?' ”5.3.44492- "-0-“P-3Anv m... -. .—.....v. .... _ v. ..,._._ ..,. _...A .. ...‘ -.. < ... . k 4‘ v ..-.-‘-\--_...\u‘. n—u ’77- , Thesis for the Degree of Ph D MTCHTGAN STATE thmsmr KENNETHR; GOTTEiEfi-f _; , 1973; ‘ ' Date 0-7639 < I l | . I‘ 2.! 5'“ («BUR/tinty in. ' ' ' r ' . '- .. .h . ' fits—.4: 4 ~' 'vrmu-fi. lit-3- This is to certify that the thesis entitled A Guttman Facet“ Analysis of Attitudes toward the _ Mentally Retarded in Colombia: 1 Content, Structure, and Determinants presented by Kenneth R. Cottlieb has been accepted towards fulfillment of the requirements for PH.D. flegreein Counseling, Personnel Services, and Educational Psychology I ~ / 7%” LKE‘E _, Major professor L NT December 8, 1972 ABSTRACT A GUTTMAN FACET ANALYSIS OF ATTITUDES TOWARD THE MENTALLY RETARDED IN COLOMBIA: CONTENT, STRUCTURE, AND DETERMINANTS BY Kenneth R. Gottlieb Whether the mentally retarded are rejected or stimulated to develop their capacities, or whether they burden others or contribute as productively as possible to their community depends upon the attitudes which the public in general, and individuals with direct contact in parti- cular, hold. Antecedent to establishing a viable program for the mentally retarded or in effecting favorable changes toward them would be the need to investigate and assess the prevailing attitudes themselves. The present study was part of a comprehensive pro- ject1 to research attitudes of specified groups among nations of varied develOpment, resources, and social charac- teristics. Colombia was selected because it provided a useful comparison, ranking, as it would seem, midway between the highly industrialized and the undeveloped rural nations. 1Directed by John E. Jordan, Ph.D., College of Edu- cation, Michigan State University, East Lansing, Michigan, 48823. Kenneth R. Gottlieb Moreover, as a representative hispanic country, its language, culture, and socio—economic patterns would contrast markedly from Europe, Asia, and the United States. To investigate attitudes toward the mentally retarded held by four Colom- bian groups (regular elementary school teachers, regular secondary school teachers, parents of the mentally retarded, and special education and rehabilitation personnel) was a major aim of this research. Another major aim was to reconcile the conflicting findings regarding attitudes toward the retarded, which an extensive review of the literature revealed. By use of an instrument constructed according to Guttman facet theory, which postulates that attitudes toward a given object are multidimensional, it was hoped that greater precision and predictive ability would be obtained. Thirteen hypotheses, adapted from previous studies on the physically handicapped, were selected for testing. Instrumentation and Theory “”Guttman's facet theory maintains that an attitude universe can be substructured into components which are systematically related by the number of identical conceptual elements they hold. Guttman proposed that at least three facets (subject's behavior, referent, and referent's inter- group behavior), each containing a strong and weak element (or aspect), were necessary in constructing an attitude scale in respect to intergroup behavior. From among the possible combinations of the weak and strong elements of the three Kenneth R. Gottlieb facets, four basic semantic profiles or Levels were progres- sively ordered and identified. Jordan's expansion of the original three facets to five led to the development of a six-Level attitude-behavior scale. The six Levels were identified as (a) Stereotypic, (b) Normative, (c) Moral Evaluative, (d) Hypothetical, (e) Personal Feeling, and (f) Personal Action. Also included in the questionnaire were scales to measure four essential determinants of attitudes: (a) values, (b) knowledge about the mentally retarded, (c) contact with the mentally retarded, and (d) demographic factors. Addi- tional items tapped information on efficacy (one's sense of control over the environment» on educational aid and plan- ning, and on religious importance and adherence. Instrumentation based on Guttman facet analysis has advantages of more accurate and systematic sampling of an attitude universe and of providing an a priori technique to ascertain hypothesized relationships among attitude Levels and among variables with greater predictive ability. Facet design identifies facets before one "tests" rather than afterwards. Results The independent variables of knowledge about mental retardation, efficacy, educational aid and planning, and religiousity failed to be adequate "single" predictors of attitudes toward retarded persons. The respondent's values to a limited extent and especially the quantity and quality Kenneth R. Gottlieb of contact with the retarded served as more predictive deter- minants of attitudes. The significantly more favorable attitudes that Colombian men indicated toward the retarded than that of Colombian women was an unexpected and interest- ing reversal. The demographic variable on age was also a significant predictor which complicated the sex-difference findings since men were significantly older than women. Among the four groups, parents of the mentally retarded generally ranked first in favorable attitudes, thus corroborating the impact parents have had in the development of mental retardation programs in Colombia. Simplex results confirmed the methodological useful- ness of Guttman facet theory in scale construction and introduced a new and important concept in attitude theory: attitudes are multidimensional and can be ordered from stereotypic attitudes to actual personal action. A GUTTMAN FACET ANALYSIS OF ATTITUDES TOWARD THE MENTALLY RETARDED IN COLOMBIA: CONTENT, STRUCTURE, AND DETERMINANTS BY Kenneth R? Gottlieb A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Counseling, Personnel Services, and Educational Psychology College of Education 1973 :9“. «a. T“ x ' 1' . t . _ ‘ f" j ‘1‘; _ ? t;r.‘. " $.94! d ‘23:?” €L6I HHI'ILLOE) 'H HLHNNEX Kq qurxfidoo 9., .s. ' . LIV ‘05‘ J... -". P REF ACE The present study is an example of the "project” aqnproach to graduate research. Rather than investigatin‘} 'unrelated or isolated.topics, the author has participated in a comprehensive cross-cultural project which has involved and will involve many researchers (Erb, 1969; Hamersma, 1969; Maierle, 1969; Morin, 1969; Whitman, 1970; Harrelson, 1969; and Poulos, 1970). Common to all studies was the use of Guttman facet theory as applied to intergroup attitudes and behavior. Similarities in the approach to the research problems, instrumentation, design, and analysis will be therefore apparent because each study was intended as a "building block" in a larger undertaking in which subsequent studies might gain from those prior, and because common areas were ideally suited to joint development and refinement. Nevertheless, localities, samples, necessary adaptations, and interpretations in each study are those of the author. ii DE DI CAT ION TO Dr. Walter S. Nosal of John Carroll University and Bernard Daniel Duber, my friend who prompted and encouraged me to further my education in counseling on the doctoral level iii ACKNOWLEDGMENTS To express appreciation to all persons and institu- tions that contributed to my efforts to carry out the research and to write and complete this thesis would require many more pages than are customarily allotted for an "acknowledgment." The services rendered by those whose names cannot be cited have not been ignored or unappreciated in the writer's mind. I wish to single out Dr. John E. Jordan as the fore- most recipient of my gratitude. Dr. Jordan served as my adviser and chairman of my doctoral committee. His optimism and good will were always reassuring; his patience, remark- able. I am grateful to Dr. Donald Burke, Dr. James R. Engelkes, and Dr. Thomas Gunnings for serving as members of my doctoral committee. Since the data for this research was obtained in Colombia, I am grateful to all the Colombians who participated in the survey or who were instrumental in facilitating the research. I am indebted to Dr. Alfonso Ocampo L., former Rector of the University of Valle, Cali, Colombia, under whose sponsorship and cooperation the present study was possible. Special mention is given to Victor Manuel Gémez C., iv whose conscientious and pains-taking translation of the questionnaire from English into Spanish was indispensable. Other grateful acknowledgments go to Dr. Luis H. Pérez, former Head of the Department of Psychology, University of Valle; Dr. Josué Angel Maya, Dean of Education, University of Valle; and to the university faculty who provided help- ful criticism: Drs. Rubén.Lechter, Octavio Giraldo N., Judith Bolivar, Alicia Ortega, Mario Gallegos, Hencker, Ernan Navarro, and José Bautista O. I thank the Valle and Cali boards of education for their authorization and assistance to administer the Attitude-Behavior Scale for the Mentally Retarded (ABS-MR) to samples of teachers. Special thanks go to Dr. Victor Daniel Guerrero Campo, Head of Secondary Education for the Department of Valle; Dr. Luis E. Rodriguez Bueno, Head of Primary Education in Cali; and Sr. Felix Vera Correa, Zone 1 supervisor, who is remembered for his enthusiastic support. For their part in helping me to reach parents of the retarded I am grateful to Dr. Timothy Loeb, founder of the Tobias Emanuel Institute for the Retarded; Sra. Ofelia de Romero, program director; Sr. Saul Uriza, president of the board, Dr. Oscar Echeverri, Director of the Colombian Association for Mentally Retarded Children (ACONIR); Dr. Carlos E. Castro H., Director of the Institute for Mentally Retarded Children in Cficuta; and Sra. Inés Camara de Quijano, Director of the Santander Association for Mentally Retarded Children in Bucaramanga. I wish to thank the Center for Latin American Studies at Michigan State University for financing my round-trip flight to Colombia. Recognition