selected occupations are most preferred and least preferred by adolescent educable mentally retarded children? what general level of expressed understanding has been.attained by adolescent educable mentally retarded children with regard to the selected occupations they most and least prefer? The following questions are to determine the general level of understanding of the educable mentally retarded subjects for each of the occupational areas and the relat: subjects‘ 1. 'Ifnat , been .' tarde areas 2. 'I'nat the relationship of their fathers' occupations to the subjects' scores for the related areas. 1. What general level of expressed understanding has been attained by adolescent educable mentally re- tarded children for each of the selected occupational areas? 2. what general level of expressed understanding of occupations has been attained by adolescent educable mentally retarded children in the occupational areas of their fathers? Importance of the Study The educable mentally retarded are expected to compete on the open job market in their own areas of competence. Previous knowledge and understanding of occupations as well as opportunities for job training is considered essential for securing approPriate employment. In.a report published for the President's Panel on Mental Retardation in 1962, it was stated that: . . . special attention should be given to help- ing individuals learn about the world of work, in a wholesome and appropriate manner. At the present time, in a majority of cases, the type of preparation described . . . is lacking. As a result, when the retardate reaches adulthood, he is poorly equipped for job training or placement and it is too late to overcome the handicaps which have been.allowed to accrue (33:53). 12 Committee 1: :as 68‘ Identification.and Education 22 Mentally Retarded In the report, M 1:3 £92 Placement 23 3312 Mentally Retarded, submitted by the President's Committee on Employment of the Handicapped in 1964 (31:3), it was estimated that about five and one-half million retarded persons live in the United States today. Of these, approximately two million of them are of employ- able age. with the increased birth rate and the increase in medical knowledge, it is likely that there will be more retarded persons in the years ahead. Prevalence of mental deficiency, particularly among the less severely retarded, depends upon the area in which the study is conducted. Prevalence figures from different areas are not directly comparable, except as figures which represent the cultural-socio-economic differences in the areas. .A census of suspected mental retardates was con- ducted in Onondaga County, New York in 1953 by the Mental Health Research Unit of the New York State Department of Mental Hygiene. The results of this survey indicated a prevalence rate of 3.5 percent of mental retardation in subjects under eighteen years of age (21:226-31). A distribution of composite intelligence scores on the Stanford-Binet, Form L-M indicates that 2.63 per- cent of the children have an Intelligence Quotient of less than 70 and represent the group Terman labels men- tally retarded or mentally deficient (45:18). According to the normal curve, 2.14 percent of the children should have IQ's between 55 and 70. Kirk states that the rate of educable mentally retarded in various parts of the United States can be estimated by considering the socio- economic and cultural levels of the community (20:92). Taking an average of the levels defined by Kirk, it can be assumed that 2.8 percent of the children can be classified as educable mentally retarded. Identification of the mentally retarded is usually made through the school personnel. The elemen- tary grade teacher becomes aware of the slow learner and requests an individual intelligence test to be administered in order to determine the level of intelligence. The edu- cable mentally retarded child is not usually recognized at the pre-school level. There are some signs of mental retardation such as delayed talking, language and walking that do not cause too great a concern to the parents. when.the child begins to fail subject matter areas in ~ 1 355 0;, gun-IA 91- VVMU g. acade: . 1‘ 8.2.11, 4W .. mic‘ 33313 n 339 3311 as“: A V“i Ciel ‘. S. fin school, the parents and school personnel become more concerned. The educable mentally retarded child is usually academically, socially, and emotionally below the average child, and adjustment in the regular classroom is difficult. various types of special schools and class- rooms have been organized in school systems throughout the country. Kirk classifies the classroom organizations as, special segregated schools, ungraded special class, modified special class, itinerant teacher program, and homogenous special class (20:116-17). The class most preferred by special educators is the homogenous special class. This type of class is comprised of educable mentally retarded children who are within a small range of mental age classification, as well as chronological age category. The Illinois State Department of Education uses this plan of organization for the special classrooms that are certified by the state. Complexity 2; £133 319319; 9; E233. The demand for unskilled workers since 1960 is steadily decreasing. Beer and Roeber state that: One of the characteristics of the changing labor force has been the rising level of educational attainment. This trend, reflecting the need for it: the f :rity, wheat t‘: emblem S: :ec‘nologg “mitten on :3 the em; 3: ”Play: sizable a ties-51 EI‘C ailment 231318 ha a! .. e 513138: skilled manpower in a growing and complex economy, will continue (1:88). with the increased number of retarded persons reaching maturity, and changes in the world of work, it becomes evident that their employability will become more of a problem than it is at the present time. Society is now undergoing a rapid change in the technology of the world of work. The effect of auto- mation on the job outlook is one that is of significance to the employment of the mentally retarded. The problem of employment for the retarded will be that of finding suitable areas of employment. The Occupation Outlook Handbook states that one of the faster growing occupa- tional groups is that of service workers (28:24). Employment in professional, technical and related occu- pations has risen rapidly over the years. The most significant change in the occupational structure has been the shift toward white-collar jobs. Rapid growth is ex- pected in the white-collar group, with an increase ex- pected to be approximately 45 percent more jobs than that in 1960 (28:23). It is fortunate that there is a substantial increase predicted for the service area, where employment can be found for individuals with the lesser skills and \A . "3&1 i «a ‘ v.’ (P; 1 Y intelligence. For example, some of the jobs listed in this area are janitors, service station workers, laundry workers, cooks, and practical nurses. The growth in this area has been due to such factors as the increase in the numbers of women who are in the world of work and need special services, the movement of the pOpulation to urban centers, an increased de- mand for services of all kinds, a more affluent society, and the greater number of retired persons requiring services after retirement. .According to the Occupa- tional Outlook Handbook, the numerical growth of service workers will amount to about 12% million in 1975, which is half as many as employed in 1960 (28:25). The area of farming is showing a steady decline in the number of persons to be employed. This area has provided opportunities for mentally retarded individuals in such occupations as farm hands, field hands, pickers, packers, and machine operators. The number of persons in the farm area will decline to about 4 million, which is about 4.5 percent of the total labor force (28:15). Early Information Occupational information is essentially the be- ginning of job preparation. The President's Panel on Hental Re gragrazs sue and 331! ren 33A place Eesearc‘n readers . 10 Mental Retardation (33:53), show that in many school programs, learning about the world of work in a whole- some and appropriate manner is lacking. As a result, many retardates are poorly equipped for job training and placement. The brochure prepared by the Science Research Associates, Inc., introducing a series of readers for the slow reader in the area of occupational information, indicates that the slow student and the educable mentally retarded student need information and realistic job conceptions about the unskilled and semi- skilled and earlier than other students (35:2). The importance of occupational information or occupational education at an early educational level has been advocated by many authors. Willa Nerris states: By the time the child reaches junior high school he has a rather positive or negative attitude toward a wide variety of occupations. . . . An elementary grade program of occupational study helps provide the child with accurate information about himself and the world of work (27:34). Lifton points out serious implications regarding early experiences of children in school with occupational information (24:2). He says that the mounting evidence .from the studies on the effects of early experiences on vocational choices made later in life cannot be ignored. The situation.must be recognized as it now exists, and because I etanea Conferen race or 301?. tte 11 because of little or no experiences offered the student at an early level, the drOp-out problems are created. The Illinois Committee for the 1960 White House Conference on Children and Youth indicates the impor- tance of early vocational information (18:73). This committee felt that by the time a young person reaches the age of selecting a suitable vocational choice, other factors have been present that would tend to limit the number and range of choice. It was indicated that vocational choice begins early in childhood as the Child learns about the world around him. The implication of early information about occu- IMitions for the mentally retarded is indicated by Crudckshank (5:111). He writes that many problems in the later life of the retardate could be avoided if the child during the early school years is helped to real- istically appraise his limitations and capacities in terms of the requirements of the numerous vocational areas. The total school program for the educable men- tally retarded student should be aimed toward work Jplacement and successful adjustment to his immediate environment (40:5). Preparation for employment is essential public so years, on nation is tell p retarded - m (2 o-J' cf" (D *icS )‘I—‘E’A’ O \13 rf’ 3 ‘m’ L by: ' C7 A 4 r! (E) 0 I1 ‘ J o. A) o 0') r* 12 essentially a part of the educational program for all public schools and institutions. Throughout the school years, one of the major objectives should be the pre- paration of the student to meet his obligations in life as well prepared as possible. The implications for the retarded in the public school program and vocational information is even more vital than that for the intel- lectually normal child. G. Orville Johnson writes that: . . . the program in the junior high school (is) ordinarily for mentally handicapped children from 13 to 16 years of age with mental ages from 8 to 11 . . . readiness for learning about jobs and job requirements should be established during this period (19:208-9). Preparation for Employment There is a growing concern regarding the pre- paration of the mentally retarded for employment and economic self-sufficiency. A part of the proceedings of a conference for the Vocational Rehabilitation of the Mentally Retarded held at Dallas College in 1960, dealt primarily with employment and education. The following questions were asked: What kinds of programs should and can public schools provide in relation to preparation of the mentally retarded youth for employment? How can the community assist the public schools and re- habilitation.agencies? At what place in the school program of the mentally retarded children should vocational guidance and training be initiated? (3“391)0 T fhiirg a steered u retarded 30b requi tally re: leztal He E used them F. the “in: 5111011 f: E‘ré‘érfo' 38.3.3» re. ‘5'“ th. “"5313 1 13 The mentally retarded experience difficulty in finding and holding jobs, even those which are con- sidered unskilled. Most jobs demand skills that the retarded is not capable of handling. The nonskilled job requirements are sometimes difficult for the men- tally retarded individual. The President's Panel on Mental Retardation asks that: Every effort be made and all available services used to equip and train the retarded and assist them in finding suitable employment (32:129). The school has the reaponsibility for making the adjustment from classroom to work an easier tran- sition for the mentally handicapped individual. Hungerford, DeProspo and Rosenwrig write that the men- tally retarded school child must be provided with facts about the work world (15:60). Information such as the working hours, pay, working conditions, job require- ments, must be made available to the students if appro- priate choices are to be made. These authors further state that vocational information should start at the 'beginning of school and not near the end so that each individual has an opportunity to benefit fully from the information. Goldstein and Haber (ll:20),reporting on a national out that at the co 33': place addition, ideal con 4 3.32181 ad 31111 wit Y". 0% ES al :e of th ‘ w ‘8 rrepar 14 national conference for the Preparation g£_Mentally Retarded 22222.22i Employment held in 1958, point out that it was the consensus of the leaders present at the conference that preparing retarded youth for job placement begin early in the school years. In addition, these national leaders stated that under ideal conditions, preparation for social and voca- tional adjustment should start in the home and con- ‘tinue with the first day the child enters school. ‘It was also indicated.that throughout the school years, one of the major objectives in the school curriculum is preparation for employment. The responsibility of the schools for the lpreparation of employment is described by Anna Engel ‘when she writes that: There is probably no aspect of education of mentally retarded children which is more import- ant than that which concerns itself with the social and occupational adjustment in adult life (8:80). The teachers in special education have the responsibility of providing realistic and appropriate eirrtormation regarding occupations. The retardate can- not, be expected to make the adjustment from the school a1.1:uation to a job placement without some form of . sa— '-—..-:.— .M‘ U! Una 15 occupational training or workshop experience. This transition can be made an easier experience if an effort has been made during the school years to pro- vide the retardate with appropriate occupational information. Theory Intelligence is a factor which has a great deal to do with vocational success and behavior. The rate at which a child progresses in a school situation is dependent upon his rate of mental development. It can be suggested that the educable mentally retarded child develOps intellectually at approximately one- half to three-quarters that of the intellectually normal child. Vocational Maturity Donald Super suggests that vocational maturity can be evaluated from either two points of reference. He states: The first is concerned with the person's chron- ological age, which indicates the life stage in which, on.a normative basis, he should be found and hence the developmental tasks with which he should be dealing. . . . The second way of eval- uating vocational maturity is based on the be- havioral repertoire with which the individual has 16 available for coping with the developmental tasks with which he is dealing, regardless of whether they are the tasks appropriate for his age and expected life stage (43:57). It is this second approach stated by Super that bears relevancy for the mentally retarded child or adult. This second way of evaluation takes into account the manner in which the developmental tasks are to be hand- led rather than at which stage the individual should be at for a certain age or time. In the case of most nor- mal individuals, the first and second suggestions made by Super coincide and the evaluations are the same. However, the retarded person could be considered as im- mature vocationally, but can best be identified using the second approach suggested by Super. vecational Development The concept of developmental tasks was developed by Havighurst. He defines the developmental task as follows: .A developmental task is a task which arises at or about a certain period in the life of the individual, successful achievement of which leads to his happi- ness and to success with later tasks, while failure leads to unhappiness in the individual, disapproval by the society, and difficulty with later tasks (12:2). .As the individual increases in age, it is expected that his behavior will be more mature, and that he will cozple mute] eater: ( J‘ «.4 Ba. for a: 333 uni 'L. . . 3-1». 6U.‘, 0‘ M '1 Us. 553:: ‘ lava ’ri m {:1 H <1' H 17 succumb to society's demands and progress to the more complex activities. The individual's vocational be- havior will also progress along the same lines as his maturation. One of the tasks of adolescence listed by Havighurst is the task of selecting and preparing for an occupation. Donald E. Super, in his Vocational Development: A Framework for Research, developed ten postulates around the concept of life stages set up by Charlotte Buehler, and refined by the findings of Miller and Form, and Ginzberg and his associates. The first two of these life stages are relevant to this study and are described by Super as follows: The first stage is characterized as one of growth. It begins with conception, continues until approx- imately the age of fourteen, and is a period of very rapid physical, emotional, and mental develop- ment. The next stage is exploration and, as its name implies, is the period in which the individual attempts to understand himself and to find his place in the world of adults and of work (43:37). The major assumptions that this study will be concerned with is the fourth postulate developed by Super and stated as follows: The vocational development of an individual may be evaluated with reference to the maturity of his vocational behavior. This may be done on a normative basis following -- 18 4a. .A determination of the vocational developmental tasks characteristic of each life stage. 4b. ‘A determination of the behaviors engaged in by individuals who are cOping with the same developmental tasks. 4c. A qualitive evaluation of the presumed complex- ity and effectiveness of such behavior (44:7). It has been suggested by Havighurst and by Super that the individual is ready to begin vocational planning when in terms of his vocational development he is not yet ready (44:10). Most individuals have to make a number of educational and vocational decisions during their lifetime and it is important to know how well prepared the individuals are to make these decisions. This study is concerned with the educable mentally re- tarded adolescents and the extent of understanding they possess regarding occupations. Information concerning the vocational maturity is needed, especially during the adolescence period. Super suggests that information concerning the vocational maturity of young people in the American Culture is needed. He further states: Studies of vocational development can provide normative data concerning vocational behavior at different age and grade levels. When such basic data are available, obtained from an adequate sampling of the population, educators will know more clearly whether the educational system as now organized requires choice-making tasks of its students, at appropriate times, or ‘u ‘Vl a}. ‘t. In 3A. N '(1 l 19 whether some revision in educational practice is needed (44:11). ScOpe of Study A random sample of 150 students from junior high schools and elementary schools located in the northern area of the state of Illinois was used as a basis for the study. Fifty adolescent educable mentally retarded junior high school students defined as educable mentally retarded by the Illinois State School Code (17:42), com- posed the experimental group. Fifty adolescent intel- lectually normal junior high school students formed the chronological age control group, and fifty intellectually normal elementary school students formed the mental age control group. The present study was designed to extend and im- plement previous investigations dealing with the mentally retarded and occupational information. This study follows the design used by Parker in his study of ép_Analysis 2; Children's Concepts 2; Selected Occupations (29). All subjects were interviewed regarding their understanding of fourteen selected occupations. Pictures of workers on jobs for each of the selected occupations were shown to the subjects prior to the interview to 20 ascertain that each subject could identify the occup- ation. ‘A list of instructions, an interview record card and an interview form were prepared for each subject. The subject's school records were examined for data concerning date of birth, sex, IQ test, date of test, parents' names and occupations. This information along with the results of the interviews were analyzed in order to determine the level of understanding of occupations as determined for the educable mentally retarded group and compared to the two control groups. Levels of understanding were determined for each of the subjects interviewed. These expressed levels of understanding rated on a four point scale for the edu- cable mentally retarded were compared to the levels ob- tained by the chronological age control group and the mental age control group. The purpose of comparison was to determine if the levels of understanding expressed by the educable mentally retarded were more like their chronological age counterparts, or more like their men- tal age counterparts. Delimitation.p§,the Stud: The following factors are to be considered as delimitations of the study. 21 1. The age of the educable mentally retarded students included in the experimental group is limited to a range between the ages of thirteen and sixteen years. 2. The sample of students is limited to those in public schools in the northern area of the state of Illinois. 3. The educable mentally retarded subjects are obtained from only those public schools in the area that have state recognized programs for special education. 4. All subjects selected in the study are free of any major physical handicap that is classified by the state of Illinois as exceptional and eli- gible for special education. 5. The level of understanding of occupations is limited to the fourteen occupations selected for this study. 6. The variables used for comparison with the expressed level of understanding of occupations include the mental age, chronological age, and occupation of the subject's father. 7. The choice of occupation best or least liked 22 by the subject is limited to the fourteen selected occupations presented in the study. Definitions of Terms The following terms used in the study are defined as to their Operational definition for this particular study. Enucable Mentally Retarded These are children between the ages of 5 and 21 years who, because of retarded intellectual development as determined by individual psychological examination are not capable of being educated effi- ciently in an ordinary classroom. The range of IQ is generally between the low of 55 and a high of 80, except that other relevant factors must also be con- sidered. The term Retardate will be used to define an educable mentally retarded individual regardless of age range. Slow Learner The slow learner is that person who has a rate of intellectual growth between three-fourths and nine- tenths that of the average. The slow learners are 23 those children who score between approximately 80 and 95 IQ on a verbal intelligence test. The average or normal score on a verbal intelligence test shall be considered an IQ score of 100. Intellectually Normal Children The intellectually normal child is that child who has not been classified as educable mentally re- tarded and is operating in a regular classroom in a public school. ngpp_0ccupational 55223 The seven major occupational areas were class- ified by the Brainard Occgpational Preference Inven- 2221 (3). This classification of occupational areas were the seven areas known as commerical, personal service, agriculture, mechanical, professional, esthe- tic, and scientific. Selected Occupations The fourteen occupations included in the study were referred to as selected occupations. Two occu- pations were selected from each of seven major occu- ;pational areas in the Brainard Occupational Preference Inventorz. The selected occupations were secretary, 2h cook, poultry farmer, auto mechanic, teacher, musi- cian, weatherman, insurance salesman, barber, dairy farmer, carpenter, dentist, actor, and pharmacist. Lg! l'gg Understanding The expressed level of understanding is de- fined as a degree of understanding of an occupation on a continuum of increasing meaning and social in- sight. The four levels of understanding were rated from a low of one to a high of four. The procedure for determining these levels and a description of each level has been provided in the third chapter of the study. Adolescent The adolescent is that person who has begun his pubescent growth and has not as yet reached the period of adulthood. The term adolescent as used in the study will refer to the age span beginning at the age of thirteen and extending to the age of eighteen. The ages of the subjects involved in the study range from thirteen years to 15 years, 11 months. Occupational Enformation This term is defined as information regarding any job or occupation which covers such factors as 25 duties, requirements for entrance, rewards, advance- ment, and supply and demand. Occupational Education Occupational education is defined as that part of the school curriculum that is primarily devoted to the presentation of occupational information for the benefit of the students enrolled in the school. Junior High School The junior high school is a public school in the American educational system that consists of grades seven, eight, and nine. ggementary School The elementary school is a public school in the American educational system that contains a kinder- garten and grades one through six. Exceptional Child The exceptional child is one who deviates in- tellectually, physically, socially, or emotionally from the normal standards to the extent that he cannot receive maximum benefit from the regular school program and re- quires a special class or instructional service. :1 1L3? “a 13W .. - . _ 4.... (I) 1" 26 Special Education Special education is that area of education that deals with children who are classified as exceptional. Plan of Study This study has been divided into five chapters. The first chapter consists of a statement of the problem, the purpose of the study, the general hypotheses, the im- portance of the study, related theory, limitations and scOpe of study, and definition of terms used in the study. A review of related literature is presented in the second chapter. The third chapter contains the nature of the design for the study, the statistical hypotheses and re- lated problems, a description of the sample and the in- strumentation. The fourth chapter consists of the analy- sis and interpretation of the data obtained in the inter- views of the subjects. The fifth chapter contains the summary and conclusions of the study. The Appendix is divided into three parts. Appendix A consists of the in- terview form and card, Appendix B contains the student responses illustrative of levels of understanding occupa- tions, and Appendix G contains supplementary tables. 27 The next chapter contains a review of the pertinent literature and related studies that are concerned with the area of occupations and the mentally retarded as well as studies related to the normal child and the area of occupational information. CHAPTER II: REVIEW OF LITERATURE A study of the literature written in the past ten years in the area of the mentally retarded shows an increased interest in the problems of the retarded. much of the research has been devoted to the identifi- cation and classification of the retarded, the basic educational problems, and the community and family re- lationships of the retarded. Articles dealing with the vocational aspects of the retarded are centered mostly around the shelter- ed workshop eXperiences, and the preparation of the re- tarded for employment. There has been limited research regarding the knowledge and understanding of occupations by adolescent mentally retarded subjects prior to shel- tered workshOp eXperiences. Studies of Prevocational Evaluation The prevocational evaluation of the retarded individual in vocational rehabilitation is of great con- 28 29 cern at the present time. One of the major problems is the lack of some measure by which the rehabilitation worker could reasonably predict the success of the men- tally retarded individual's placement in a work situation. The Vocational Interest and Sophistication Assessment (VISA) test was developed at the Johnstone Thaining Center for the purpose of investigating the vomational interests and knowledge of job conditions (30:51). More Specifically, the VISA was developed as a part of the vocational prediction that would complement guevocational workshop evaluation programs. The VISA is particularly appropriate for the retarded individual in that it is reading free, has proper content for the retardate, and is able to differentiate the subject's vocational interests as well as knowledge of job conditions. The sample for the research study totaled #37 students who were involved in at least one phase of the Program. The age range was from fifteen to twenty-five years, with a mean age of eighteen and one-half years. The mean IQ of the sample was 62, with an associated mental age mean of nine years, five months (30:12). 30 Standard vocational and interest tests were not applicable for the mentally retarded since the reading ability and comprehension of such tests were far above that achieved by mentally retarded adolescents. The VISA was deve10ped for use by mentally retarded males and females in the areas of occupations that were con- sidered as feasible for the mildly retarded individual. The form best suited for the presentation of the material was pictorial. Drawings were made by artists that showed persons at designated tasks. The sophistication assessment portion of the test consisted of eight questions that were asked as the sub- jects viewed the pictures. The questions were develOped to determine the level of knowledge attained by the sub- ject in that particular occupation. Evidence of the reliability of the vocational assessment appeared to be sufficiently high enough to warrant further deve10pment of the test. There were no analyses made of the relation- ship between age and the responses. It was stated by Parnicky (30:61), that it appears likely that, in the absence of realistic knowledge of job requirements and conditions, vocational interests are poorly grounded and tenuous . 31 J. S. Cohen (4:371-75) in a study of vocational failures found that the variables of work interests, motivation and understanding of job requirements were far more critical than specific job capacities and skills for determining job success. W. Kuhn Barnett (2:6) stated that if the cur- riculums of the various states were examined, one of the most important factors in curriculum development pre- dominating would be prevocational training. In order to realize the objectives set forth, the junior high age group school experiences are related to vocational interests and the need for information concerning jobs. .Anna M. Engel (8:90) in discussing the required training before job placement says there is probably no aspect of the education for mentally retarded that is more important than that of occupational adjustment in adult life. She writes that it is very important that the mentally handicapped have the necessary help to guide them into jobs and that each person must have in- formation.about available work and the importance of this work to the world. Hungerfcrd, DeProspo and Rosenweig (15:60) write that if a person is to make a wise vocational 32 choice, he must first be provided with the knowledge of the world of work. Information such as requirements for the job, pay, hours, tenure and working conditions must be presented to the individual prior to making a vocational commitment. These authors further state that the retarded individual must be taught at school to choose the work he can do and to prepare adequately for that work. Children's Concepts of Occupations Research pertaining to concepts of occupations has in the past been related to the broader topics such as occupational preference, interests and of aptitudes. Most of these studies have been done with junior and senior high school students as subjects. Krippner (22:88-90) investigated the vocational preferences of high-achieving and low-achieving junior high school students and related the most popular pro- fessional choices of education, engineering, medicine, and science to occupational stereotypes. A signifi- cantly greater number of high-achieving than lowsachiev- ing girls selected teaching as a career, and a signifi- cantly greater number of high-achieving than low-achiev- 33 ing boys preferred science as a career. Krippner con- cluded that unfavorable elements in the occupational stereotypes of teacher and scientist may have caused a lack of interest in these occupations on the part of low-achievers. The nature of elementary school children's level of understanding of occupations was the subject of a study by Parker (29). The subjects were elemen- tary school children, grades two, four and six, drawn from the public school system of DeKalb, Illinois. The occupations used in the study were secretary, in— surance salesman, cook, barber, dairy farmer, poultry- man, automobile mechanic, carpenter, dentist, teacher, actor, musician, pharmacist, and weatherman. These occupations were chosen on the basis that they were representative of occupational areas provided by the grainard Occupational Inventory. The occupational areas represented were known as commercial, personal service, agriculture, mechanical, professional, esthetic, and scientific. The instrument was develOped by Parker and test- ed through a pilot sample. A.panel of judges tested the rating instrument and evaluated the interviews. The 3% mean differences between the scores granted by the judges were tested for significance through the cal- culation of critical ratios. The obtained t_ratios were .03, 1.17 and 1.19. The .01 level of significance was determined to be 2.66 for the sample, and no signi- ficant differences was assumed in the judge's evaluations. The analysis of variance was used to test the significance of the differences between the elementary children's mean scores in the seven occupational areas. The variance ratio was found to be 8.72 with 6 and 1043 degrees of freedom. .A variance ratio of 2.82 or larger would have indicated a .01 level of significance. The attained level of understanding by elemen- tary school children in the seven occupational areas was at the general knowledge level. The levels indicated by the testing instrument were rated from a high of four to a low of one. The rating of three indicated a general knowledge of the occupations presented and was attained by the subjects in all three grade levels. Reports from previous studies have indicated that children have a fascination for glamour type jobs and that they have unrealistic conceptions of the world at work (29). Parker's study indicates that elementary 35 school children do have a good general knowledge of occupations. These children had a mental age range of 68 to 203 months and a chronological age range of 90 to 166 months. The mental age range would be in the general area of mentally retarded adolescents with a chronological age range from 150 to 190 months. Lockwood (25:98-105) in a review of literature, in 1958, suggested that relatively few studies were available that attacked the area of realism of vocation- al preference directly. The purpose of his study was to determine the relationship between certain personal and social factors