is also given to the Rehabi- litation Services Administration, Department of Health, Education, and Welfare, Washington, D. C. for their training grants. I wish to express appreciation to a number of secre- taries, typists, and related professionals who helped with the computer operations and writing drafts among whom are Daniel Seyb, Pam Sniegowski, and Judy Little. Finally, I wish to thank my employers of the past three years, the Tri- County Mental Health Board; Dr. Eugene W. Friesen, Director of Ingham Medical Hospital Community Mental Health Center; Dr. Romuldas Kriauciunas, Coordinator of Outpatient Services; and my fellow co-workers for their cooperation and encour- agement. vi TABLE OF CONTENTS PREFACE . . . . . . . . . . DEDICATION . . . . . . . . . ACKNOWLEDGMENTS . . . . . . . . LIST OF TABLES . . . . . . . . Chapter I. INTRODUCTION . . . . . . Substantive Aim . . . Methodological Approach . II. REVIEW OF RELATED RESEARCH . III. Attitudes Toward Mental Retardation Attitudes of Teachers and Education Personnel . Parental Attitudes . Employer Attitudes . Self Attitudes . . . Special Peer and Community Attitudes Attitude Change . . Conclusion . . . . INSTRUMENTATION AND VARIABLES Facet Theory and the ABS-MR Scale (Criterion) . . . Guttman' 5 Four Level Theory Jordan' 3 Six Level Adaptation Intensity . . . Standardization Study . . Reliability . . . . Instrument Limitations Independent Variables . . Demographic Variables Change Orientation . Educational Aid and Planning Contact with Handicapped Persons Efficacy . . Knowledge About Mental Retardation Translation Revisions Vii Page ii iii iv \IO\ 14 19 28 29 32 39 42 44 45 45 49 58 58 66 67 71 71 72 72 72 73 74 75 Chapter Page IV. SAMPLE, HYPOTHESES, AND ANALYSIS PROCEDURES . . 77 Sample . . . . . . . . 77 Regular Primary School Teachers . . 77 Regular Secondary School Teachers (214) 78 Parents of the Mentally Retarded (103) . 79 Special Education and Rehabilitation Personnel (37) . . . . . . . . . 79 Major Research Hypotheses . . . . . . 80 Original Hypotheses . . . . . . . 8O Relating Attitudes and Values . . . . 81 Relating Attitudes and Knowledge . . . 82 Relating Attitudes and Contact . . . 82 Relating Attitudes and Religiousity . . 82 Relating Attitudes and Demographic Variables . . . . . . . 82 Relating Attitudes and Change Orientation . . . . . . . . . . 82 Relating Attitudes to Opinions on Educational Aid and Planning . . . . 83 Relating Attitudes and Group Membership . . . . . . . . . 83 Relating Attitudes and Multidimensionality . . . . . . . 83 Analysis Procedures . . . . . . . . 83 Descriptive Statistics . . . . . . 83 Correlational Statistics . . . . . 84 Analysis of Variance Statistics . . . 85 Simplex Approximation Test . . . . . 87 Significance Level . . . . . . . 91 V. RESULTS OF THE STUDY . . . . . . . . . 92 ABS-MR Reliability and Validity . . . 93 Relating Attitudes and Efficacy . . . 93 Relating Attitudes and Knowledge . . . 9S Relating Attitudes and Values . . . . 98 Relating Attitudes and Religiosity . . 106 Relating Attitudes and Demographic Variables . . . . . . . . . 108 Relating Attitudes and Change Orientation . . . . . . . . . . 115 Relating Attitudes to Opinions on Educational Aid and Planning . . . . 124 Relating Attitudes and Group Membership . . . . . . . . . 128 Relating Attitudes and Multidimensionality . . . . . . . 129 viii Chapter VI. SUMMARY, DISCUSSION, AND RECOMMENDATIONS . APPENDICES A. I. REFERENCES Summary of the Study Purpose . . . Review of Literature . Instrumentation Design and Analysis Discussion . Relating Attitudes Relating Attitudes Relating Attitudes Relating Attitudes Relating Attitudes Variables. . . and and and and and Relating Attitudes and Orientation . . Efficacy . Knowledge . Contact . Religiosity Demographic Change Relating Attitudes and Group Membership . . . . . . . . Conclusions and Implications . . . Recommendations . . Combinations of Five Two-Element Facets and Basis of Elimination . Instructions and Explanations for the ABS-MR (English) . Attitude-Behavior Scale: Instructions and Explanations for the ABS-MR (Spanish) . Attitude-Behavior Scale: Subjects' Comments from the ABS-MR . ABS-MR: Basic Variable List by IBM Card and Column . . Developmental Characteristics of the Mentally Retarded . Glossary . . . . ix 0 ABS-MR (English) ABS-MR (Spanish) Page 134 134 134 135 135 137 138 138 139 140 142 143 145 148 L91 154 159 160 162 167 200 205 243 257 260 263 267 10. 11. LIST OF TABLES A mapping sentence for a review of research on attitudes toward mental retardation . . Basic facets used to determine component structure of an attitude universe . . . Facet profiles and descriptive labels of attitude Levels . . . . . . . . . Hypothetical matrix of Level-by-Level correlations illustrating simplex characteristics . . . . . . . . . Comparison of Guttman and Jordan facet designations . . . . . . . . . . Joint Level, profile composition, and labels for six types of attitude struction measured by the ABS-MR . . . . . . . Five-facet six-Level system of attitude verbalizations: Levels; facet profiles, and definitional statements for twelve combinations . . . . . . . . . . A mapping sentence of the joint, lateral, and response mode struction facets used to structure the Attitude Behavior Scale— Mental Retardation . . . . . . . . Correlation matrices of joint struction for standardization groups on the six Level ABS-MR o o o o o o o o o o o 0 Sample sizes, means 5 tests and multiple means results for the ABS-MR for the SER, ED 200, and Belize samples . . . . . . . . Hoyt reliability coefficients for ABS—MR standardization groups . . . . . . . Page 10 46 47 49 50 52 54 56 61 64 67 Table 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Qz's for original and ordered matrices on six-Level ABS-MR for standardization groups C I O O O O O O O O O O Empirically and intuitively ordered ABS-MR matrices for standardization groups . . . Reliability . . . . . . . . . . . Sample size and sex composition for the ABS—MR in Colombia . . . . . . . . Sample sizes, correlations, and significance Levels between the six Levels of the ABS-MR and efficacy in Colombia . . . . Sample sizes, correlations, and significance Levels between the six Levels of the ABS-MR and knowledge in Colombia . . . . . . Partial and multiple correlations and signi- ficance Levels between the six Levels of the ABS—MR and contact variables in Colombia . . . . . . . . . . . . Sample sizes, correlations, and significance Levels between the six Levels of the ABS-MR and the importance of religion in Colombia Sample sizes, correlations, and significance Levels between the six Levels of the ABS-MR and adherence to religion in Colombia . . Sample sizes, correlations, and significance Levels between the six Levels of the ABS-MR and amount of education in Colombia . . . Sample sizes, correlations, and significance Levels between the six Levels of the ABS-MR and age in Colombia . . . . . . . . Means, F statistics, and significance levels between females and males on the ABS—MR in Colombia . . . . . . . . . . . Partial and multiple correlations and significance Levels between the six Levels of the ABS-MR and change orientation values in Colombia . . . . xi Page 88 9O 94 94 96 97 99 107 109 110 112 113 116 Table 25. 26. 27. 28. 29. Page Sample sizes, correlations, and significance Levels between the six Levels of the ABS-MR and agreement with local and federal govern— ment aid to education . . . . . . . . 125 Sample sizes, correlations, and significance Levels between the six Levels of the ABS-MR and agreement with centralized government planning of education . . . . . . . . 127 Sample sizes, means, standard deviations, F statistics, and significance Levels on the ABS-MR for four groups in Colombia . . . . 130 Simplex results for research groups on the ABS-MR in Colombia ; . . . . . . . . 131 Combinations of five two-element facets and basis of elimination . . . . . . . . . 161 xii CHAPTER I INTRODUCTION The present thesis is part of a comprehensive, cross-cultural project at Michigan State University to research attitudes toward mentally retarded persons (Jordan, 1971a; 1971b). The purpose of the present study was to investigate attitudes toward mentally retarded persons among several groups in Colombia. Colombia typifies a transitional society--one moving from a rural economy with easily defined social classes to an urban, industrial, interdependent complex. With the selection of Colombia, comparisons with populations in Europe, the United States, and Asia will be possible in the larger study by Jordan (1971a). Mental retardation becomes more observable as infant survival increases and as an increasingly technically com- plex society demands more from its members to function. More accurate methods of diagnosis and an expanding population result in a greater absolute number of persons designated as mentally retarded. Quevedo (1968a) states that "some special conditions persist in Colombia which make us affirm undeniably that the problems of mental retardation in our country can reach truly alarming figures." Among conditions cited were an exploding birth rate, estimated equal to that of France, but without that country's standard of health. For example, in 1966 over 18,000 cases of whooping cough and 300,000 of enteritis--often accompanied by severe dehydration--among two-year olds were reported in Colombia. Other conditions were widespread economic deprivation and family instability (of 4,000,000 women between 15 and 49, over half were "single" or widowed according to the 1964 census). Quevedo states that the amount of retardation in Colombia arising from biological, sociocultural, and emotional causes is difficult to determine. Statistics on the prevalence of mental retardation for Latin American countries, he reports, were not found. Echeverri and Quevedo (1966) investigated the inci— dence of mental retardation among children under 16 in Cali, Colombia--a