in a group of high school seniors and the realism of their vocational preferences. He found that a student's realism of vocational preference is apparently uninfluenced by and unrelated to the social-economic-cultural-prestige factors repre- sented by residential district, race, sex, school attend- ed, parental occupational level, and number of other children in the family. The factor of intelligence seems to be directly related to the level of a student's realism of vocational preference. It appears that the more intelligent student would have more information about himself and the world of work to permit him to 36 make a more realistic choice of an occupation. However, inasmuch as IQ was one of the factors considered in assigning realism scores for the study, limited con- fidence can be placed in the apparently significant re- lationship between intelligence and realism of voca- tional preference. Nelson (26:701-54) studied a group of elementary and secondary students to determine their knowledge and interests concerning a group of selected occupations. He states that accurate occupational information is essential to effective occupational choice. He found that the upper intelligence level groups in both the elementary and secondary groups scored significantly higher in occupational knowledge than the lower in all cases. He found significant differences between the groups tested for occupational knowledge in the areas of grade differences, socio-economic levels and intel- ligence levels. Vocational Choices The vocational choices of adolescent mentally retarded boys was investigated by Robert Erdman (9). The evidence gathered in his study suggested among other 37 things that the vocational program should be planned in such a manner that the retarded become aware of the structure and characteristics of the labor force. Erdman also found that only one-third of the boys had made unrealistic choices at the skilled job level. Davis, Hagan, and Strouf (6:628-29) worked with a group of twelve-year-olds investigating tentative and fantasy choices in occupations. They found that the “retarded reader” and the ”children who have less than 90 IQ made fantasy choices more often than tenta- tive choices”. They further state that their study in- dicated that reading retardation may be related to im- maturity of occupational choice. Occupational Education in the Curriculum The teaching of occupations is particularly important to the employability of the mentally retarded. Anna Engel (8:80) writes that in the education of the mentally retarded, there is probably no aspect as im- portant as that which is concerned with social.and occu- pational adjustment in adult life. In a series of reviews of research on the teach- ing of occupations (39:504-0?) a number of the studies 38 indicated that the study of occupations as a part of the curriculum resulted in better understanding of the jobs studied and of vocational choices made as a follow- up of the course. Leonard (23:504) taught a course in- volving an intensive study of three occupations per student at the sophomore and junior levels in high school. The results indicated that each student evi- denced greater realism in occupational choice and a greater certainty regarding occupational information. Rosengarten (37) studied a group of seniors in high school who participated in an occupational orientation program during their last year at high school. One year after graduation he found that the students who par- ticipated in the program surpassed a comparable group of their classmates in average earnings, were employed for greater lengths of time, and were more satisfied with their jobs. Toporowski (#6) studied a group of high school seniors who completed a one semester course on occupa- tions. A.follow-up study indicated that 6 months after graduation the experimental group were significantly more independent in job choice and earned more money than the control group. He also found that the experi- 39 mental group's jobs were closer to their measured interests. The teaching of occupations must be done at a time when the students are ready to use the information. The failures in teaching occupations has been described by Hoppock (14:173) as due in part to poor placement of the unit in the curriculum. HOppock states that the teaching of occupations is best utilized at the time just before the student goes out to look for a job (14:172L Specific results of research by several different investigators have been drawn together by Hoppock. .A study conducted by J. E. Kuttner, FAn Evaluation of Occu- pational Field Trips Conducted by Patterson Technical and Vocational High School in Terms of Vocational Success," reviewed by HOppock (14:363-6h), showed that the seniors involved in an experimental group in occupations did not differ significantly from the equated control group on job satisfaction, weekly wages, number of jobs held, and employer ratings. Conflicting results from different studies in- dicated success in some and failure in others. It appears as though success or failure in a course of occupational information depends on several factors. Some of the #0 reasons for conflicting results explained by HOppock (14:362) are competence of instructor, the accuracy of materials used, and the ability and interest of the students. The curriculum in special education for the mentally retarded usually emphasizes academic work, the overall develOpment of the child, and prevocational training. Preparation for employment is to be consider- ed as one of the major objectives during the school years. In a report published for the President's Panel on Mental Retardation (33:53). the panel stated that preparation for employment as a part of the curriculum was lacking. As a result of this lack in the curriculum, the retardate is poorly equipped for job training when he reaches adulthood, and by that time it is too late to overcome any handicaps that were allowed to accrue. The world of work is a very important aspect in the curric- ulum for the retarded and should not be overlooked. Learning and Performance A.number of studies reported in the most recent Review'g§,§ducational Research (1963) which was dedica- ted to the Mentally Retarded compared learning ability #1 of the mentally retarded with that of normal children. Stevenson (h1:1021-26) found no significant differences in learning speed between normal and retarded indivi- duals matched on mental age. These results would sug- gest support that the mental age be used as a rough in- dex of learning ability. Robert Zaslow (h9:279-338) showed that on performance in a continuum sorting test the retarded subjects showed poor abstracting ability but had a greater compatibility with the mental age group than the chronological age group. Rick Heber (13:63-70) in reviewing the litera- ture on the educable mentally retarded in 1963, con- cluded that there were greater differences between mentally deficient subjects and their chronological age counterparts than between the mentally retarded and their mental age counterparts. Heber states that many of the studies used only the chronological age or the mental age controls rather than both. It is not pos- sible to draw definite conclusions whether obtained differences in the study were functions of low mental age, low IQ, or low mental age plus low IQ where only one of the variables is controlled. 42 Summary Studies of prevocational evaluation presented were concerned with the amount of knowledge of the world of work presented to the mentally retarded prior to their vocational training and choice of occupation. These studies show that it is very important for the mentally retarded to have the necessary help to guide them into jobs. It is also important that they have information about available work, and the importance of this work to the world. Research pertaining to the concepts of occupa- tions indicated that intelligence was directly related to knowledge and interests in occupations. Another study indicated that elementary children have a good general knowledge of the occupational world. Vocational choices for the adolescent mentally retarded was investigated and it was found that only one-third of the subjects investigated made unreal- istic choices. It was also stated that reading retard- ation may be related to immaturity of occupational choice. In a series of reviews dealing with the teaching of occupations as a part of the curriculum it was re- 43 vealed that there were significant increases in the realism of plans made by students enrolled in an oc- cupation course, and that those employed after high school were more satisfied with their jobs and tended to have higher earnings. Preparation for employment for the mentally retarded through occupations courses is to be considered as one of the major objectives during the school years. Hoppock has described some of the failures and reasons for conflicting results in the teaching of co- cupations in the curriculum as being due in part to the competence of the instructor, the accuracy of the materials used, and the ability and interest of the students. A number of studies dealing with the learning and performance of the mentally retarded suggest that there is support for use of the mental age as a rough index for learning. The present study was designed to extend and implement previous investigations dealing with the mentally retarded and occupational information. This study follows the design used by Parker in his study of AgiAnalysis 2; Children's Concepts 2: Selected Occupations. #4 The nature of the design, the statistical hypotheses and related problems, a description of the sample, and the instrumentation are presented in the next chapter. CHAPTER III: DESIGN The normative method was used as the system of investigation. Interviews with each of the subjects constituted the major technique for gathering the data concerning the children's understanding of the selected occupations. Data obtained from an analysis of the interviews were supplemented with information obtained from school records. Study Sample .A total sample of 150 school children partici- pated in the study during January, February, and March, 1965. Three groups of fifty children were ran- domly selected as subjects. One group consisted of fifty educable mentally retarded adolescents, one group consisted of fifty intellectually normal junior high school students of comparable chronological age, and one group of fifty intellectually normal elementary school 45 children of comparable mental age. These children were selected from public schools located in the northern area of the state of Illinois. The communities selected were, Rockford, DeKalb, Aurora and St. Charles, Illinois. These communities are located approximately thirty miles within a circle drawn with DeKalb, Illinois as the center. Educable Mentally Retarded (EMH) A sample of fifty educable mentally retarded school children was selected from Rockford, DeKalb, East Aurora, West Aurora, and St. Charles public school sys- tems. The school systems involved in the study main— tained special education classrooms in the public schools as specified by the Office of the Superintendent of Public Instruction, State of Illinois. Educable mentally handi- capped is defined as: . . . children between the ages of 5 and 21 years who, because of retarded intellectual development as determined by individual psychological examin- ation are incapable of being educated profitably and efficiently through ordinary classroom in- struction. . . . This is generally interpreted to mean an IQ of 55 to 80 on an individual test of intelligence such as the Binet or Wechsler, ex- cept that other relevant factors must also be considered (17:42). 47 All educable mentally retarded subjects inter- viewed were classified as educable mentally handicapped in accordance with the School Code of Illinois (17:42), and with no other handicap as defined by the School Code as Physically Handicapped, Deaf and Hard of Hearing, Partially Seeing, Blind, or Maladjusted (17:7-38). The sample of educable mentally retarded con- sisted of twenty-seven males and twenty-three females enrolled in the special classrooms in public schools and between the ages of 13 years to 15 years, 11 months. The mental age span was from 8 years to 12 years, 11 months. The mean chronological age was 175.94 months with a standard deviation of 8.28 months. The mean mental age was 124.76 months with a standard deviation of 13.28 months. The mean IQ of the group was 70.90 with a standard deviation of 7.56. The Rockford school system maintains four classes at the junior high level for the educable men- tally retarded. All four classrooms were visited and those students who were in the chronological and mental age span specified were interviewed. The East Aurora and West Aurora school systems each maintained one classroom for the junior high school educable mentally 48 retarded, as did the DeKalb and St. Charles school systems. From the total group interviewed, a final group of fifty students was randomly chosen. Intellectually Normal Chronological.ggg (£95) A sample of fifty intellectually normal junior high school students was randomly chosen from the DeKalb Community School system and from the University Junior High School, Northern Illinois University, DeKalb, Illinois. Intellectually normal was defined as all junior high students enrolled in the regular classroom and not certified as educable mentally re- tarded by the State School Code of Illinois. The sample of the intellectually normal chron- ological age group consisted of twenty-nine males and twenty-one females. The age span was from 13 years to 15 years, 11 months. The mean chronological age of the intellectually normal chronological age group (NCA) was 171.38 months with a standard deviation of 8.39 months. The mean mental age of the NCA group was 190.80 months with a standard deviation of 21.65 months. The mean IQ of the NCA.group was 111.60 with a standard deviation of 12.91. The intellectually normal chronological age 49 sample was randomly chosen from 656 eighth and ninth grade students enrolled in the DeKalb Junior High School in DeKalb and the University Junior High School in DeKalb. The DeKalb Junior High had 242 eighth grade students and 270 ninth grade students enrolled. The university Junior High had 73 eighth grade students and 71 ninth grade students enrolled. Intellectually Normal Mental Age (NMA) A sample of fifty intellectually normal elemen- tary school students was randomly chosen from the DeKalb Community School system and from the University Elemen- tary School, Northern Illinois University, DeKalb, Illi- nois. Intellectually normal elementary school students were defined as students enrolled in the regular class- room in a public elementary school and not certified as educable mentally retarded by the State School Code of Illinois. The sample of the intellectually normal mental age group (NMA) consisted of twenty-one males and twenty- nine females. The mental age span was from eight years, to 12 years, 11 months. The mean chronological age of the NMA was 119.38 months with a standard deviation of 8.33 months. The mean mental age of the NMA was 131.62 50 months with a standard deviation of 14.03 months. The mean IQ of the NMA was 110.80 with a standard deviation of 12.79. The intellectually normal mental age (NMA) sam- ple was randomly chosen from 367 fourth and fifth grade students enrolled in the DeKalb Public Schools and the University Elementary School. The schools selected from the DeKalb School system were Glidden Elementary, Littlejohn Elementary, and Ellwood Elementary Schools.~ The DeKalb Elementary schools had 153 fourth grade stu- dents and 138 fifth grade students enrolled. The Uni- versity Elementary School had 39 fourth grade students and 37 fifth grade students enrolled. Basic data pertaining to the mental age, chron- ological age, and intelligence of the study sample is presented in Table 3.1. Communities and Schools Involved The community of Rockford, Illinois, is one of the larger cities in Illinois not including the Chicago metropolitan area, and located about 80 miles northwest of Chicago. The 1964 census figures indicate that Rockford's population is approximately 132,000 people. 51 TABLE 3.1. -- Means and Standard Deviations of the Mental Age, Chronological Age and Intelligence Quotient for the Study Sample b c EMRa NCA mm N=50 N=50 N=50 Factor M SD M SD M SD M..A. 124.76 13.28 190.80 21.65 131.62 14.03 C. An 175.94 8.28 171.38 8.39 119.38 8.33 I. Q. 70.90 7.56 111.60 12.91 110.80 12.79 b aEducable Mentally Retarded Normal Chronological Age cNormal Mental Age It has 568 manufacturing plants and 1330 retail establish- ments. The public school system has 35 grade schools, 5 junior high schools and 4 senior high schools (36). Rockford schools had a population of approximately 29,000 children in all of the public schools. The two junior high schools involved in the study had a student popula- tion of 654 and 662 (16:254-55). Both schools had two classrooms of junior high school age educable mentally retarded children. These classes were certified under the School Code of the State of Illinois as special education classrooms for the educable mentally handicapped. 52 Geneva, Illinois, is located approximately 35 miles west of Chicago and has a population of approxi- mately 7,650. It is considered a residential town and lies in the Fox River valley, which is partially agrarian in nature. The public school system has one high school, one junior high school and four elementary schools. There are approximately 2350 children enrolled in the Geneva schools, There is one class for the junior high mentally retarded children located in the junior high school. The junior high school has an enrollment of 372 (16:130). The special class for the mentally retarded is a state certified special education classroom for the mentally retarded. The city of Aurora, Illinois, is located about 40 miles from Chicago and lies in the Fox River valley. The population of Aurora is approximately 65,000. The city is divided into two school districts, one known as East Aurora and the other West.Aurora. The East Aurora school district has a student pOpulation of 8,261 and West Aurora has a population of 8,292. Both districts have special education classes for the educable mentally retarded. East Aurora has a classroom for the educable mentally re- tarded in a junior high school with a total school enroll- 53 ment of 748 students. West Aurora has a classroom for the educable mentally retarded in a junior high school that has a total school enrollment of 543 (16:38-39). Both classrooms are certified by the state of Illinois as special education classrooms. The city of DeKalb, Illinois, is located about 65 miles west of Chicago in an agrarian setting. The population of DeKalb is approximately 23,000. Northern Illinois University is located in DeKalb and has a student pOpulation of about 14,000. The school district is composed of one high school, one junior high school and seven elementary schools. The University maintains one elementary school and one junior high school as a department in the College of Education. The DeKalb school papulation is 3,915 with 534 in the junior high school (16:93). The University Schools have an enroll- ment of 550, with 225 enrolled in the junior high section. The city has one state certified special education class- room for the junior high educable mentally retarded. This classroom is located in the DeKalb Junior High School. Selection of Occupational Classification System (A number of classification systems were reviewed for the selection of the representative occupations used 54 in this study. The criteria established by Parker (29) in his study of children's concepts of occupations were used in the selection of the system for this study. The criteria developed by Parker include the following: 1. The occupational classification system should be representative of the total field of voca- tional activity. 2. The occupational classification system should have a logical organization based on the nature of the work performed or personal qualities important to success in Specific occupations. 3. The occupational classification system should have a limited number of occupational areas. 4. The occupational classification system should provide for the classification of specific occupations within the major areas. 5. The occupational classification system should be less complex than the classification system used in the Dictionary 2; Occupational Titles but should provide a cross reference to that source. 6. The occupational classification system should 55 not have a social status connotation as does the classification system used in the Diction- 231 23 Occupational Titles. 7. The occupational classification system should be related to organized sources of occupational information. 8. The occupational classificational system should have potential application in similar research projects or follow-up studies. The classification system adopted by Parker and used in this study was the Brainard Occupational 222? ference Inventory (3). The manual for the Brainard inventory listed 378 occupations, which were divided into seven broad areas. The seven major areas listed by Brainard were: Area I Commercial Area II Personal Service Area III ,Agriculture Area IV Mechanical Area V Professional {Area VI Esthetic Area VII Scientific 56 Selection 2; Occupations £25 Study The fourteen occupations selected for this study were used by Parker (29) in his study and chosen as representative of the seven major areas of occupations selected. The following criteria were develOped by Parker to facilitate the selection of the fourteen occupations: 1. The selected occupations should be repre- sentative of all major occupational areas. 2. The selected occupations should be well- known occupations. 3. The selected occupations should not favor boys or girls in terms of Opportunity for knowledge of the occupations. 4. The selected occupations should be related to organized sources of occupational information. The Science Research Associates, Inc., supplied the latest editions of occupational briefs, which are a part of the Career Information §;§_(38). The occupa- tional briefs provided the information regarding the background for each of the selected occupations. at \ the st Ares Are Ar: m: c s \ .‘b ‘V 57 The following occupations were selected for the study: Area I Commercial Secretary Insurance salesman Area II Personal Service Cook Barber Area III Agriculture Dairy farmer Poultryman Area IV Mechanical Automobile mechanic Carpenter Area V Professional Dentist Teacher Area VI Esthetic Actor Musician Area VII Scientific Pharmacist Weatherman Instrumentation The interview form developed by Parker (39) was selected for use in this study. Parker's interview form was formulated to provide a thorough inquiry into the nature of children's concepts of selected occupations and to ascertain the breadth and depth of understanding they possessed in regard to specific aspects of these occupations. in rage. the t: 331 1‘1: “cart : Elesti, Senera fez-en: 017131 ill-ten 3r- we f: It; 58 Interview w Fifteen questions were formulated by Parker (39) in regard to the selected occupations and were used in five trial interviews with elementary children in third and fifth grade. As a result of the trials, the final draft of the interview form was composed of twelve questions. These questions were grouped into three general categories of job family information, job dif- ferentiation, and social implications of the job. This division of questions provided structural unity for the interview form and provided the major focus of the study. The following twelve questions developed by Parker (39) made up the interview form: General Job Family Information 1. What does a do in (his or her) work? 2. Where does a do (his or her) work? 3. When does a do (his or her) work? 4. What are some other jobs that are very much like a ? Job Differentiation 5. What kinds of abilities or skills are needed to become a ? 6. What might be especiaIly pleasant about being a ? 7. What might be especially unpleasant about being a ? 8. What kind of training does a person need to become a ? A) (I, 59 Social Implications of Job 9. How does a help other peOple with (his or her) work? 10. How does a get (his or her) first job? 11. What kind of feelings do other people usually have toward a ? 12. How do the earnings of a compare with other jobs that you know about? A subordinate aspect of this study was to deter- mine the vocational preferences of the educable mentally retarded adolescents with regard to the selected occu- pations presented in the study. The following questions were asked after the interview form had been completed: 1. Which of the jobs that we have talked about would you like to do best? 2. Which of the jobs that we have talked about would you like to do least? The interview form was supplemented by a photo- graph of a person actively engaged in the work activities for each of the fourteen selected occupations. The pic- tures were black and white prints finished in a 5' x 7” size, mounted on.a 8" x 10" mounting and placed in a notebook. ,A photograph representing the occupation was presented prior to each job interview and placed before the subject so as to minimize any possibility of faulty job recognition by name or title alone. The pictures were arranged in the notebook by random order prior to each interview. in 0rd Pieced 1. II} ('10 ['7 {chH'Tyv—w- 'rl <41? 4 ..4 60 The Interview Kit All necessary materials were placed in kit form in order to facilitate and standardize the interview procedure. The kit contained the following: 1. A large notebook with the photographs of peOple engaged in each of the fourteen occupations 2. The interview form 3. .A list of instructions and procedures for presentation 4. (An interview record card 5. A list of the subjects to be interviewed The instructions and procedures for presentation were prepared as follows: Part I (Name of student), I am going to show you some pictures of peOple that do different kinds of work for a living. As I show you each picture, I will tell you the kind of work the person in the picture does for a living. I am sure you know some things about the kinds of work these people do, and with each picture I will ask you several questions. Do you understand what we are going to do? Part II (After the interview is finished) Which of the jobs that we have talked about would you like to do best? Which of the jobs that we have talked about would you like to do least? t I fiv‘ [.4 If.) “I ’l .‘4 J ’1 [h 61 The interview record card provided space for recording pertinent data regarding the subject. The card contained the following data for each subject: (1) name, (2) address, (3) father and mother's name, (4) occupation and place of occupation for parent, (5) school cumulative information regarding testing record, (6) name of school, (7) date and score of IQ test, (8) date of birth, (9) summary of the mean scores for each of the occupations interviewed, and (10) name of occupation most and least preferred. .A copy of the interview record card is presented in Appendix A. Collection 2; School 2333 The school records for each subject in the sample was inspected prior to the interviews. The school records provided the following information: (1) birthdate, (2) grade, (3) sex, (4) name of mental ability test, (5) score and date of mental ability test, (6) parent's names and address, (7) parent place of em- ployment, and (8) parent occupation. Mental ability test scores for the two intellec- tually normal groups were obtained from the California Short-Form Tg§§_g§ Mental Maturity. This test was de- signed to sample mental maturity in logical reasoning, also a .3030 “851 a U 62 numerical reasoning, verbal concepts, and memory. It also reported the scores for language and non-language factors. The split-half reliability coefficient (Spearman—Brown formula) was reported by the test authors to be .92 for the total test. Studies have been reported that show correlations between the California Egg; 22 Mental maturity and the Stanford-Bing§,in the range from .74 to .88 and above (42:1-32). Mental ability test scores for the educable men- tally retarded were taken from the Stanford-Binet (45) and Wechsler Intelligence §g§12_for Children (47). The use of either the Wechsler Intelligence §2§l§.£2£.921$2‘ gen or the Stanford-Binet is required by state regulations, for the placement of the educable mentally handicapped in a certified special education classroom (17:42). Since the testing programs for the schools and individuals were administered at different times during the school year, the mental age scores were obtained from the school records and adjusted to correspond to the beginning of the interview period, January 1, 1965. The following formula was used to determine the mental age: MeAe (months, =3 CeAe (months) I Iago 100 ”A” e HVQ‘eV _ 63 Collection 22 Interview gag; The interview was conducted with 150 school children at the elementary and junior high school levels. Fifty of the subjects were junior high educable mentally retarded adolescents, fifty of the subjects were in the fourth and fifth grades of public school systems, and fifty of the subjects were public school junior high school students. ‘All of the interviews were conducted in small conference rooms with minimum of outside dis- turbance. All of the interviews were administered in two sessions of approximately 45 to 50 minutes each be- cause of the length of time for the total interview and to keep the attention of the subject. The interviews were conducted in accordance with the procedures described in the instructions for inter- views. The first session of Part I of the interview in- volved questions regarding seven occupations, secretary, cook, poultryman, automobile mechanic, teacher, musician, and weatherman. The second session of Part I of the interview, which was given the next day, involved ques- tions regarding the other seven occupations of insurance man, barber, dairy farmer, carpenter, dentist, actor, and pharmacist. Part II of the interview regarding the “Q“‘M Vi‘v‘ . the s co“~‘ “v. / 64 occupations best and least liked was administered after the second session of Part I of the interview form was concluded. The pictures for each of the selected occupations were shuffled before each interview, and in this manner the occupations were presented to each of the subjects in a random order. During the interview sessions, each subject was encouraged to tell as much as he could about each phase of the occupation. The answers were taken down on the interview sheet as near verbatim as possible. Treatment 93 Interview Data The responses to the interview questions were recorded on separate interview sheets and each question was rated on a continuum of increasing information and social insight. l. 3. The levels of rating are defined as follows: Level 1: Responses which indicated the absence of a concept or misconception regarding specific aspects of an occupation. £3331 2: Responses which indicated recognition of a single specific aspect of an occupation. 2212;.2} Responses which indicated general knowledge of an occupation. um w?! ‘1‘]. p. v36 08 65 L3! 1H4: Responses which indicated an under- standing of general social relationships in- volved in the occupation as well as general knowledge of the occupation. The following statement of criteria, developed by Parker (29:67-71), provided a guide to the determination of the levels of understanding: 1. What does a do in (his or her) work? Level 1: No answer; "I don't know”; or fails to indicate recognition of a specific occupational task. Level 2: Indicates recognition of a specific occupational task. Level 3: Indicates knowledge of general occu- pational tasks. Level 4: Indicates understanding of the general occupational tasks performed for other people. Where does a do (his or her) work? Level 1: No answer; "I don't know"; or fails to indicate recognition of a specific work environment for the occupation. Level g; Indicates recognition of specific work environment for the occupation. Level 3: Indicates knowledge of the general work environment for the occupation. Level 4: When does a Level ;: Level 3: level 3: level 4: 66 Indicates understanding of the general work environment for the occupation in relationship to the services performed by and for other people. do (his or her) work? No answer; "I don't know"; or fails to indicate recognition of a spe- cific work period for the occupation. Indicates recognition of a specific work period for the occupation. Indicates knowledge of the general work schedule for the occupation. Indicates understanding of the general work schedule for the occupation in relationship to the needs of other people. some other jobs that are very much like ? No answer; ”I don't know"; or fails to indicate recognition of a job family relationship in which the same occupational tasks or services are performed. Indicates recognition of a job family relationship in which the same occu- pational tasks or services are performed. Indicates knowledge of a job family relationship in which the same general occupational tasks or ser- vices are performed. Indicates understanding of a job family relationship in which the same occupational tasks or services are performed for other people. 5. 67 What kinds of abilities or skills are needed to become a ? Level 1: No answer; "I don't know"; or fails to indicate recognition of a specific ability or skill required for the occupation. Level 2: Indicates recognition of a specific ability or skill required for the occupation. Level 3: Indicates knowledge of the general abilities or skills required for the occupation. Level 4: Indicates understanding of the general abilities or skills required for the occupation in relationship with other peOple. What might be especially pleasant about being a ? Level 1: No answer; ”I don't know"; or fails to indicate recognition of a specific aspect of the occupation that provides a pleasant feeling. Level g; Indicates recognition of a specific aspect of the occupation that pro- vides a pleasant feeling. Level 3: Indicates knowledge of the general aspects of the occupation that provide pleasant feelings. Level 4: Indicates understanding of the general aSpects of the occupation that provide pleasant feelings in relationship with other people. T -‘ w." 1"?" 68 What might be especially unpleasant about being a Level 1: Level 3: Level 3: Level 4: No answer; "I don't know”; or fails to indicate recognition of a specific aspect of the occupation that provides an unpleasant feeling. Indicates recognition of a specific aspect of the occupation that pro- vides an unpleasant feeling. Indicates knowledge of the general aspects of the occupation that provide unpleasant feelings. Indicates understanding of the general aspects of the occupation that pro- vide unpleasant feelings in relation- ship with other peOple. What kind of training does a person need to become a Level 1: Level 2: Level 3: Level 4: How does a ? No answer; ”I don't know"; or fails to indicate recognition of a spe- cific aspect of the training re- quired for the occupation. Indicates recognition of a specific aspect of the training required for the occupation. Indicates knowledge of the general aspects of the training required for the occupation. Indicates understanding of the general aspects of the training provided by other peOple or social agencies that is required for the occupation. help other peOple with (his or her) work? 10. ll. How does a Level 1: Level 3: Level 3: Level 4: 69 No answer; ”I don't know”; or fails to indicate recognition of a specific occupational service. Indicates recognition of a spe- cific occupational service. Indicates knowledge of the general occupational services. Indicates understanding of the general occupational services per- formed for other pe0ple. get (his or her) first job? No answer; ”I don't know“; or fails to indicate recognition of a specific aspect of the process of obtaining a position in the occupation. Indicates recognition of a specific aspect of the process of obtain- ing a position in the occupation. Indicates knowledge of the general process of obtaining a position in the occupation. Indicates understanding of the re- lationships with other people or social agencies in the general process of obtaining a position in the occupation. What kind of feelings do other people usually have toward a ? Level 1: Level 3: No answer; ”I don't know“; or fails to indicate recognition of a specific feeling toward a person engaged in the occupation. Indicates recognition of a specific feeling toward a person engaged in the occupation. I ’1. fl ' 3 E .. a» L ... \: AV \ w e 70 Level 3: Indicates knowledge of the ser- vices provided as a basis for general feelings toward a person engaged in the occupation. Level 4: Indicates understanding of the services provided and relation- ships with other peOple as a basis for general feelings toward a person engaged in the occupation. 