fast-growing agricultural center with an esti- mated population of 800,000. With assistance from the Department of Statistics of the School of Medicine, a team of students and social workers visited 40 randomly selected homes in each of three districts representing lower, middle, and upper classes. An expressed assumption in the published report was that the characteristics of the three districts studied were similar to those one would expect to find in any other district so classified in that population. This team of ten interviewed nearly 700 people. Children suspected of mental retardation were sent to the university clinic for diagnostic tests. The researchers arrived at an estimate that of the population under 16, 4.4 per cent were mentally retarded. This figure is especially significant, Quevedo states, since 48.8 per cent of the nation was under 15 according to the 1964 Colombian census. Another interesting finding of this study was that retardation factors were more significant in the middle class district. Echeverri and Quevedo concluded that it was the middle class "which suffered the greatest impact of social change and economic exigency" in Colombia. It may well be that a transitional society with an emerging middle class correlates with increased retardation. Gunzburg (1958) states that mental retardation, unlike a physical handicap, is to a large extent a social concept. Wright (1960), Hutt and Gibby (1965) and Gunzburg (1958) have stressed the necessity for concern with the reactions of society to mental retardation. Many of the behavioral reactions of the retardate are learned reactions which are a function of his social environment (c.f., Cohen, 1963; Peckham, 1951). Quevedo states: Feelings of blame, superstitions, and various interpretations distorted by folklore lead the retarded child to regard himself with misgiving, fear, pity, and even at times with derision; the same families have adopted attitudes which range from extreme over-protection to clear rejection. The shame of having a retarded child among us and the economic impact that his rehabilitation means to his family have delayed efforts in behalf of the retarded child. Retardation, moreover, deprives the nation of a human potential which, sufficiently stimulated and utilized, can become a source of income to the nation--or at least reduce costly activities of supervising neglected retardates. The nation is probably losing about $330,000 daily considering that one half of the mentally retarded are unproductive and will continue to be dependent for the rest of their days if they are not adequately rehabilitated. In the last analysis, the attitudes of society also determine the programs that are provided for adequate care, treatment and rehabilitation. Greenbaum and Wang (1965) point out that the vast majority of retardates could be helped to lead socially useful and independent lives if they were able to obtain early the proper encouragement and guidance. The likelihood of their doing so depends in great part on the attitudes and conceptions of mental retardation held by the public in general, and in particular by those individuals who have direct contact with the mental retardate at sig- nificant times in his life (p. 257). Despite the importance of community attitudes, however, very little systematic research has been directed toward uncovering factors related to attitudes toward the mentally retarded. Neither have the relationships and relevance of different attitudinal sub-universes been studied in relation to: (a) the demographic characteristics of the subject; (b) the value orientation of the person; (c) the amount of contact a person has had with the mentally retarded; (d) the amount of factual knowledge about retar- dation he possesses; and (e) the existing social structure within cultural groups. A previous review of literature (Jordan, 1968) on attitude studies concluded that four classes of variables seem to be important determinants, correlates, and/or predictors of attitudes: (a) demographic factors such as age, sex, and income; (b) socio-psychological factors such as one's value orientation; (c) contact and enjoyment of the contact; and (d) the knowledge factor, 1.e., the amount of factural information one has about the attitude object. The review indicated, however, that most of the research studies were inconclusive or contradictory about the pre- dictor variables and Jordan (1968) suggested that the reason might very well be attributed to the fact that the attitude scales were composed of items seemingly stemming from dif- ferent structures: i.e., from different Levels of attitude sub-universes. Lack of control over which attitudinal Levels are being measured seems likely to continue to pro- duce inconsistent, contradictory, and noncomparable findings in attitude research. Louis Guttman, Hebrew University, Israel, has developed a facet theory methodology1 that may reverse the present inconclusive and contradictory attitudinal research findings. Guttman analyzed the work of Bastide and van den Berghe (1957) and prOposed four Levels of an attitude universe: (a) stereotypic; (b) normative; (c) hypothetical interaction; and (d) personal interaction. From this lSee glossary for terminology and major concepts. viewpoint, attitudes are not single entities, but are made up of different gradations: from the purely intellectual (covert) to the behavioral (overt). They range, in this scheme, from the stereotypic to the subject's actual reported actions. Being aware of these Levels and their elements and content, the researcher gains a greater degree of ability to instrument the variables. By dividing the attitude universe into sub-universes, the researcher should have more control over attitude structure and content which should, in turn, produce more consistent, stable, and replicable findings. This study is part of a current, comprehensive cross-cultural project conducted by Jordan1 and a number of doctoral students to research attitudes toward the education, rehabilitation, and social acceptance of the mentally retarded in the United States, Brazil, Belize (British Honduras), Colombia, Iran, Israel, West Germany, and Yugoslavia. Other nations are likely to be added. The comprehensive project as well as this study has two major concerns: (a) a substantive interest and (b) a methodolo- gical approach. Substantive Aim The substantive aim of the present project explores the relationship of selected variables to attitudes of designated groups toward mental retardation as well as 1A previous study by Jordan (1968) has already explored cross-cultural attitudes toward the physically disabled. differences between groups. Different components or facets of attitudes toward retardation are analyzed. In this study, the substantive aim was: 1. To determine predominant value orientations and attitudes toward education, rehabilita- tion, and social acceptance of the mentally retarded among the following "interest groups" in Colombia: a. Regular elementary school teachers (RST—E) b. Regular secondary school teachers (RST-S) 0. Parents of the mentally retarded (PMR) d. Special education and rehabilitation personnel (SER) 2. To assess the predictive ability of the following hypothesized determinants of attitudes toward mental retardation: a. Demographic b. Valuational c. Contactual d. Knowledge 3. To test the hypothesis of an invariate struc- ture of attitudes across nations, i.e., that the Guttman simplex (Guttman, 1959, 1966) will be maintained across groups and in the larger international study across nations. Methodological Approach Unless the measurement problems of assessing atti- tudes is at least partially solved, there can be no rational attack on substantive research on attitudes. The instrument used to measure attitudes toward the mentally retarded is the Attitude Behavior Scale—-Mental Retardation (ABS-MR)-- Jordan (1970b, 1971b) which measures six Levels of a person's interaction with the attitude object (the mentally retarded). The scale and its development is discussed under the section dealing with instrumentation. CHAPTER II REVIEW OF RELATED RESEARCH Mendelsohn (1954) more than a dozen years ago sug— gested that a fruitful area of investigation for researchers interested in improving the lot of the retarded would be "to find out first what informational and attitudinal clusters concerning mental deficiency exist among the community's population (p. 507). A review of the literature appearing since Mendelsohn's suggestion reveals that a number of studies have since emerged in this area; not surprisingly, most have appeared in the American Journal of Mental Defi- ciency. At the outset, it may be stated that these studies vary considerably in sophistication, design, instrumentation, and control; most are not comparable, and few warrant more than passing consideration. Table 1 contains a facet theory "mapping sentence" from which the review of literature was guided. Attitudes Toward Mental Retardation One of the most comprehensive studies encountered in the literature, and the one most related to the present research, was that conducted by Greenbaum and Wang (1965) 10 .A=m= poomm mHHMHoommm ..o.flv whommumo he UmNHuoommnsm on Oman :wo muoomm mo Hogan: m "muoz mommnuommm m.m maouucou ~.N mnoeums mmcflaasmm H.