12. How do the earnings of a compare with other jobs that you know about Level 1: No answer; "I don't know"; or fails to indicate recognition of a spe- cific standard of earnings for the occupation. Level g: Indicates recognition of a specific standard of earnings for the occu- pation. Level 3: Indicates knowledge of the services provided as a basis for the general standard of earnings for the occu- pation. Level 4: Indicates understanding of the ser- vices provided and relationships with other people as a basis for the general standard of earnings for the occupation. VOcational Preferences Vbcational preferences from the fourteen selected occupations as given by the subjects were indicated on the interview record card. The responses were then ar- ranged in rank order of preference, from the most chosen occupation to the least chosen occupation. The most pre- ferrec in or: level N. 9 71 ferred and least preferred occupations were both ranked in order of preference. An analysis was made of the level of understanding of the occupations most and least preferred as compared to the level of understanding at- tained by the subjects. 12131I32’Understanding The criteria for determining the level of under- standing for each of the occupations was develOped by Parker (39). Parker's pilot study contained children's responses to the questions for the fourteen selected occupations. A.list of the responses was compiled by Parker and submitted to a panel of three judges along with copies of the statement for determining the levels of understanding of occupations. One of the judges was an experienced elementary school teacher and had par- ticipated in the preparation of occupational materials for use in the intermediate grades. Another judge was an experienced guidance counselor who had also taught classes in occupational information at the college level, and the other judge was Parker (39:75). In evaluating the interview responses of the subjects, the judges were instructed to give a credit of one point for a response rated as Level 1, two points for 72 a response rated as 13331 3, three points for a response rated as 13331’3, and four points for a response rated as 13131 4. .A maximum score for each occupation was forty-eight points. The total score for each of the seven major occu- pational areas was obtained by adding the scores for the two occupations representing the occupational area. The sum of the scores for the seven occupational areas pro- vided a measure of the total level of understanding of occupations attained by the children in the study. The range of points for each of the levels for the occupational areas which indicate the expressed level of understanding are as follows: 13131 1: 0 - 24 points 13131 3: 25 - 48 points 13131 3: 49 - 72 points 13131 4: 73 - 96 points The null hypothesis that there are no signifi- cant differences in the mean scores granted by the three qualified judges in evaluating the fourteen occupations in the pilot study was formulated. The mean differences granted by the three judges were tested for significance through calculation of critical ratios. The obtained 3 $83381 . 1m- ‘la. U 73 scores were .03, 1.17 and 1.19. A 3 score of 2.00 or larger would occur not more than once in twenty, and a score of 2.66 would occur not more than once in a hundred trials when the null hypothesis is true (39:76). The obtained 3 ratios were smaller than the .01 or .05 levels thus retaining the null hypothesis that there were no significant differences in the mean scores granted by the judges. It was also assumed that the instruments employed in the evaluation process were re- liable and that competency in evaluating the interview responses was attained. Scoring for the study sample was carried on in the same manner as in the pilot study. The following responses from Parker's study (29) are considered as illustrative of the four levels of understanding as applied to one of the selected occupa- tions: Teacher 1. What does a teacher do in his work? Level 1: Helps Level 2: Teaches Level 3: Teaches reading and arithmetic Level 4: Teaches children to read and write 2. 3. 5. 74 Where does a teacher do his work? Level 1: Level 2: Level 3: Level 4: When does Level 1: Level 2: Level 3: Level 4: What are Anywhere Building School or classroom In a classroom where he teaches kids a teacher do his work? All the time In the morning and afternoon Weekdays or school days When the children come to school some other jobs that are very much like a teacher? Level 1: Level 2: Level 3: Level 4: Factory worker Secretary Minister Other peOple that teach us things What kinds of abilities or skills are needed to become a teacher? Level 1: Level 2: Level 3: Level 4: Go to college Know how to handle children Know how to read and write How to answer children's questions and handle children in class 6. 7. 9. 75 What might be especially pleasant about being a teacher? Level 1: Get paid Level 2: Learn a lot of things Level 3: Teaching reading and arithmetic Level 4: The children like you and like the way you teach What might be especially unpleasant about being a teacher? Level 1: Nothing Level 2: When the kids are noisey Level 3: You have a lot of meetings and have to work late Level 4: The children might not like you and make trouble in the room What kind of training does a person need to become a teacher? Level 1: Learn Level 2: Go to college Level 3: Know different subjects and how to teach children Level 4: Study many subjects in college and how to teach children How does a teacher help other people with his work? Level 1: Learns Level 2: Teaches how to do things Level 3: Teaches reading, writing and spelling Level 4: Helps children learn things to use later in life ‘. p! v“‘ 76 10. How does a teacher get his first job? Level 1: Level 2: Level 3: Level 4: Studies Goes to college Does practice teaching Goes to the principal or school board and asks about a job 11. What kind of feelings do other people usually have toward a teacher? Level 1: Level 2: Level 3: Level 4: Lots Good feelings They are nice and teach good If he is a good teacher peOple will like him and be friends 12. How do the earnings of a teacher compare with other jobs that you know about? Level 1: Level 2: Level 3: Level 4: No money Not too much money Good -- if he is a good teacher Compares with the principal, but not as much as a scientist A summary list of typical responses for each of the fourteen occupations at each of the levels of under- standing for each question of the interview for this study is located in Appendix B. :wc- ~‘a‘u * -4 149‘ ‘y' av 01‘... 3“); 77 EWaluation 33 Responses 33335 Groups The null hypothesis that there are no signifi- cant differences in the mean scores of the three groups for the seven occupational areas was presented. The analysis of variance to test the means of the responses of the three groups for the seven major areas of occu- pations made it possible to test for interactions be- tween the groups. In this manner it was possible to determine if the interview questions were biased toward any of the groups tested. The groups involved were fifty educable mentally retarded adolescents in a special junior high school classroom, fifty intellect- ually normal junior high school students in public school systems, and fifty intellectually normal elemen- tary school children in the fourth and fifth grades of public elementary schools. Data pertaining to the in- teraction is presented in Table 3.2. The variance ratio was found to be 1.27 with 12 and 1029 degrees of freedom. For these degrees of freedom, a variance ratio of 1.75 or larger would occur not more than once in twenty trials when the null hypo- thesis is true (7:367). No satisfactory evidence was produced to indicate the groups reacted differently in answering among the different occupational areas. H- ‘1. I. o fiU a) _ w. a .. n _ S ”4.! _ E ROI ‘ F. .4. 0. 0‘ a el 78 TABLE 3.2. -- Analysis of Variance of Students' Mean Scores for Seven Occupational Areas and Interaction of Groups and Occupational Areas Source of Sum of Variation df Squares Mean Square F Groups 2 18731.98 9365.99 Areas 6 4195.79 699.29 a Interaction 12 874.53 72.88 1.27 Within 1029 59207.32 57.54 Total 1049 83009.32 8F (12, 1029) = 1.75 at .05 level of significance Since the obtained variance ratio for interaction was not significant, the null hypothesis that there were no significant differences in the mean scores of the levels of understanding among the three groups involved was retained. Statistical Hypotheses The null hypotheses stated are related to the nature of educable mentally retarded adolescents' level of understanding of selected occupations and selected occupational areas. 79 1. There are no significant differences in the expressed levels of understanding of educable mentally retarded adolescents and intellectually normal children of comparable general chronological age in the seven major areas of occupations. 2. There are no significant differences in the expressed levels of understanding of educable mentally retarded adolescents and intellectually normal children of comparable general mental age in the seven major areas of occupations. 3. There are no significant differences in the expressed levels of understanding of educable mentally retarded adolescent children in the seven major areas of occupations. 4. There are no significant differences in the relationships in the expressed levels of under- standing among the educable mentally retarded adolescent children in each of the seven major areas of occupations and their chronological age. 5. There are no significant differences in the re- lationships in the expressed levels of understanding among the educable mentally retarded adolescent children in each of the seven major areas of occu- pations and their mental age. H v; 80 In addition to the stated hypotheses, the voca- tional preferences of the adolescent educable mentally retarded children were investigated. The following questions were proposed: 1. What selected occupations are most preferred and least preferred by adolescent educable men- tally retarded children? 2. What general level of eXpressed understanding has been attained by adolescent educable mentally retarded children with regard to the selected occupations they most and least prefer? The following questions are prOposed in that they help determine the level of expressed understanding of occupations by the educable mentally retarded as re- lated to their parents' occupational area. 1. What general level of expressed understanding has been attained by adolescent educable mentally retarded children for each of the selected occu- pational areas? 2. What general level of expressed understanding of occupations has been attained by adolescent edu- cable mentally retarded children in their fathers' occupational areas? «v flu n\~ 8“ 81 Analysis Procedures The responses made by children to the questions in the interview were rated on a continuum from a low of one point for an answer which indicated an absence of a concept, or a misconception, to a high of four points which indicated an understanding of general social relationships involved in the occupation as well as a general knowledge of the occupation. A quantita- tive score was established for each subject's understand- ing of the fourteen selected occupations by totalling the point credits given for each level of response to the interview questions. By this method it was possible to establish scores for the level of understanding for each of the seven major occupational areas and the total level of understanding of occupations expressed by the subjects in the study. Analysis 33.3ypotheses The null hypotheses formulated for the study with respect to significant differences in the expressed levels of understanding for the subjects in the seven major areas of occupations were tested using the statis- tical procedure of analysis of variance. The acceptable .67‘ v in w h (J [n L] m 82 level of significance used in this study was .05. Where higher levels of significance were obtained, it was so indicated. The analysis of variance was designed to pro- vide an efficient test of the significance of differ- ences between two or more groups simultaneously. It consists of contrasting the variance of individual values around the group means within equal-sized groups with the variance of the group means around the general mean of the ungrouped data (48:172). The value of analysis of variance in testing experimental hypotheses is most strikingly demonstrated in those problems in which the significance of the differences among several means is desired (10:273). The model most appropriate for determining the signifi- cance of the difference between means found in this study is the analysis of variance. Duncan's new multiple range test was used in making multiple comparisons among the separate means. Duncan's test tends to investigate the differences that exist between a set of 3_means, and indicates if signifi- cant differences exist between some of the means and not between others (7:136). 83 The nature of the relationships between the educable mentally retarded subject's level of under— standing of the seven major occupational areas and their mental age and chronological age were expressed by the product moment coefficient of correlation. Analysis 33 Related Questions The vocational preferences of the adolescent mentally retarded subjects were tallied and placed in rank order. Both the most preferred and least preferred occupations were listed in order from the highest to the lowest ranking. The general level of expressed under- standing attained by the subjects for each of the occu- pations ranked was also computed. Further analysis of the data provided information regarding the occupational areas of the fathers of the educable mentally retarded subjects. The IBM 1620 II computer located at Northern Illinois University, DeKalb, Illinois, was used in the statistical treatment of the data. The programs utilized were the Analysis of variance program, IBM Library number 1620-06.0.090, and the Coefficient of Correlation program, Northern Illinois University Library number 505, prepared by Clyde Givens, Director of the Computer Center. 3' (I) (I'D (J ‘3 I.) '1 L—F (‘I fir) ‘ I 3?» 84 Summary Procedures used in the investigation of the study were described. The normative method of investi- gation was used with the data obtained from an analysis of "responses to" interview questions. The study sample consisted of 150 public school children selected from the northern area of the state of Illinois. Three groups of fifty children each were randomly selected as subjects. A sample of fifty edu- cable mentally retarded adolescents made up the group under observation. Two control groups, one with fifty intellectually normal junior high school students of comparable chronological age, and the other group of fifty intellectually normal elementary children from grades four and five of comparable mental age were in- volved in the study. The procedures used in collecting data from the school records were stated. The occupational classifi- cations were described and the criteria for selection was examined. The fourteen occupations selected for the study were listed and the criteria for their selection was presented. 85 A description of the interview form and materials used in the study was presented. The collection and treatment of interview data was discussed and the relia— bility of the interview form was established. The statis- tical hypotheses were stated and a discussion of the models used in the study was presented. The next chapter contains an analysis of the data and a discussion and interpretation of the data obtained in the study. Pertain 3101880, N occu ‘n °‘3~a1ne ‘. ‘ 55.33318: CHAPTER IV: ANALYSIS OF RESULTS An analysis and interpretation of the data pertaining to the nature of educable mentally retarded adolescents' level of understanding of fourteen select- ed occupations are presented in this chapter. Data obtained from an analysis of the interviews and the supplementary information obtained from the school re- cords are discussed. The purpose of this study was to investigate the nature of educable mentally retarded adolescent children's expressed level of understanding of selected occupations as compared to intellectually normal child- :ren.of comparable general chronological and mental ages. Subordinate problems investigated were: (1) the rela- 'tionships between expressed level of understanding of selected occupations by educable mentally retarded ado- lescents and their chronological and mental ages; and (2) the vocational preferences of the educable mentally re- 86 w w. 87 tarded adolescents with regard to the selected occu- pations presented in the study. Data for Tests of the Hypotheses The hypotheses stated are related to the nature of educable mentally retarded adolescents' level of understanding of selected occupational areas and of selected occupations. gypgthesis l. The first hypothesis stated that there are no significant differences between the expressed levels of understanding of educable mentally retarded adolescents and intellectually normal children of comparable gen- eral chronological age in the seven major areas of occu- pations. Table 4.1, indicates the educable mentally retarded adolescents' scores ranged from 55.38 in the Professional area to 47.40 in the Agricultural area. The intellectually normal children of comparable general chronological age scores ranged from 64.64 in the Pro— fessional area to a low of 57.92 in the area of Agriculture. Occupe 88 TABLE 4.1. -- Rank Order of Subjects' Mean Scores of Occupational Interview Form for Each of the Seven Occupational.Areas Occug. EMRb NCAo NMACI Area M Rank M Rank M Rank I 48.76 6 63.50 2 55.06 6 II 53.20 2 62.28 3 57.98 2 III 47.40 7 57.92 7 54.68 7 IV 50.72 3 60.90 4 56.78 3 V 55.38 1 64.64 1 60.18 1 VI 50.02 5 59.68 5 56.10 5 VII 50.14 4 58.84 6 56.44 4 Total 50.80 61.11 56.75 aI Commercial, II Personal Service, III Agriculture, IV Mechanical, V Professional, VI Esthetic, VII Scientific bEducable Mentally Retarded °Norma1 Chronological Age dNormal Mental Age The analysis of variance was used to test the significance of differences between the mean scores of the educable mentally retarded adolescents and the in- tellectually normal children of comparable general chron- ological age. Data for the analysis of variance are pre- sented in Table 4.2. The variance ratio was found to be 74.43 with 1 and 98 degrees of freedom. For these degrees of freedom, a variance ratio of 6.90 or larger would occur not more than once in a hundred trials when the null hypothesis is true (7:367). tally Sable: ~ Uh Source lanai ‘ Betwee iithiz \ 89 TABLE 4.2. -- Analysis of variance of the Educable Men- tally Retarded Subjects' and Normal Chronological Age Subjects' Mean Scores of Occupational Interview Form for the Seven Occupational Areas Source of Sum of variation df Squares Mean Squares F Between 1 130104.49 130104.49 74.439‘ Within 98 171340.90 1748.38 Total 99 301445-39 aF (l, 98) = 6.90 at .01 level of significance Since the obtained variance ratio of 74.43 was significant at the .01 level, the null hypothesis was rejected and the conclusion that the levels of under- standing of educable mentally retarded adolescents and intellectually normal children of comparable general chronological age in the seven major areas of occupations did differ significantly. Analysis of variance tables for each of the occupational areas are found in Appendix C. gypothesis 2. The second hypothesis stated that there are no significant differences between the eXpressed levels of 9O understanding of educable mentally retarded adolescents and intellectually normal children of comparable general mental age in the seven major areas of occupations. Table 4.3 presents the analysis of variance used to test the significance of differences between the mean scores obtained from the educable mentally retarded adolescents and the intellectually normal children of comparable general mental age. TABLE 4.3. -- Analysis of variance of the Educable Men- tally Retarded Subjects' and Normal Mental Age Subjects' Mean.Scores of the Occupational Interview Form for the Seven Occupational Areas Source of Sum of Variation df Squares Mean Squares F Between 1 43681.00 43681.00 18.90a Within 98 226475.96 2310.98 Total 99 270156.96 8F (1, 98) = 6.90 at .01 level of significance The variance ratio was found to be 18.90 with l and 98 degrees of freedom. For these degrees of free- dom, a variance ratio of 6.90 or larger would occur not more than once in a hundred trials when the null hypoth- esis is true (7:367). ’1. U 1;! If!) u' ’ i 91 Since the obtained variance ratio of 18.90 was significant at the .01 level, the null hypothesis was rejected and the conclusion drawn that the levels of understanding of educable mentally retarded adolescents and intellectually normal children of comparable general mental age in the seven major areas of occupations did differ significantly. Hypothesis 3. The third hypothesis stated that there are no significant differences in the expressed levels of under- standing of educable mentally retarded adolescent child- ren in the seven major areas of occupations. Table 4.4 presents the analysis of variance used to test the sig- nificance of differences between the mean scores of the educable mentally retarded subjects in the seven major occupational areas. Analysis of variance tables for each of the other two control groups can be found in Appendix C. The variance ratio was found to be 5.24 with 6 and 343 degrees of freedom. For these degrees of free- dom, a variance ratio of 2.85 or larger would occur not more than once in a hundred trials when the null hypoth- esis is true (7:367). s1 5* 41 92 TABLE 4.4. -- Analysis of variance of the Educable Men- tally Retarded Subjects' Mean Scores of the Occupational Interview Form for the Seven Occupational Areas Source of Sum of Variation df Squares Mean Squares F Between 6 2175.42 362.57 5.249 Within 343 23705.98 69.11 Total 349 25881.40 8F (6, 343) = 2.85 at .01 level of significance Since the obtained variance ratio of 5.24 was significant at the .01 level, the null hypothesis was rejected and the conclusion drawn that the levels of understanding of educable mentally retarded adolescents in the seven major areas of occupations did differ sig- nificantly. Tables of analysis of variance for each of the control groups are to be found in Appendix C. Duncan's new multiple range test was used in testing the separate mean score differences for the educable mentally retarded. Duncan's test was designed to make multiple comparisons among the treatment means. The means are first arranged in order of magnitude and identified by number. The standard error of a single 93 mean.is then found by dividing the square root of the error'mean square (within group's mean square) by the square root of the number of observations on which the main is based. Table values of significant student- ized ranges for a given number of degrees of freedom and mean differences are then multiplied by the stand- ard error of the mean to obtain the values of shortest significant ranges for a given number of mean differ- ences. The differences between the pairs of mean are then tested in order of largest minus the smallest, largest minus the second smallest and continued until all possible comparisons are made. Then the process is repeated for the second largest mean, and the third largest and is continued until all means have been com- Pared. The means are then ranked in order of magnitude, the difference between pairs must exceed the shortest Significant range for the given range between means in order to be significant (7:136-40). The shortest significant ranges in Table 4.5 were determined with 343 degrees of freedom and seven mean differences. The table values of significant Etudentizedranges for the Duncan test were multiplied by the standard error of the mean (8x = 1.16) to obtain the 8hortest significant ranges. test fess 83:1 94 The testing of mean differences with the Duncan test revealed that the differences between six pairs among the twenty-one pairs of means were significant at the .01 level. Differences as large as those obtained might be expected in positive or negative directions only once in one hundred trials when the null hypothesis is true. The highest mean score of 55.38 in the pro- fessional occupational area was significantly higher than the obtained mean scores in all areas except that of personal service. The mean of 53.20 for personal service was significantly higher than that of only the agricultural area. gypothesis 4. The fourth hypothesis stated that there were no significant differences in the expressed levels of under- standing among the educable mentally retarded adolescent children in each of the seven major areas of occupations and their chronological age. The product-moment co- efficients of correlation were calculated between the subjects' chronological age and their levels of under- standing in each of the seven occupational areas. 95 .mzoa ad nosed ocean as» go even ”swan on» so assedhaawam cad muses demand we moosoaohudn .oeam pace on» Sony axon cuckoo doom .msasfloe ad mosaa eeash chops puwoamstdm one asses eonasa ad uoeaoaouuan .oeam pzmaa scam usasaoe on» prov deem .epoz edadeeodem Hue ere .oaeeseea H> .Husoannoaohm > .asoasdsoez >H .eHSaHaoaawd HHH .ooa>aom Hmsonnom HH .Hoaoaoaaoo He “2.. a an ea.~ HH e~.me 1.2 a... a on .mmnmn e... >H ~n.em Ame a... a me e~.m ee.m em.e Hee ee.en is. mm.e u em em.m ma.m on.a NH.o H» No.om any 0... n m. N... .e.. e... e... e... H 6.... 1.2 mm.: a ma mm.a om.m _ ~n.n ea.~ Ne.~ em.a HHH oe.ae Adv a... -.... .e .2... ......... .1... .. .. g... a. umoanosm “my “by any Aev Amv ANV “Hy adsoaudasooo meead descapoasooo sebum can no» such wod>heusH adsodpsaseoo on» no nonoom use: .mpoonnsm downspom haacpaoz cansosum on» accrues neoconeaaan one on eoaadaa page omens cameras: 3oz e.deoeen .. .m.e mamas 96 Data with regard to the relationships between the subjects' chronological age and their levels of understanding in each of the seven occupational areas are presented in Table 4.6. Correlation tables for the control groups will be found in Appendix C. TABLE 4.6. -- Coefficients of Correlation Between Edu- cable Mentally Retarded Subjects' Chronological Age and Mean Scores of the Occupational Interview Form for the Seven Occupational Areas Occu . Signif. Area M SD r Level I 48.76 7.96 -.013 - II 53.20 8.11 -.078 - III 47.40 8.09 .022 - IV 50.72 7.58 -.l87 - V 55.38 9.68 .004 - VI 50.02 8.23 -.066 - VII 50.14 8.38 .053 - aI Commercial, II Personal Service, III Agriculture, IV Mechanical, V Professional, VI Esthetic, and VII Scientific The significance of the obtained correlations was tested against the null hypothesis that the pop- ulation coefficient correlation is zero. With 48 degrees of freedom for the educable mentally retarded sample, only five times in a hundred would a positive 97 or negative correlation as high as .279 appear if the population a were zero, and only once in a hundred times would a positive or negative p_as large as .361 appear (10:200). The data presented with regard to the relation- ships between the subjects' chronological age and their levels of understanding in the seven occupational areas shows no correlation. gypothesis 5. The fifth hypothesis stated that there were no significant differences in the relationships among the expressed levels of understanding of the educable men- tally retarded adolescent subjects in each of the seven major areas of occupations and their mental age. The product-moment coefficients of correlation were calculated between the subjects' mental age and their levels of understanding in each of the seven occupa- tional areas and presented in Table 4.7. The significance of the obtained correlations were tested against the null hypothesis that the pOp- ulations coefficient of correlation is zero. With 48 degrees of freedom for the educable mentally retarded sample, only five times in a hundred would a positive 98 TABLE 4.7. -- Coefficients of Correlation Between Edu- cable Mentally Retarded Subjects' Mental Age and Mean Scores of the Occupational Interview Form for each of the Seven Occupational Areas Occu . Signif. Area M SD r Level I 48.76 7.96 .140 - II 53.20 8.11 .249 - III 47.40 8.09 .357 .05 Iv 50.72 7.58 .325 .05 v 55.38 9.68 .106 - VI 50.02 8.23 .313 .05 VII 50.14 8.38 .225 - aI Commercial, II Personal Service, III Agriculture, IV Mechanical, V Professional, VI Esthetic, and VII Scientific or negative correlation as high as .279 appear if the population 3 were zero, and only once in a hundred times would a positive or negative piss large as .361 appear (10:200). The data presented with regard to the relation- ships between the subjects' mental age and their levels of understanding in the seven occupational areas showed the areas of.Agriculture, Mechanical and Esthetic to be significant at the .05 level. Control group tables of correlation are found in.Appendix C. 99 Data for Vocational Preferences The vocational preferences of the adolescent educable mentally retarded subjects were investigated. As a measure of the subjects' attitudes toward the fourteen selected occupations, they were asked which of the fourteen selected occupations they would most like to do, and which they would least like to do. Data per- taining to the questions are presented in this section of the chapter. Question 1. What selected occupations are most preferred and least preferred by the adolescent educable mentally retarded children? Table 4.8 indicates that the most preferred occupations of the educable mentally retarded subjects were Secretary, Auto Mechanic, Teacher, Carpenter, and Cook in order of choice. The least preferred occupations were Dentist, Dairy Farmer, Teacher, Weatherman, and Cook in order of choice. It is to be noted that the occupations of Teacher and Cook were among the first five choices in both the most preferred and least preferred chosen by the educable 100 TABLE 4.8. -- Rank Order of Educable Mentally Retarded subjects' Most and Least Preferred Occupations Rank Order Most Least Most least Occupation Preferred Preferred Preferred Preferred Secretary 11 3 1 7.5 Cook 5 4 5 5 Poultry Farmer 2 l 8.5 11 Auto Mechanic 8 3 2 7.5 Teacher 7 7 3 3 Musician 3 l 6.5 11 Weatherman 3 5 6.5 4 Insurance Man 1 3 11 7.5 Barber 1 0 ll - Dairy Farmer l 9 ll 2 Carpenter 6 3 4 7.5 Dentist 0 10 - 1 Actor 0 0 - - Pharmacist 2 l 8.5 11 mentally retarded adolescents. pations most and least preferred by the two control groups can be found in Appendix C. Question 2. Rank order of the occu- What general level of expressed understanding had been attained by the educable mentally retarded sub- jects in the occupational areas they most and least preferred? 101 Table 4.9 indicates that the largest number of subjects preferred occupational areas that were ranked among the lowest of the mean scores. TABLE 4.9. -- Rank Order of the Educable Mentally Re- tarded Subjects' Mean Scores of the Occupation Inter- view Form for the Most and the Least Preferred Occupational Areas Occu J3 Most Preferred Least Preferred N M Rank N M Rank I 12 49.66 6 6 45.16 7 II 6 56.50 1 4 56.00 2 III 3 48.00 7 10 49.90 4 IV 14 51.21 5 6 47.16 5 V 7 52-57 4 17 55.41 3 VI 3 53.33 3 l 57.00 1 VII 5 54.80 2 6 46.33 6 aI Commercial, II Personal Service, III Agriculture, IV Mechanical, V Professional, VI Esthetic, and VII Scientific In terms of the criteria and scoring procedure used in the study, the total mean score of the Occupa- tion Interview Form for the seven occupational areas obtained by the educable mentally retarded subjects was 50.80 as indicated in Table 4.1. All but one of the most preferred occupational areas were above the total mean score for the Occupation Interview Form. 102 The largest number of educable mentally re- tarded subjects chose occupations for the least pre- ferred ranking that were in the middle of the rank order scale. However, only the top three ranked scores were above the total mean of the educable mentally re- tarded scores obtained in Table 4.1. Data for Related Questions In addition to the stated hypotheses, two questions were asked that were closely related to the general purpose of the study. Qpestion 1. What was the general level of expressed under- standing for the educable mentally retarded subjects in each of the selected occupational areas? The combined mean.score for the educable mentally retarded subjects in all seven occupational areas as shown in Table 4.1 'was 50.80. In terms of the scoring procedures used in the evaluation of the levels of understanding, this score was at the bottom end of the scale for 13131 3 ‘which has a range of forty-nine to seventy-two points. .Ascording to the statement of criteria for determining the levels of understanding, credit for Level 3_was 103 given when the subjects were able to go beyond the recognition of specific aspects of the occupation and provide more detailed responses indicating gen- eral knowledge of the occupation. Table 4.1 shows the rank order for each of the occupations for the three groups. The general level of only two of the occupational areas is above that of the combined mean total for all of the occu- pational areas. However, the areas of Agriculture and Commercial are at the t0p end of the scale for ‘13131,3. The range of 13y31_3 is twenty-four to forty-eight points. Qpestion 2. What general level of expressed understanding has been attained by the educable mentally retarded subjects in the occupational area of their parents? There were no subjects who had parents in the .Esthetic occupational area, and only one in the Scien- tific area. Two of the subjects were living with rela- ‘tives, and one was living in a Children's Home. .As shown in Table 4.10, the greatest number of subjects had.parents in the areas of Personal Service, and IMechanical. In terms of the criteria and scoring pro- 104 TABLE 4.10.-- Rank Order of the Educable Mentally Re- tarded Subjects' Mean Scores for Parent's Occupational Area Occup. Area N M Rank I 2 32.00 6 II 10 52.10 3 III 5 48.60 5 Iv 27 51.56 4 v 2 62.50 1 VI 0 0.00 7 VII 1 57.00 2 VIII 3 - aI Commercial, II Personal Service, III Agriculture, IV Mechanical, V Professional, VI Esthetic, VII Scientific, and VIII Area unknown cedure used in the study, the areas of Agriculture and Commercial were below Level 3, which has a range of forty-nine to seventy-two points. Summary Data obtained from an analysis of interviews and supplementary information from school records were discussed. The hypotheses were stated and data for each was presented. 105 The following hypotheses were submitted and the results indicated: 1. There are no significant differences in the expressed levels of understanding of educable mentally retarded adolescents and intellect- ually normal children of comparable general chronological age in seven major areas of occupations. Rejected: Significant at the .01 level. 2. There are no significant differences in the expressed levels of understanding of educable mentally retarded adolescents and intellect- ually normal children of comparable general men- tal age in seven major areas of occupations. Rejected: Significant at the .01 level. 3. There are no significant differences in the expressed levels of understanding of educable mentally retarded adolescents in the seven major areas of occupations. Rejected: Significant at the .01 level. 4. There are no significant differences in the relationships in the eXpressed levels of under- standing among the educable mentally retarded adolescents in each of the seven major areas of occupations and their chronological age. Accepted: Not significant 5. There are no significant relationships in the eXpressed level of understanding among the educable mentally retarded adolescents in each of the seven major areas of occupations and their mental age. Rejected: Areas of Agriculture, Mechanical and Esthetic significant at .05 level. Accepted: Areas of Commercial, Personal Service, Professional, and Scientific not significant. 