~ UHHUTECOZ anomnu coflumoflumfinmom mm mflsmamuwuflo mm umomm mocmwum> mo Hopcofifiuwmxm m.H ucmfio>mflno¢ em mflmwamcd coflumamuuou m: mam KAmok/“5m N.H mcwms muwaflnmonmfim mm mummy mate: N: muoumuonxm H.H Hm>ma 0H mm ucmycoo a: mews Hm usefiumsflpm Hm mouspmooum mammam:< moonumz homeomom mowumfluouomumsu Ev SC SC .ouw mm , mHMQOHmmwmoum mp onsuasu mo , mumcomma vp vehemumoaoo v0 ocflcuoocoo .ouw mm ‘ pum3ou muoonQEm mp mp pawn mmpoazocx m0 m2 coz No , Am: wov mucoumm No poopcoo mo Umpumumm maamucoz Ho 2 Am: cosy mucoumm Hp modam> H0 acouommm ’ muoonnsm mucmcwfiuouoo EV 2: 8V H0H>mnmn cofluod mm m.uouow mo camEoo mn msflawmm we adoumumucfl m Houo< en Havauwnuom>m m mam .uouoa ma uHonu pct IcOHumsHm>m Hmuoz mm H0H>mgmn ucmuowom Na \ m>Hmeuoz mm ucmuwmmm an UHmwpomeum Hm ousuosnym mopsufluud Am: 3: .coflumpumumu Hmucme pumzou mopsufluum co soummmmu mo 3mH>mH m now oocwucmm mcflmmms ¢||.H mam¢9 11 who investigated the attitudes of several groups that came in direct contact with the mentally retarded at significant times in their lives. These authors administered a twenty- one scale semantic differential measuring conceptions of four terms describing mental retardation ("idiot," "imbecile," "moron," and "mentally retarded") and three terms describing mental illness ("mentally ill," "emotionally disturbed," and "neurotic") to over 300 adult respondents who were selected from among the following four populations: (a) parents of mentally retarded children (100); (b) professional experts who were likely to advise or treat the mentally retarded (55 vocational counselors, 12 high school teachers of the mentally retarded, 25 school psychologists, and 13 physicians); (c) potential employers of the mentally retarded (68 executives); and (d) paraprofessional employees (37) and volunteers(26) who worked with institutionalized mental retardates. Nine of the twenty-one scales measured the three factors of Evaluation (e.g., good-bad, pleasant-unpleasant), Potency (e.g., strong-weak, rugged-delicate), and Activity (e.g., fast-slow, hot-cold) found by Osgood, Suci, and Tannenbaum (1957) through factor analytic work on semantic differential data to most consistently and prominently des- cribe the semantic space in which terms and concepts may be ordered in general. The remaining twelve scales were assembled in an attempt to assess attitudes toward the retardate‘s social stimulus value, his physical health, and 12 psychological properties or attributes. The data were analyzed primarily by means of the "sign" test. The findings indicated that the paraprofessionals had a significantly more positive attitude than any of the other groups, with the parents having significantly more positive attitudes than both the professionals and the employers--the latter had the most negative attitudes of the groups measured while the professionals had a signi- ficantly more positive score than the employers on the Evaluative factor only. It was found that the general structure of concep- tions of the mentally retarded was the same for all groups, i.e., the scores co-varied. This conception, however, was mainly a negative one. Only three of the scales averaged in a direction just barely positive while seven were strongly negatively evaluated. Parents and professionals were clearly ambivalent on the Evaluative factor. In addi— tion, it was found that all groups had a more negative conception of the mentally retarded than of the mentally ill. Analysis of the data by demographic variables yielded the following results: (a) the less well educated and those of lower socioeconomic standing were more favorably dis- posed toward the mentally retarded; (b) female subjects tended to have more positive conceptions of mental retar- dates than males; this latter finding, however, may have been confounded by the sexual composition of the various 13 groups; (c) there was a nonsignificant trend for older sub- jects to hold more positive images of the retarded than younger subjects. Greenbaum and Wang (1965) offer some explanations for their findings and their study was, in general, well conceived and executed. A question might be raised as to whether some differences may have been lost as a result of treating the data for counselors, Special education teachers, and physicians under one cOncept, i.e., "professional experts." The authors offer a rationale for treating the four terms referring to mental retardation under one con- cept, but it is wondered how various groups reacted to various labels--the authors do state that reactions to the terms "mentally retarded" and "moron" were generally more favorable than the reactions to the terms "idiot" and "imbecile." The attitudes being measured in this study, however, would appear to fall at the comparative, stereo- typic Level in Guttman's (1959) paradigm and the other Levels of Guttman's attitude universe (see Tables 2-5 in Chapter III) were not being assessed. None of the other studies encountered attempted to comprehensively compare as many different groups as did Greenbaum and Wang (1965). Belinkoff (1960) undertook a comprehensive pilot study by observing the responses of more than 900 respondents in medical clinics, schools, social agencies, parent organizations, andselected individuals to an inquiry for subjects to attend special classes for the 14 mentally retarded. Though the investigation lacked a con- ceptual framework, the author found the responses consider- ably patterned. The remaining studies to be reviewed do not readily lend themselves to systematic organization by topics. The reviews in the first two sections were selected on the basis of the groups sampled for this study (teachers, special education personnel, and parents). The four sec- tions that follow are optional and were included for those interested. The review on employer attitudes was a result of the expectation that resources and time would have been sufficient to allow a sampling of this group,too. The literature on self-attitudes, peer and community attitudes, and attitude change extends beyond the scope of this study somewhat, but it is consistent with the foregoing sections and pertinent to understanding the condition of the retarded with a perusal of a greater array of attitudes. Attitudes of Teachers and Special EducatIon Personnel Three studies were found which at first glance appeared pertinent to the heading of this section. On fur- ther investigation, however, two of these (Harris, 1956; Harris, 1958) were exploratory single case studies of limited value, while a third (Conner & Goldberg, 1960) consisted of a superficial analysis of a survey with less than a 50 per cent response rate. Semmel (1959) explored the relationship between the attitudes of 40 regular and 27 special education teachers and the knowledge variable. Semmel employed a 48 item ques- tionnaire, 32 of which were factual and sixteen of which measured attitudes toward retardation. Analysis of mean scores revealed that the special teachers had significantly greater knowledge concerning mental deficiency than did regular grade teachers; however, both groups showed an equally high positive attitude score. Semmel concluded that his research "questions the implied relationship between correct information and positive attitudes toward the retarded (p. 573)." These findings may have been confounded, however, by the fact that proportionally more women and three times as many teachers with ten or more years experi- ence existed among his regular teacher group than in the special educator group. It is also not clear what facets or Levels of attitudes were being measured. Efron (1967) hypothesized that teachers and students in special education (including mental retardation) would differ significantly from those in general education in attitudes and factual knowledge. Some 235 subjects com- pleted a 70 item Likert format questionnaire containing a six point agree-disagree continuum. The items represented seven conceptualized attitudinal areas as well as information about mental retardation. The results supported the author's hypothesis. Teachers of the retarded and students in this area, as compared with persons in general education and in non-educational occupations, were less authoritarian, had less inclination to segregate and institutionalize, were more 16 accepting of intimate contact, were more inclined to ascribe many cases of retardation to cultural impoverishment, were more hopeful about the retardate's future, and had more factual information. The author suggests that personal contact is the most important variable to change attitudes. Polansky (1961) related reSponses of psychiatric technicians in a state hospital for the retarded to several psychological variables. His hypothesis that psychiatric technicians held incorrect opinions concerning mental defi- ciency in a proportion similar to laymen in the Winthrop and Taylor (1957) study was not supported, e.g., technicians believed to a greater extent than laymen that "the feeble- minded are readily recognizable." It was also found that female technicians had fewer misconceptions than males and appeared to be more "tender hearted." Polansky also found some support for his hypothesis that responses to the MDMS are affected not as much by exposure to education or by factual knowledge but rather by beliefs, attitudes, and emotional biases. Babow (1969), finding a paucity of research in his area of concern, investigated the attitudes of staff members at a mental health hospital in California toward the intro— duction of a mental retardation program. Comprising his sample of 760 were psychiatric technicians, social workers, rehabilitation therapists, physicians, and nurses. The author conceptualized three modes of treatment-~sociothera- peutic, somatotherapeutic, and psychotherapeutic. He 17 hypothesized that followers of the first method would have favorable attitudes toward serving the mentally retarded, followers of the second unfavorable attitudes, and those subscribing to a psychotherapeutic approach would fall some- where between. Babow further hypothesized that those indi- cating a favorable orientation in general toward mental retardation would score low on authoritarianism and anomie. These hypotheses were generally confirmed. An arresting pattern emerged in analysis as the data clustered into five groups along a dimension of "distance from direct patient care": those more distant from direct patient care (those in para-psychiatric services and almost half the physicians) were most favorable toward a mental retardation program; although not entirely consistent, many providing direct patient care (nurses) were most resistent to change, expressed unfavorable attitudes toward a mental retardation program and toward a sociotherapeutic approach. Begab (1970) sampled 288 graduating students and 279 entering students from seven schools of social work to study the effects of differing educational eXperiences on social work students' knowledge and attitudes toward mental retardation. The author found that how rather than how much one learned was the most important factor whether information was absorbed and integrated into attitudes. Students at schools that provided field experience and contact with mental retardates showed greatest change. 18 Begab hypothesized the following: 1. Students with little or no experience will demonstrate moderately unfavorable attitudes and limited knowledge in the area of mental retardation. 2. Students with intimate experiences (immediate family, relatives) evidence more extreme attitudes, positive and negative, and more accuracy or distortions in their knowledge. 3. Students in low content exposure schools (in mental retardation) will show less change in knowledge and in attitudes than those in high content exposure schools. 4. Students in mental retardation field instruc— tion placements will be more greatly influ- enced in their attitudes (in either direction) than those exposed only through classroom material. 5. Students with prior meaningful life experi- ences in retardation will not be markedly influenced by their formal educational experiences. 6. Mental retardation field instruction students will be similar to each other in their level of knowledge and attitudes. Results supported all hypotheses except number three. Hypotheses four and six were the most strongly supported. Demographic variables had little bearing on student atti- tudes. Begab concluded that direct contact influences atti- tudes toward the extremes; those with no contact at all derive their attitudes from prevailing cultural values and beliefs. Knowledge, attitudes, and client preferences (termed action tendencies by the author) do not correlate except when affective learning experiences, as in field instruction, are involved. Formal class instruction has 19 limited impact. Feelings are what motivate learning and behavioral change. Parental Attitudes Several studies have appeared which have attempted to elicit parental attitudes through the use of interviews. Rosen (1955), for example, employed a 56 item interview schedule and content analysis to relate maternal responses to a hypothesized five phase developmental sequence of understanding and acceptance of retardation. Rosen found that, in general, the mothers' reactions conformed to the five phases: (a) awareness of the problem; (b) recognition of the problem; (c) seeking for a cause; (d) seeking for a solution; and (e) acceptance of the problem. Though limited in design, the chief value of this study was its richness of details reporting the attitudes of the mothers sampled. Gordon and Ullman (1956) reported their impressions following eight weekly group therapy sessions with parents of mongoloid children. They found a great deal of uncer- tainty among the parents despite a history of medical advice and felt that the parents overestimated the importance of their children's IQ scores to the neglect of other factors that determine social adjustment. These authors described the parents as being saddled with guilt and defensiveness and noted that over-protection and inability to make realis- tic demands on the child were the "most commonly expressed neurotic attitudes." 20 Schonell and Watts (1956) interviewed the families of fifty retarded children in Brisbane, Australia. Most of the interviewees were mothers who reported favorable atti- tudes on the part of the fathers, siblings, relatives, and outsiders. In eight cases, however, the attitude of the father was unfavorable, in seven cases sibling attitudes were unfavorable, and in nine cases those of relatives were unfavorable. Five parents complained of unfavorable atti- tudes and treatment of the child by people outside the family circle. Schonell and Rorke (1960) also report some positive changes in attitudes toward retardation in the same sample after the children had been established in a day school for special training. Stoddard (1959), in perhaps the most controlled study using the interview technique to assess parental atti- tudes, randomly sampled and interviewed parents of retarded children and correlated elicited attitudes with several objective measures of the child's intelligence and achieve— ment. Stoddard found no demonstrable relationship between parental attitudes and the achievement of their severely retarded children but qualified her conclusion by stating that the lack of relationship was likely a function of inade- qUate instruments. Ehlers (1964), in an exploratory study using a fOcused interview format and descriptive analysis, attempted to relate a number of variables to parental attitudes toward Services offered their retarded children by a community 21 agency. Only the social class factor seemed important, i.e., lower class parents were more willing to avail themselves of community services than were middle class parents, which may or may not be a reflection of more positive attitudes as opposed to accessibility to private resources. Mercer (1966) explored the relationship between family acceptance of retarded members returning from insti- tutions and the nature of pre-institutionalization family crises. Families of 76 discharged retardates were matched with 76 retardates still institutionalized. The author found that the institutionalized retardates did differ significantly from those released in having been a greater "burden of care" (parental exhaustion, costs, constant supervision). Olshansky and Schonfield (1965) interviewed 105 families (primarily parents) of graduates of special classes for the mentally retarded and found that less than one-third said they thought the graduate was mentally retarded; the remainder either perceived the special education graduate as normal or refused to classify him. The authors suggest that this did not involve a denial of reality since those who were rated normal could be better classified as "cultur- ally deprived." The ex-student perceived as normal or who were not rated were judged to be significantly better adjusted at home, socially and vocationally, and differed on several demographic variables from those judged mentally retarded. 22 Meyerowitz (1967) explored parental awareness of retardation and the effects of special class placements. He interviewed parents of 120 educable young retardates who had been randomly assigned to regular and special classes upon entering school and parents of 60 normal pupils placed in regular classes. It was found that the parents of chil- dren placed in special classes manifested greater awareness of retardation even though 55 per cent of this group were still unaware of their child's retardation and more than 25 per cent of these same parents persisted in responding (over a two year period) that their child was better than other children in academic skills; however, parents in this group also showed a consistent but statistically less than significant tendency to derogate and devalue their children more than parents whose children were placed in regular classes. The author concludes that parents tend to minimize the school as a significant reference for the evaluation of the child. Caldwell and Guze (1960) employed psychiatric inter- views in addition to an impressive battery of instruments, including three attitude scales, to investigate adjustment and attitudes of mothers and siblings of retardates who were institutionalized as compared to retardates living at home. Despite the relatively large number of dependent vari— ables (eight in all), no significant differences were found between the two groups. 23 Thurston (1959) reported on the development of a new sentence completion instrument to assess parental attitudes toward their handicapped children and later (Thurston, 1960) described results of a study involving the attitudes and emotional reactions of parents of institutionalized cerebral palsied, retarded patients. Thurston's sample was large (213) but constituted only a one-third return of his original target population. He categorized the responses into eight categories and concluded that as a group the parents appeared hostile, suspicious, and generally uneasy and went through a long "period of mourning." Condell (1966) used a modified version of Thurston's Sentence Completion Form to investigate the attitudes of parents of mental retardates in rural Minnesota toward mental retardation and toward an agency and its staff dealing with mentally retarded children. Less than 50 per.cent of the parents contacted completed the form and the author con- cluded that parental attitudes were not uniform. Moreover, a discrepancy between professional goals and parental needs was indicated. Kenney (1967), in a well designed study, employed measures of authoritarianism and ego development (defined on a concrete-abstract thinking basis) with four groups of ten mothers who were matched on a total of eleven variables: (a) mothers who had a retarded, adjusted child; (b) mothers who had a retarded, maladjusted Child; (O) mothers with a normal IQ, adjusted child; and (d) mothers with a normal IQ, 24 maladjusted child. It was found that mothers of adjusted children, regardless of IQ, were less authoritarian in child rearing attitudes than mothers of maladjusted children. The hypothesis that mothers of retardates would be more authori- tarian than mothers of normals was not supported. Level of the mothers' ego development was related to adjustment of the child with the retarded group only. Ricci (1970) hypothesized that the mothers of retarded