106 The vocational preferences of the adolescent educable mentally retarded were investigated. Data was presented with regard to the occupations most and least preferred. The general level of understanding for each of the occupations most and least preferred was stated. Additional data was presented regarding questions related to the general purpose of the study. The general level of the occupations for the educable mentally retarded subjects was investigated. The com- bined mean total for all the seven areas of occupations was 50.80 and just within the range of 13331 3. The areas of Agriculture and Commercial were in the 13331’3'range. The general level of understanding of the edu- cable mentally retarded subjects in the occupational area of their parents was investigated. All but two of the areas were in 13y31 3. subjects with parents in the areas of Agriculture and Commercial scored in 1.2221 2.- The next chapter presents a summary and the conclusions reached in the study. A discussion of the findings and implications for future research are discussed. CHAPTER V: SUMMARY AND CONCLUSIONS The summary and conclusions pertaining to the nature of educable mentally retarded adolescent's level of understanding of selected occupations is presented in this chapter. Conclusions of the study and a dis- cussion of the findings as well as implications for future research are presented. Summary The major purpose of the study was to inves- tigate the nature of educable mentally retarded adolescent children's eXpressed level of understanding of selected occupations as compared to intellectually normal children of comparable general chronological and mental ages. Subordinate problems investigated were: (1) the relationships between expressed level of under- standing of selected occupations by educable mentally retarded adolescents and their chronological and mental 107 108 ages; and (2) the vocational preferences of the educable mentally retarded adolescents with regard to the selec- ted occupations presented in the study. A review of the literature indicated a growing concern regarding the preparation of the mentally re- tarded for employment and economic self-sufficiency. The educable mentally retarded are expected to compete on the cpen job market in their own areas of competence. Previous knowledge and understanding of occupations as well as opportunities for job training is essential. Society is now undergoing a rapid change in technology of the world of work. The effect of automation on the job outlook is one that is of significance to the em- ployment of the mentally retarded. The problem of em- ployment for the retarded will continue to be that of finding suitable areas of employment. Five null hypotheses were stated for the pur- poses of investigation. 1. There are no significant differences in the eXpressed levels of understanding of educable mentally retarded adolescents and intellectually normal children of comparable general chronological age in the seven major areas of occupations. 109 2. There are no significant differences in the expressed levels of understanding of educable mentally retarded adolescents and intellectually normal children of general mental age in the seven major areas of occupations. 3. There are no significant differences in the expressed levels of understanding of educable mentally retarded adolescent children in the seven major areas of occupations. 4. There are no significant differences in the relationships in the expressed levels of under- standing among the educable mentally retarded adolescent children in each of the seven major areas of occupations and their chronological age. 5. There are no significant differences in the relationships in the expressed levels of under- standing among the educable mentally retarded adolescent children in each of the seven major areas of occupations and their mental ages. In addition to the stated hypotheses, the voca- tional preferences of the educable mentally retarded adolescents with regard to the fourteen occupations presented in the study were investigated. 110 .A random sample of 150 students from public junior high schools and elementary schools located in the northern area of the state of Illinois was the basis for the study. Fifty adolescent educable mentally re- tarded junior high school students enrolled in a state approved program composed the experimental group. Fifty adolescent intellectually normal junior high school students formed the chronological age control group, and fifty intellectually normal elementary school stu- dents formed the mental age control group. All subjects were interviewed in two, forty- five minute interviews regarding their understanding of fourteen selected occupations representing seven occu- pational areas. The seven occupational areas designated were commercial, personal service, agriculture, mechan- ical, professional, esthetic, and scientific. The specific occupations selected for the areas were secre- tary, insurance salesman, cook, barber, dairy farmer, poultryman, automobile mechanic, carpenter, dentist, teacher, actor, musician, pharmacist and weatherman. Pictures of persons engaged in each of the selected occupations were shown to the subjects prior to the in- terview to ascertain that each subject could identify 111 the occupation. .A list of instructions, an interview card, and an interview form were prepared for each subject. The subject's school records were examined for data concerning (1) date of birth, (2) sex, (3) date of administration and score of mental abilities test, (4) parent's name and address, (5) parent occupation, and (6) parent place of employment. This information along with the results of the interviews was analyzed to de- termine the level of understanding of the occupations presented. The expressed levels of understanding were rated on a four point scale, and mean values for each of the occupational areas were derived. Criteria and rating techniques were developed by James Parker (29) in his study of children's concepts of selected occupations. The identification of four levels of understanding on a continuum of increasing meaning and social insight was adapted for use for the educable mentally retarded and normal junior high school students. The four levels of understanding were defined by recognition of certain aspects and relationships of the occupation to knowledge of the job and social under- standing. 112 13131 1: Responses that indicated the absence of a concept or misconception regarding specific aspects of an occupation. 13131 3: Responses that indicated recognition of a specific aspect of an occupation. 13131 3: Responses that indicated a general know- ledge of an occupation. 13131 4: Responses that indicated an understanding of general social relationships involved in the occupation as well as general knowledge of the occu- pation. .A summary list of the responses was compiled as an illus- tration of the four levels for each occupation. The responses to the interview questions were scored as follows: 13131,1: one point 13y31_3: two points 13131 3: three points 13131 4: four points The total score for an occupational area was obtained by adding the scores for the two occupations representing the occupational area. The mean score for the seven occupational areas provided a measure of the general level 113 of expressed understanding of occupations attained by the subjects in the study. The range of mean scores for each level of expressed understanding for an occu- pational area was determined as follows: 13131 1: 0 - 24 points 13131 3: 25 - 48 points 13131 3: 49 - 72 points 13131,4: 73 - 96 points Vocational preferences were indicated by asking which occupations were most and least preferred. The responses were ranked and a comparative analysis was made using the levels of understanding achieved in the preferred occupations. Data obtained from the interviews and school records were analyzed using the analysis of variance technique and the calculation of coefficient correla- tions. All data was processed by electronic data pro- cessing machine computers. Significant Findings The significant findings stated refer to the tests of the null hypotheses and related questions re- garding the expressed levels of understanding of edu- 114 cable mentally retarded adolescents as compared to in- tellectually normal children of comparable general chronological and mental ages. 1. The levels of understanding of educable men- tally retarded adolescents and intellectually normal children of comparable general chronolog— ical age differ significantly. The lowest ranking mean score for the normal chronological age group was higher than the highest mean score for the educable mentally retarded group. The highest ranking mean score for both groups was the pro- fessional area, and the lowest ranking score for both groups was the agriculture area. 2. The levels of understanding of educable men- tally retarded adolescents and intellectually normal children of comparable general mental age differ significantly. The rank orders of the mean scores for the seven occupational areas were the same for both groups. 3. The levels of understanding of educable men- tally retarded adolescents among the seven major areas of occupations did differ significantly. The differences between six of the twenty-one pairs 115 were significant at the .01 level. The mean score of the professional area was significantly higher than the mean scores of all areas except that of personal service. The mean score for personal ser- vice was significantly higher than that of the agricultural area. 4. There were no significant differences in the relationships among the expressed levels of under- standing of educable mentally retarded adolescents for each of the seven major areas of occupations and their own chronological age. 5. The relationship between the level of eXpressed understanding of the adolescent mentally retarded subjects and their mental age was significant in the occupational areas of agriculture, mechanical and esthetic. There were no significant relation- ships established for the other areas. 6. The selected occupations most preferred by the adolescent educable mentally retarded subjects were secretary, auto mechanic, teacher, carpenter, and cook. However, the rank order of the mean scores for the most preferred occupational areas places the occupation of secretary sixth, and auto mechanic 116 as fifth. The fifth preferred choice of cook ranks first in the rank order of mean scores. 7. The selected occupations least preferred by the adolescent educable mentally retarded subjects were dentist, dairy farmer, teacher, weather man, and cook. The rank order of the mean scores for the least preferred occupations places dentist third, and cook as second. 8. The occupational areas preferred by most of the educable mentally retarded adolescents were that of mechanical and commercial. The areas least preferred by most of the subjects were those of pro- fessional and agriculture. In both cases the mean scores ranked in the second half of the rankings of the occupational areas. 9. The general level of expressed understanding for the educable mentally retarded adolescents was the lowest end of the 13131 2_scale which indicates the minimal level of understanding of the general aspects of an occupation. The total mean score obtained by the educable mentally retarded subjects was 50.80. The range of 13131 2.18 from forty-nine to seventy- two points. 117 10. The general level of expressed understanding of the educable mentally retarded adolescents in the areas of agriculture and commercial were in the range of 13131 a. This indicates only a recog- nition of specific aspects of an occupation. ll. The rank order of the educable mentally re- tarded adolescent's mean scores of the occupational interview for their parent's occupational area listed that of professional and scientific as first and second. Those that understood least their parent's occupational area had parents in the agri- culture and commercial areas. Conclusions and Discussion 1. The general knowledge of the world of work as indicated by the eXpressed levels of understanding of the selected occupations by the educable mentally re- tarded is below that of normal fourth and fifth grade students, in a regular classroom of a public elementary school. The educable mentally retarded subjects were enrolled in a junior high special education classroom and were in the age range from thirteen to sixteen years of age. 118 The vocational maturity of the adolescent edu- cable mentally retarded subject as indicated by the ex- pressed level of understanding of occupations is not characteristic of that expressed by intellectually normal children of the same chronological age. It would seem that intelligence can be considered a factor in the understanding of occupations and subsequently be related to vocational success. 2. The levels of understanding of educable mentally retarded adolescents and intellectually normal children of comparable general mental age differ significantly. The eXpressed level of understanding of occupations of the adolescent educable mentally retarded children is very similar to that expressed by the second grade sub- jects involved in Parker's study (39:83). The combined mean score of the occupational interview form for the seven occupational areas of the second grade group tested by Parker was 50.05, as compared to the combined :mean score of the occupational interview form for the seven occupational areas of the adolescent educable men- tally retarded group of 50.80. The ranking of the mean scores of the occupation interview form for the seven selected occupations was 119 the same for the adolescent educable mentally retarded, the intellectually normal mental age group, and the second grade subjects used in Parker's study. Each area was ranked in the same order for the three groups. It appears that the order of the rankings indicates the levels of understanding for the selected occupations were very similar. Even though the scores of the two comparable mental age groups in the present study dif- fered significantly, the order of their knowledgeable information was the same. 3. The present study indicates a closer relation- ship between the mental age rather than the chronolog- ical age as a factor regarding an expressed level of understanding of occupations by educable mentally re- tarded adolescents. It has been suggested by Super (43:57) that vocational maturity can be evaluated either by the normative stage at which a person can be found depending on his chronological age or on a behavioral basis de- pending on the developmental task regardless of whether the tasks are appropriate for the age or life stage. In the case of the educable mentally retarded, it can be assumed that the second mentioned behavioral basis would be more appropriate for the educable mentally retarded. 120 The vocational develOpment of the adolescent educable mentally retarded subject as indicated by the level of understanding of occupations as expressed in this study has not reached the second life stage of develOpment as defined by Super (44:9). The educable mentally retarded adolescents are in the life stage characterized as one of growth and fantasy. This is essentially the same life stage the intellectually nor- mal mental age group is in. From the evidence presented in the present study, it can be said that the adolescent educable men- tally retarded individual is coping with the same kinds of developmental tasks as is the subject of comparable mental age who is in the normal intellectual range. It can therefore be assumed that, the vocational develop- ment of the adolescent educable mentally retarded indi- vidual can be evaluated with reference to the vocational behavior of an intellectually normal individual of com- parable mental age. 4. The levels of understanding of educable mentally retarded adolescents among the seven major areas of occu- pations did differ significantly. The mean score of the occupation interview form for the area of professional 121 service was significantly higher than all other areas except that of personal service. However, inasmuch as there was only one subject who had a parent in the area of professional service, the personal service area has more meaning. Aside from the large number of subjects who had parents in the mechanical area, the personal service area was the next largest. The educable mentally retarded subjects inter- viewed had less Opportunities to obtain information re- garding background information than those of the normal groups. Comments made by the interviewees during the in- terview sessions indicated that they were more restricted socially, as well as economically. For instance, many had not had the Opportunity to visit a dentist, but did know about the garage mechanic and the barber. The high scores made in the professional area was due to the in- clusion of the occupation of teacher. All subjects had contact with, and some understanding of a teacher. 5. The selected occupations most preferred by the .adolescent educable mentally retarded subjects were secncetary, auto mechanic, teacher, and carpenter. The ran}: order of the mean scores of the occupation inter- view form places the occupation of secretary as sixth, 122 and the occupation of auto mechanic as fifth. This would tend to substantiate the view that children do not choose the occupation which they know the best. However, in terms of their ability to enter into the world of work, their choices were realistic in the areas chosen with the exception of teacher. The general level of expressed understanding for the educable mentally retarded was at the low end of the 13131 2 scale which indicates a minimal level of under- standing of the general aspects of an occupation. The total mean score obtained by the educable mentally re— tarded was 50.80, with the range of 13131.2'being from forty-nine to seventy-two points. Two occupational areas were in the 13131_§ range. The areas of agriculture and commercial indicated only a recognition of the specific aspects of the occupation. Implications for Future Research The following suggestions are offered for further research due to the findings and limitations of the pre- sent study: 1. It is recommended that a controlled eXperimental research project be conducted with educable mentally re- 123 tarded subjects. The eXperimental group should be pro- vided a period of time set aside in the curriculum de- voted to occupational information, and that the control group have no instruction in occupations. 