and emotionally disturbed children would be more authoritarian than would the mothers of normal IQ children. Like Kenney's study, this hypothesis was not supported. The most authoritarian attitudes were shown by the mothers of normal children, while the mothers of the emotionally dis- turbed were the least authoritarian. Ricci plotted the attitudes of the three groups of mothers along two orthagonal dimensions; authoritarian-autonomous and.warm—cold. The resulting quandrants were labeled: over-protective, puni- tive, over-indulgent, and rejecting. The attitudes of mothers of the retarded clustered in the rejecting quadrant and were the coldest among the three groups of mothers. The author found, moreover, that mothers of the retarded, as well as the emotionally distrubed, were more inconsistent in their child rearing attitudes than were mothers of normal children. Barclay and Vaught (1964) used a rating scale with a group of mothers of non-institutionalized cerebral palsied children and found that the mothers of cerebral palsied 25 children whose intellectual potential would classify them as mentally retarded typically overestimated their children's potential for future development. Worchel and Worchel (1961) had a group of middle class parents of retarded children rate these children on 38 traits of adjustment and values. Ratings were also obtained from this group for their own normal children, other children, and their conception of an ideal child. It was found that the retarded child was rated significantly less favorably on personality traits than the normal child. The distribution of the ratings on the retarded children was almost bimodal, indicating the tendency of parents to rate them on either extreme of the scale, whereas that for the normal children yielded the typical bell shaped curve. Parental ratings of their retarded children, interestingly, did not differ significantly from their ratings of children other than their own normal children. It was also found, in line with the above, that the mean discrepancy between the ratings on the retarded and ideal child was significantly higher than the mean discrepancy between the normal and ideal child. Zuk (1959) has demonstrated the importance of the religious factor in parental acceptance of the retarded child. Zuk divided 76 per cent of mentally retarded children, on the basis of evaluation of case histories, into 30 accepting and 40 non-accepting parents and compared them via Chi—square according to religious preference. Zuk found a significant 26 relationship between the mother's religious background and her acceptance of the child. Catholics were far more accept- ing than non-Catholics. Of 39 Catholics, 25 were accepting, 14 were not; of 28 Protestants, 5 were accepting, 23 were not; and of 9 Jews, none were classified as accepting. It was also found that the age of the child was an important factor in acceptance--generally, the younger the child the more likely he was to be accepted. Peck and Stephens (1960) used a variety of observa- tional and rating techniques on a sample of ten retarded children and their parents in an attempt to assess the effect of parental attitudes upon their children. Their findings indicate the importance of the father's attitude in the home: a .83 correlation was found between the father‘s acceptance or rejectioncf’his mentally defective child and the amount of acceptance or rejection observed in the home situation. Correlation involving mothers was only .09 and not statis- tically significant. Corroborating the last cited study, Levine (1966) also revealed the impact of the father's attitude. Inter- viewers rated parental responses regarding their male and female retarded children on a social competency scale and found significantly more agreement among the parents of a child when the child was female. The children were all trainable retardates and the differences were attributed to the father's tendency to devalue the male retardate more than the female retardate. 27 Finally in the last study to be cited in this area, Dingman, Eyman, and Windle (1963) gave the Parental Atti— tude Research Instrument (PARI) to eight groups to compare attitudes on child-rearing practices: (a) 60 mothers of normal children; (b) 48 mothers of severely retarded chil- dren; (c) 48 mothers of mildly retarded children; (d) 45 foster mothers who cared for selected retardates; (e) 11 supervising social workers; (f) 148 psychological technicians in a state hospital; (g) 38 clerical and other employees in the same hospital; and (h) social worker responses predicted for foster mothers. Analysis revealed a lack of clear differentiation between mothers of the severely retarded and the mildly retarded, with the exception that the latter were generally more protective, a finding that also characterized the foster mothers. These latter two groups generally had less education and were also of lower social status. Social workers stood out as being the most permissive while hos- pital employees gave responses similar to the social workers regardless of their position. The usefulness of the PARI, however, has been questioned by Doll and Darley (1960) in the area of speech and hearing disorders and contradictory findings using this instrument have been noted in the field of psychopathology, i.e., Horowitz and Lovell (1960) and Zuckerman, Oltena and Monashkin (1958). 28 Employer Attitudes Only three systematic studies were found in the recent literature which were concerned with the attitudes of employers toward the mentally retarded although several writers (DiMichael, 1953; Blatt, 1961; Allan, 1962; Salkind, 1962) have expressed the opinion that the major deterrent to successful employment of the retarded is the generally negative attitude of employers. Cohen (1963) related the scores of 177 employers (within a 30 mile radius of a training and research center on retardation) on a scale designed to measure attitudes toward hiring the retarded to the amount of education of the employer, the amount of contact with retardates, and a check list measuring knowledge about retardation. Cohen found, somewhat surprisingly, a significant negative rela- tionShip between attitudes and reported educational level. This was in spite of a significant positive relationship found between educational level and a realistic conception of retardation. The contact variable was not significant and Cohen concluded that employer attitudes in his study were relatively independent of knowledge. Hartlage (1965) reports findings which question those of Cohen (1963) just cited. Rather than a significant negative relationship as Cohen reported, Hartlage found no relationship between the educational level of 120 employers (out of 283 contacted) and their receptivity toward hiring the retarded. In addition, Hartlage found that the size 29 and type of business or industry was significant; with large manufacturing industries being the most receptive and service industries the least. Hartlage's findings were based on a fifteen item questionnaire. Phelps (1965) cited the results of a study which completely contradict Cohen's (1963) findings while sub- stantially agreeing with those of Hartlage (1965). Phelps employed a 54 item weighted questionnaire containing both factual and opinion statements and compared the responses of 132 service employers (of 257 contacted). Phelps, in con- trast to Cohen, found a positive relationship between educational level of personnel managers and attitude responses toward the mentally retarded. As did Hartlage, Phelps also found a positive relationship between the size of the organization and attitudes. A positive relationship was also found between attitudes and length of time of employment. Differences were found too between types of service industries, with hospital and motel personnel managers being more favorable to hiring retardates than hotel, laundry-dry cleaner, restaurant, and nursing home personnel managers. Self Attitudes A few studies have appeared which were concerned with self attitudes among the retarded. For example, in attempting to develop a system of personality assessment based on the institutionalized female retardate's concep— tion of herself and her world, Guthrie, Butler, and Gorlow .— ._,_,J v 30 (1961) found a high positive correlation between how the retardate saw herself and how she believed others perceived her. The authors developed a useful multidimensional scheme on which to construct an instrument. The same authors in 1963 compared the self-attitudes between institutionalized and non-institutionalized female retardates. They found that institutionalized retardates had particularly negative self-attitudes and perceived others to have unfavorable attitudes toward them; those who were selected from special classes in a public school system had an exaggerated favorable view of themselves. In the subsequent study, Gorlow, Butler, and Guthrie (1963) found that retardates who were separated from their parents at an early age expressed more negative self-attitudes. The authors suggested that these results might be due to the influence of family stability during the early years of the retardate--implying that unstable families would be prone to institutionalize their retarded offspring. The authors also observed small but significant relationships between self-acceptance and intelligence, school achieve- ment, success in the institutional training program, and success on parole. In a 1964 study, Guthrie, Butler, Gorlow and White, again using institutionalized female retardates, found that the self attitudes were often defensive and designed more to protect the self from painful rejection than to gain approval through achievement. Kniss, Butler, Gorlow, and A flq— ._.,L1 31 Guthrie (1962), with a similar sample, found no relation- ship between ideal self attitudes, as determined by a Q-sort, and age, IQ, and length of institutionalization. Similarly, McAfee and Cleland (1965) found no differences between self-ideal and self-discrepancy between adjusted and maladjusted educable males. McCoy (1963) found that a sample of educable mentally retarded underachievers, when compared to a matched sample of retarded achievers, had a significantly lower degree of realistic self confidence as well as a lower and less realistic level of aspiration. There was also a non-signi- ficant trend for achievers to have a higher degree of perceived parental acceptance and intrinsic, as opposed to extrinsic, self evaluation. Snyder (1966), in a well designed study, correlated academic achievement with measures of personality, self attitudes, and anxiety in a sample of mildly retarded chil- dren obtained from a variety of settings and found signifi— cant differences in the expected direction between high and low achievers on all three measures. Snyder also noted that even the high achievers generally showed poorer adjust- ment than normal IQ children. Meyerowitz (1962) compared groups of educable first grade retardates who had been randomly assigned to regular and special classes to a normal criterion group on an index of self derogation especially developed for his research. Meyerowitz found that the retardates as a group were more 32 derogatory of themselves than the normal children. Con- trary to expectation, he also found that the retardates assigned to regular classes were less derogatory of them- selves than those assigned to special classes--perhaps. because their age had not yet permitted significant failure experiences thought to result from regular class placement. Laing and Chazan (1966) used a sociometric technique to study group structure in a sample of classrooms for the retarded in South Wales. The authors concluded that_their results did not agree with the results of an earlier study by Moreno (1934) who found that the organization of groups in which mental retarded children prevail revealed numerous unreciprocated choices, a low number of mutual pairs, and many isolates. Mayer (1967) also used a sociometric technique to correlate self-concepts with sociometric Status (in special junior high school classes) and socioeconomic status (in the community). Hypotheses that there would be significant positive correlations were not supported. Peer and Community Attitudes Miller (1956) had earlier used the sociometric procedure to compare socioempathic abilities (awareness of one's own and others' status) and social status among mentally retarded, normal, and superior upper elementary children in regular classrooms. It was found that the retardates prOportioned their choices across groups equally while the superior and normal children generally favored 33 the superior children most and the retardates least. Socio- empathic ability followed the expected pattern with the superior children showing more ability than normals who in turn showed more ability than the retardates. Smith and Hurst (1961) found a significant rela- tionship between motor ability and peer acceptance in a group of trainable and educable retardates attending a day school. Clark (1964a) reports a similar finding using a large sample of normal fifth grade boys and girls and their attitudes toward a "special" group of educable mentally retarded in the same school. Employing an interview and content analysis technique, Clark found a fluid boundary between the retarded-normal groups and, while the retarded were at times evaluated unfavorably, the normals reacted more to their appearance and athletic ability than to their intellectual or academic ability. Clark (1964b) observed 214 normal children to ascertain how they perceived and described educably men- tally retarded children in adjacent classes. He found they did not identify photographs of retardates with their special class status in an elementary school. An attempt was then made to more directly ascertain perceptions of the special class and it was found that only 10.9 per cent of the children's remakrs about the mentally retarded chil— dren were derogatory. Over 90 per cent of the children described special class members in terms of deviancy but only 5.4 per cent correctly described this deviancy as 34 mental retardation. He concluded that the overall judgment of the educable mentally retarded were more favorable than unfavorable and that the rejection of the mentally retarded decreased when they had the opportunity to participate in classes that met their individual needs. These results are in seeming contradiction to those of Johnson and Ferreira (1958) who reported that interviews with retar- dates in special classes revealed that 70 per cent had been called derogatory names because of their special class status. Renz (1969) sought to discover whether normal adol- ascents would perceive and describe educable mentally retarded adolescents on the same continuum used for normal adolescents. He asked a randomly selected normal group of seventh graders to identify and talk about two photo- graphs drawn from two different piles--one consisting of normal students and the other of educable mental retardates. Renz found that normal adolescents used the same variables to describe the retardates that they used to describe other normal adolescents in the school community., The educable mentally retarded were not rejected with greater frequency than their normal grademates. Jaffe (1966) demonstrated the importance of stereo- types which become attached to the concept of mental retardation. In a well designed study, Jaffe employed two semantic differential scales, (a) one tapping the Evaluative factor and the second, (b) measuring a combination of 35 Activity, Potency, and an Independent-Suggestible factor. In addition, (c) an adjective checklist, (d) the Social. _Distance Scale, (e) a vocabulary test, and (f) demographic data (including amount of contact with the retarded) were also used to investigate attitude relationships among 240 high school seniors. Half the group responded to a retarded sketch person and half responded to a non-retarded sketch person as well as to the label "mentally retarded." No significant differences were found on instruments a, c, and d between the retarded and non-retarded sketch persons; however, the retarded sketch person was significantly more favorably evaluated than the label "mentally retarded" on the Evaluative factor. Instrument b showed a signiticant .difference between the retarded and non-retarded sketches while only instrument c showed a difference between those who had and those who had not had contact with retardates. Jaffe interpreted this finding as suggesting that contact may be related to a more cognitive or descriptive dimension of attitudes as opposed to actual feelings. Indices of the students' intelligence and socio- economic status were not related to any of the attitude measures but it was found that girls attributed a greater number of favorable attitudes to the retarded sketch person than did boys. Jaffe's study represents one of the better efforts to relate demographic indices and the contact factor to attitudinal measures and to move beyond the stereotypic level. ff 1 36 Jaffe (1967) later used a similar design to assess attitudes of high school seniors toward an identical sketch 1 person identified as mentally retarded to one group and as "an amputee" and "emotionally disturbed" to two others. Another group of students responded to the labels "amputee," "mentally retarded," and "former mental patient" as well as to the sketch person not identified as disabled. The instrument used was the semantic differential and, in each case, the disabled sketch person was more favorably evaluated than the corresponding label. Of the three terms, "mentally retarded" was the least favorably evaluated. Badt (1957) reported results of a study in which the attitudes of university students in education and other curricula were obtained toward exceptional children as a group as well as toward separate categories of exceptional children. Analysis was descriptive only, but generally the attitudes of the students seemed to be most unfavorable to mentally retarded and emotionally disturbed children. In a study purporting to deal with attitudes but actually concerned primarily with possession of factual information, Mahoney and Pangrac (1960) found a difference between freshmen and senior college students on a twelve item true-false test. For the latter group, there were significant correlations between test scores and number of relevant courses (dealing with mental deficiency) completed and grade point average. 