2. It is recommended that a study be conducted with educable mentally retarded adolescents similar in nature to the present study with the selected occupations being chosen from a list of occupations in which educable men- tally retardated subjects have had success. The chosen occupations should also be ones that are indicated by the Labor Department as areas where employment possi- bilities are good. 3. It is recommended that a study be conducted with educable mentally retarded subjects and a group of in- tellectually normal elementary school children with matched mental age. The variable of socio-economic back- ground should be added to the design in order to seek further information concerning the implications of poor economic background and lack of opportunity. 124 Limitations of the Study For the purposes of this study, the variables used in the analysis of the expressed levels of under- standing of occupations by the educable mentally retard- ed were limited to mental age, chronological age, and occupation of the subject's parent. The instruments used in the study did not allow for a partial correlation of factors to distinguish characteristics of the samples investigated or to determine the factors operative in the eXpressed choice of occupation. During the course of the interviews, the investi- gator noted differences in the manner in which a number of the subjects responded to questions about job family information that would seem to indicate some other vari- able or variables in operation. Many of the educable mentally retarded and a few of the normal subjects an- swered questions regarding a job in personal terms. For instance, answers to questions pertaining to when a per- son would do his job were stated in terms of when the person or service was needed, rather than in terms of clock hours or days of the week. .A sample question would be, ”When does a cook do his work?", and the answer re- ceived would be, "When people are hungry". 125 Although it cannot be substantiated by the data as analyzed for the purposes of this study, the author feels that an investigation involving socio-economic status would prove fruitful in determining the factor or factors responsible for the differences in the answers to the questions in the interview form. Further research is contemplated by the author in the investigation of significant differences within the interview form responses regarding the three general categories of job family information, job differentiation, and social implications of the job. Results of the re- search planned are to be incorporated in a program of occupational information materials, such as video taped programs for use in classroom instruction for the edu- cable mentally retarded. It might even be indicated that children of normal intelligence would benefit from a more personalized viewpoint of the services rendered by workers in our society. 3. 9. 10. 126 BIBLIOGRAPHY Baer, Max F., and Roeber, Edward C. Occupational Enformation. Chicago: Science Research Assoc., Inc., 1964. Barnett, w. Kuhn. "Public School Responsibility for the Mentally Retarded," in Preparation of Men- tally Retarded Youth for Gainful Employment. Office of Education Bulletin 1959, No. 29. Washington: U. S. 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Edited by Salvatore DiMichael. U. S. Department of Health, Education and Welfare. Washington: U. S. Government Printing Office, 1958. IErdman, Robert L. "Vocational Choices of Adolescent Retarded Boys,“ Unpublished Ed. D. dissertation, University of Illinois, 1957. (Earrett, Henry E. Statistics in Ps1chology and Education. fourth ed. New York: Longmans Green and Co., 1954. 11. 12. 13. 14. 15. 16. 1?. 18. 19. 20. 127 Goldstein, Herbert and Heber, Rick F. ”Summary of the Conference,” in Preparation of Mentally Retarded Youth for Gainful Employment. Office of Education Bulletin No. 29. Washington: U. S. Government Printing Office, 1959. Havighurst, R. J. Human Development and Education. New York: Longmans Green and Co., 1953. Heber, Rick F. "The Educable Mentally Retarded," in Behavioral Research on Excgptional Children. Edited by Samuel A. Kirk and Bluma Weiner. Washington: The Council for Exceptional Children, NEA, 1963, 63-70. HOppock, Robert. Occupational Information. Second edgtion. New Y6rk:’McGraw Hill Book Co., Inc., 19 3. Hungerford, R. H., DeProspo, C. J., and Rosenweig, L. E. ”Education of the Mentally Handicapped in Childhood and Adolescence,” in Vocational Reha- bilitatioplof the Mentally Retarded. Edited by Salvatore DiMichael. U. S. Department of Health, Education and Welfare. Washington: U. S. Govern- ment Printing Office, 1958. Illinois. Office of the Superintendent of Public Instruction. Directory of Illinois Schools, 1964-1935. Circular Series A, No. 161, Springfield, 1964. Illinois. Superintendent of Public Instruction. Special Education: Rules and Regulations. Special Education Publication 564. Springfield: July, 1964. Illinois Committee for the 1960 White House Con- ference on Children and Youth. Children and gouth in Illinois. Illinois: Commission on Children, 1965. Johnson, G. O. "The Education of Mentally Handicapped Children,” in Education of Exceptional Children and Youth. Edited by William M. Cruickshank and G. 0. Johnson. Englewood Cliffs: Prentice Hall, Inc., 1958. Kirk, Samuel.A. Educating Exceptional Children. Boston: Houghton Mifflin Co., 1962. 21. 22. 230 24. 25. 26. 27. 28. 29. 30. 128 Kirk, Samuel A., and Weiner, Bluma. "The Onondaga Census -- Fact or Artifact," Exceptional Children, XXV(January, 1959), 226-231. Krippner, Stanley. "The Vocational Preferences of High-Achieving and Loszchieving Junior High School Students," The Gifted Child Quarterly, (Autumn, 1961), 88-90. Leonard, G. E. "A Careers Class With a Special Mission," Vocational Guidance Quarterly, IX, 193-95. Cited by D. Sinick and R. Hoppock. "Research on the Teaching of Occupations, 1961-62,” Personnel and Guidance Journal, XLII, No. 5 (January, 1964), 504-07. Lifton, Walter M. ”The Elementary Schools' Respon- sibility for Today's Vocational Misfits,” SRA Guidance Newsletter, January, 1960. Lockwood, William V. ”Realism of Vocational Pre- ference,” Personnel and Guidance Journal, XXXVII(October, 19587, 98-105. Nelson, Richard C. "Knowledge and Interests Con- cerning Sixteen Occupations Among Elementary and Secondary School Students," Educational and Psychological Measurement, XXIII, No. 4 (Winter, 1963); 741-54. Norris, Willa. Occppational 1nformation in the Elementagy‘School. Chicago: Science Research ASSOOO, Inc., 1963. Occupgtion Outlook Handbook, 1963-64 edition. U. S. Department Of Labor Bulletin NO. 13750 Wazhington: U. S. Government Printing Office, 19 3. Parker, James R. "An.Analysis of Children's Con- cepts of Selected Occupations," Unpublished Ed.D. dissertation, Department of Education, Northwestern University, 1963. Parnicky, Joseph J., and Kahn, Harris, (ed.). Eva1uating and Develo ing Vocational Potential 9f Institutionalized Retarded.Adolescents. .A Report of a project jointly sponsored by Voca- tional Rehabilitation and U. S. Department of Health, Education and Welfare conducted at the Edward Johnstone Training and Research Center. Bordentown: The Workshop, 1963. 31. 32- 33- 340 35. 360 37- 38. 39- 40. 129 President's Committee on Employment of the Handi- capped. Guide to Job Placement of the Mentally Retarded. National Association for Retarded Children and the U. S. Employment Service Bureau of Employment Security, U. S. Department of Labor. Washington: U. S. Government Print- ing Office, 1964. President's Panel on Mental Retardation. [A Pro- posed Program for National Action to Combat Mental Retardation. Washington: U. S. Govern- ment Printing Office, 1962. President's Panel on Mental Retardation. Report of the Task Force on Education and Rehabilita- tion. U. S. Department of Health, Education, and Welfare. Washington: U. S. Government Printing Office, 1962. Rehabilitation and Research in Retardation. Pro- ceedings of a conference on Vocational Rehab- ilitation of Mentally Retarded Children. Dallas, Texas: Southern Methodist University, 1960. Rochester Occupational Reading Series. Brochure prepared by the company. Chicago: Science Re- search Associates, Inc., 1963. Rockford Chamber of Commerce. Survey Reporg. Pub- lig Information Department. Rockford, Illinois, 19 5. Rosengarten, Jr., William. "The Occupational Orien- tation of High School Seniors: An Experiment in Vocational Guidance." Unpublished Ph. D. Dissertation, School of Education, New York University, 1961. Science Research Associates, Inc. SRA Career In- gprmation Kit, SRA Occupational Briefs. Chicago: Science Research Assoc., Inc., 1961, 1965. Sinick, D., and HOppock, R. ”Research on the Teaching of Occupations, 1961-62," Personnel and Guidance Journal, XLII, No. 5(January, l9 , 0 -O7. Sniff, William F. .A Curricglum for the Mentally Rgtarded Young Adult. Illinois: Charles C. Thomas g—19620 41. 42. 43. an. 45. 46. 47. 48. 49. 130 Stevenson, Harold W. ”Learning of Complex Problems by Normal and Retarded Subjects,” American Journal of Mental Deficiency, LXIV(May, 1960), 1021- 26_’ Cited by; Leo F. Cain and Samuel Levine. ”The Ilentally Retarded," in Review of Educational Research, XXXIII, No. 1(February, 1963). Sullivan, Elizabeth T., Clark, Willis W., and Tieggs, Ernest W. Manual for California Short-Form Test of Mental Maturity, (1957-8 Form). Los.Ange1es, California: California Test Bureau, 1957. Super, Donald E., et a1. Vocational Development: A Framework for Research. New York: Teachers College, Columbia University Bureau of Pub- lications, 1957. Super, Donald E., and Overstreet, Phoebe. The Voca- tional Maturityyof Ninth Grade Boyg. New York: Teachers College, Columbia University Bureau of Publications, 1960. Terman, Lewis, and Merrill, Maude.A. Stanford-Binet Intelligence Scale; Manual for the Third Re- vision Form L-M. Boston: Houghton Mifflin Co., 1960. Toporowski, T. T. "A Critical Evaluation of an EXperimental Occupational Information Unit Taught to High School Seniors by Social Studies Teachers." Unpublished Ed.D. thesis, Boston University, 1961. Cited by D. Sinick and R. HOppock. "Research on the Teaching of Occu- pations, 1961-62," Personnel and Guidance Journal, XLII, No. 5(January, 1964), 504-07. Wechsler, David. Wechsler Intelligence Scale for Children, Manual. New York: The Psychological Corp., 1952. Wert, James E., Neidt, Charles 0., and Ahmann, Stanley. Statistical Methods in Educational and Psychological Research. New York: Appleton- Century-Crofts, Inc., 1954. Zaslow, Robert W. "A Study of Concept Formation in Normals, Mental Defectives, and Brain-Damaged Adults," Genetic Psychology Monographs, LVII (May 1961), 279;338. Cited by Leo F. Cain and Samuel Levine. "The Mentally Retarded,” in Review of Educational Research, XXXIII, No. 1 (February, 1963), 504-07. APPENDIX A INTERVIEW FORM AND CARD INTERVIEW FORM Introduction (Name of student), I am going to show you some pictures of people that do different kinds of work for a living. As I show you each picture, I will tell you the kind of work the person in the picture does for a living. I am sure you know some things about the kinds of work these people do, and with each picture, I will ask you several questions. Do you understand what we are going to do? PART I: LEVELS OF UNDERSTANDING General Job Family 1nformation 1. What does a do in (his or her) work? 2. Where does a do (his or her) work? 3. When does a do (his or her) work? 4. What are some other jobs that are very much like a ? Job 11fferentiation 5. What kinds of abilities or skills are needed to become a ? 6. What might be especiaIIy pleasant about being a ? 7. What might be especially unpleasant about being a ? 8. What kind of training does a person need to become a ? 132 133 Social 1mplications 31 Job 9. 10. ll. 12. How does a help other people with (his or her) work? How does a get (his or her) first job? What kind of feelings do other people usually have toward a ? How do the earnings of a compare with other jobs that you know about? PART II: VOCATIONAL PREFERENCES Which of the jobs that we talked about would you like to do best? 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.csoa poa s m popes >csoz u peaceasesn >09300 e cMaa sopos a aebea (APPENDIX C SUPPLEMENTARY TABLES 169 TABLE 1. -- Mean Mental Ages and Chronological Ages of Sample Populations Samplea N Range EX M SD Mental Age ENE 50 101-155 6238 124.76 13.28 NCA 50 145-229 9540 190.80 21.65 NMA 50 100-155 6581 131.62 14.03 Total 150 100-229 22359 149.06 34.08 Chronological Age EMR 50 157-191 8797 175.94 8.28 NCA 50 157-189 8569 171.38 8.39 NMA 50 99-139 5969 119.38 8.33 Tbtal 150 99-191 23335 155.57 27.04 aEMR - Educable Mentally Retarded NCA - N0rma1 Chronologicalege NMA - Normal Mental Age 170 TABLE 2. -- Analysis of variance of Educable Mentally Retarded and Normal Chronological Age Subjects' Mean Scores for Occupational Areas Source of Sum of F(.Oll= Variation df Squares Mean Square 6.90 Commercial Between 1 5431.69 5431.69 93.92* Within 98 5667.62 57.83 Total 99 11099-31 Personal Service Between 1 2061.16 2061.16 42.22“ Within 98 4784.08 48.82 Tbtal 99 6845.24 Agriculture Between 1 2 66. 6 2 66. 6 .82“ Within 98 4689.68 747. 5 57 Tbtal 99 7456.44 Mechanical Between 1 2590.81 2590.81 56.41* Within 98 4500.58 Total 99 7091-39 171 TABLE 2. -- Continued. Source of Sum of F(.011= variation df Squares Mean Square 6.90 Professional Between 1 2143.69 2143.69 32.64’ Within 98 6437.30 65.69 Tbtal 99 8580.99 Esthetic Between 1 2332.89 2332.89 49.38. Within 98 4629.86 47.24 Tbtal 99 6962.75 Scientific Between 1 1892.25 1892.25 33.10” Within 98 5602.74 57.17 Tbtal 99 7494-99 *Note: F (1,98) = 6.90 for .01 level of significance 172 TABLE 3. -- Analysis of variance of Educable Mentally Retarded and Normal Mental Age Subjects' Mean Scores for Occupational Areas Source of Sum of F(.01 = variation df Squares Mean Square 6.90 Commercial Between 1 992.25 992.25 11.96' Within 98 8131.94 82.98 Tbtal 99 9124.19 Personal Service Between 1 571.21 571.21 9.79* Within 98 5716.98 58.34 Total 99 6288.19 “ Agriculture Between 1 1324.96 1324.96 23.38* Within 98 5552.88 56.66 Tbtal 6877.84 Mechanical Between 1 918.09 918.09 16.97* Within 98 5302.66 54.11 Tbtal 99 6220-75 173 TABLE 3. -- Continued. Source of Sum of F(.Oll= variation df Squares Mean Square 6.90 Professional Between 1 576.00 576.00 6.98' Within 98 8087.16 82.52 Total 99 8663.16 Esthetic Between 1 924.16 924.16 14.72* Within 98 6153.48 62.79 Total 99 7077.64 Scientific Between 1 992.25 992.25 12.707 Within 98 7656.34 78.13 Tbtal 99 8648.59 “Note: F (1,98) = 6.90 for .01 level of Significance 174 TABLE 4. -- Analysis of variance for Normal Chronological Age Subjects' Mean Scores for Seven Occupational Areas Source of Sum of Variation df Squares Mean Square F Between 6 1847.99 308.00 8.11* Within 343 12605.88 36.75 Total 349 14453.88 * F (6,343) e 2.85 for .01 level of significance TABLE 5. -- Analysis of Variance for N0rma1 Mental Age Subjects' Mean Scores for Seven Occupational Areas Source of Sum of variation df Squares Mean Square F Between 6 1046.31 174.48 2.61' Within 343 22895. 66.75 Total 349 23942.37 * F (6,343) = 2.12 for .05 level of significance 175 TABLE 6. -- Coefficients of Correlation Between Subjects' Chronological Age and Mean Scores for Seven Occupational Areas Occup. Signif. Areaa M SD r Level Normal Chronological Age I 63.50 7.23 .002 - II 62.28 5.64 .044 - III 57.92 5.50 .136 - IV 60.90 5.86 .032 - V 64.64 6.14 .058 - VI 59.68 5.17 .003 - VII 58.84 6.44 .026 - Normal Mental Ago I 55.06 10.13 .252 - II 57.98 7.13 .052 - III 54068 6.92 .211 - IV 56.78 7.12 .092 - v 60.18 8.45 .250 - VI 56.10 7.60 .160 - VII 56.44 9.27 .072 - aI Commercial, II Personal Service, III Agriculture, Iv Mechanical, V Professional, VI Esthetic, and VII Scientific 176 TABLE 7. -- Coefficients of Correlation Between Subjects' Mental Age and Mean Scores for Seven Occupational Areas Occu . Signif. Area M SD r Level Normal Chronological Age I 63.50 7.23 .218 - II 62.28 5.64 .104 - III 57.92 5.50 -.155 - N 60090 5086 .029 " V 64.64 6.14 .190 - VI 59.68 5.17 .190 - VII 5808“ 6061‘ -001? '- N0rma1 Mental Age b I 55.06 0.1 . 6 .01 II 5 .98 7.13 .346 .05° III 5 .68 6.92 .379 .01 IV 56078 7012 ch16 001 v 60.18 8.45 .354 .05 VI 56.10 7.60 .466 .01 VII 56.44 9.27 .413 .01 aI Commercial, II Personal Service, III Agriculture, IV Mechanical, V Professional, VI Esthetic, and VII Scientific b.01 Level of Significance = .361 .279 °.05 Level of Significance 177 TABLE 8. -- Bank Order of Subjects' Most and Least Preferred Occupations NCAb Bank NMA° Bank Occup.a M L M L M L M L l 8. 3 3 6.5 9 5 2 4 2 2 2 9 9 2 6 8 3 3 o 11 — 1 o 1 — 12.5 a 9 8 2 3 7 10 u 1 5 11 u 1 5 12 3 1 7.5 6 2 5 9 u 2 2 8 10.5 7 3 1 6 11 1 3 10 7.5 8 3 2 6 9 o 3 - 7.5 9 1 o 12 - o 3 - 7.5 10 1 9 12 2 2 o 8 - 11 1 o 12 - a 7 5 2 12 3 2 6 9 3 u 6 5 13 a 3 a 6.5 8 2 3 10.5 14 2 o 9 - o 1 - 12. al Secretary, 2 Cook, 3 Poultry Farmer, 4 Auto Mechanic, 5 Teacher, 6 Musician, 7 Weatherman, 8 Insur- ance Salesman, 9 Barber, 10 Dairy Farmer, 11 Carpenter, 12 Dentist, 13 Actor, and 14 Pharmacist bNormal Chronological Age Group °Normal Mental Age Group 178 TABLE 9. -- Bank Order of Subjects' Mean Scores for the Most and Least Preferred Occupational Areas Occu . Most Preferred Least Preferred Area N M Bank N M Rank Normal Chronological Age I 11 62.72 4 5 63.20 3 II 3 58.33 6 2 65.50 2 III 1 53.00 7 0 57.35 7 IV 10 63.10 2 8 61.37 4 V 14 66.50 1 6 66.50 1 VI 6 62.83 3 8 57.50 6 VII 5 61.40 5 1 59.00 5 Normal Mental Age I 9 57.44 2 8 50.62 6 II 2 50.00 6 9 60.33 2 III 2 55.50 4 l 62.00 1 IV 11 53.36 5 7 58.17 3 V 15 56.40 3 7 54.42 5 VI 10 59.60 1 4 55.75 4 VII 1 49.00 7 4 49.75 7 aI Commercial, II Personal Service, III Agriculture, IV Mechanical, V Professional, VI Esthetic, and VII Scientific 179 TABLE 10. -- Rank Order of Subjects' Mean Scores for Parent's Occupational Area b c Occu . NCA NMA Area N M Bank N M Bank I 13 62.62 4 10 52.90 4 II 1 72.00 1 0 - - III 1 61.00 6 3 50.00 7 IV 24 61.04 5 26 56.35 3 V 10 64.20 2 8 65.63 2 VI 1 63.00 3 0 - - VII 0 - - 2 66.00 1 aI Commercial, II Personal Service, III Agriculture, IV Mechanical, V Professional, VI Esthetic, and VII Scientific bNormal Chronological Age Group °N0rmal Mental Age Group