37 In a similar design, WinthrOp and Taylor (1957) found significant differences between men and women on two items of a nine item dichotomous response (yes-no) test and concluded that a great deal of misinformation existed among the adult laymen in their sample. Anders and Dayan (1967) studied attendants in an institution for the mentally retarded. Their purpose was to relate ethnic variables to child-rearing beliefs and attitudes measured by a 45 item questionnaire. Only the religious factor proved significant, with Catholics show- ing a decidedly more permissive attitude than Protestants although neither group had strongly permissive attitudes. Following up on these results, Anders (1968) con- ducted one of the first cross-cultural (but not cross- national) attitudinal studies of the area of mental retar- dation. Anders compared parental authoritative-permissive attitudes among Anglo-Saxon Protestants, Negro Protestants, and French Catholics in Louisiana. The author reported no clear-cut differences among the three ethnic groups but did find other demographic variables--education, income, and residence-~to be important. Meyers, Sitkei, and Watts (1966) used a five ques- tion interview to assess attitudes among two community groups toward the educable and trainable mentally retarded and their education. The groups were (a) a random sample of a city of 80,000 near Los Angeles (N-188); and (b) 24 households where a child was enrolled in a special class 38 for the mentally retarded. The study was summarized as follows: (1) "Special class" families are more willing to keep EMR and TMR children at home rather than send them away. Non-Caucasians in the special sample families are especially accepting. (2) The special sample families tend to be more supportive of public school provisions for either the EMR and RMR. (3) Respondents in a religious group generally calling for orthodoxy of belief were less accepting than those whose identification with religion was of a liberal or casual sort. (4) The more mobile families with retarded children favor keeping the child at home rather than in an institution. (5) In general, there is less acceptance of public school responsibility for the trainable than for the educable retarded child. (6) Distressing percentages of respondents in both samples appear to misunderstand the potential of the EMR child, many believing they should be institutionalized, should not go to school, should not have provisions, etc. That result together with the results generally, bespeak a still consid- erable public misunderstanding of the potentialities of the educable, and of the possibilities for decent community living for the trainable (p. 83). Heater (1967) used an attitude scale which measured intensity as well as positiveness to assess attitudes toward the mentally retarded of 405 clergymen of various denomina- tions (Jewish, Roman Catholic, Methodist, Christian Reformed, Reformed Church of America and the Missouri and Wisconsin Synods of the Lutheran Church) and to relate these to a number of variables obtained through other instruments. It was found that clergymen with more frequent contact with mentally retarded persons tended to feel more strongly about their attitudes toward the mentally retarded regardless of whether the attitudes were favorable or unfavorable-—a finding at variance with the previously noted suggestion of Jaffe (1966) that contact seems to be related to a more cog- nitive as opposed to emotional dimension of attitude. 39 Clergymen in Heater's study who placed more value on doing things for other people and being generous tended to show more favorable attitudes toward the mentally retarded. Sources of the variance of attitudes were found to be primarily within denominational groups for there was no evidence of differences between any of the groups and the rural-urban areas studies in respect to attitudes. It was found, however, that high scores on a measure of con- formity tended to be made by clergymen who held unfavorable attitudes toward the mentally retarded. Heater's study represents one of the few in this area that attempts to relate general value orientation to attitudes toward the mentally retarded. Attitude Change Only a few studies have apparently appeared in the literature which purport to be concerned with changes in attitude toward mental retardation. Four of these studies Téieland & Chambers, 1959; Cleland & Cochrane, 1961; Kimbrell & Luckey, 1964; Sellin & Mulchahay, 1965) have employed the same basic methodology, i.e., testing of various groups (mainly high school and college students) before and after tours of institutions for the mentally retarded. In general, the results of these studies have been contradictory and inconclusive.. For example, the con- trol group in one study (Cleland & Cochrane, 1961) showed the greatest "attitudinal shift" even though this group was not subjected to the independent variable. It may be said, 40 in brief, that (a) attitudes and information seem to be confused in these studies; and (b) the changes were in a positive direction in some cases and in a negative direc- tion in others. Appel, Williams, and Fishell (1964) attempted to assess attitude changes in 21 mothers of retarded children two years after group counseling. Scores on a sentence completion form were compared at that time with pre-coun- seling scores. The parents became concerned less with their own feelings and more with the needs of their retarded children; however, they found it just as difficult to accept the disability as before. A control group might have helped to determine whether the reported changes were really effected as a result of counseling, as the authors contend, or were merely a function of the passage of time. Bitter (1963) in a similar but somewhat better con- trolled study administered a tour instrument battery to 16 parents before and after a parent education program involv- ing group discussions and consisting of seven monthly sessions. Attitudes toward child-rearing and mental retar- dation in general as well as measures of the characteristics of their own trainable children and knowledge regarding mental retardation were obtained. Parents as a group demonstrated significant changes in a positive direction in democratic attitudes toward child—rearing on one of the scales; however, these parents also made significantly more errors on the knowledge test after the educational sessions. 41 Some differences were found between parents who attended one or two sessions and those attending all seven on some of the concepts of the semantic differential used to measure attitudes toward mental retardation--all in a positive direction. Whether these changes were entirely a function of the group sessions or partly the result of other factors remains a moot question. Chennault (1967) found significant improvement in peer acceptance and self-perceived peer acceptance for 64 unpopular retarded children in 16 special classes after they had presented a dramatic skit. This study suggests that organizing special group activities for the retarded may be a useful means to improve peer and self attitudes. Harris (1967) reported the use of.dramatizations, but dramatizations involving principles from Eric Berne's transactional analysis. The director of a center for the mentally retarded met weekly with 30 residents who were taught to recognize "Parental, Adult, and Child" behaviors. They were taught to "turn off" the "Child“.(whO-compares) and the accusing "Parent." They were encouraged to accept their limitations, but at the same time to consider what they gggld do. They were instructed to reiterate, “I'm 0K, you're OK." The author points out that.this treatment was not part of a controlled experiment; however, he attests that the treatment did produce noticeably more confident and better self-controlled residents. 42 Conclusion It is of interest to note that none of the studies reviewed have employed an attitude scale constructed on the basis of the structural facet theory proposed by Guttman (1959). Thus it is entirely unclear just what attitudinal Levels or sub-universe in the Guttman model were being measured in most, if not all, of these studies, although the impression here is that most of the scales used would likely fall at the more abstract and stereotypic Levels in Guttman's paradigm (see Tables 2 and 3 in Chapter III). It is also likely that at least some of them were measuring mixtures of Guttman's facets, some were measuring facets not included by Guttman in his model, while some were not measuring attitudes at all but fall.more in the realm of achievement tests since factual knowledge only was being assessed. Lack of control over facets being measured as well as loose definitions of attitudes will likely con- tinue to contribute to results which are not comparable, inconsistent, and, at times, contradictory. Much the same can be said, of course, with regard to lack of control over subject variables, but this problem appears to be more easily correctible, providing that instrumentation is ade- quate and comparable. It is also of note that not one study was encountered in the review of literature since 1956 which attempted to relate findings cross-nationally. In fact, only three studies (Laing & Chazan, 1966; Schonell & Watts, 1956; 43 Schonell & Rorke, 1960) were found in the American literature which were conducted in the countries other than the United States. The references indicate studies (Harrelson, 1969; Morin, 1969; Vurdelja, 1970) which have since been conducted using the present ABS-MR method. Although no clear consensus existed in the review~ of the literature, it does indicate that numerous variables seem to be related to attitudes toward mental retardation, i.e., sex, education, social class, religion, occupation, amount of knowledge, general value orientation, and contact. Few of the studies, however, attempted to systematically control more than one or two of these variables or to relate verbal attitudes to actual behavior. It seems clear that research is needed which attempts to systematically control these variables across various groups and cultures if fruitful and generalizable findings are to ensue. CHAPTER III INSTRUMENTATION AND VARIABLESl The construction of the ABS-MR scale (Appendix c) was guided by a facet design which makes it possible to construct items by a systematic a priori design instead of by the method of intuition or by the use of judges. Cutt- man's facet theory (Guttman, 1959, 1961) specifies that the attitude universe represented by the item content can be sub-structured into components which are systematically related according to the number of identical conceptual elements they hold in common. The sub-structuring of an attitude universe into components or elements facilitates a sampling of items within each of the derived components, and also enables the prediction of relationships between various components of the attitude universe. This should also provide a set of clearly defined component areas for cross-national, cross-cultural, and/or sub-cultural com- parisons. 1This chapter is essentially the same as that of Harrelson (1969) and is also directly related to Morin (1969) and Vurdelja (1970). 44 45 Facet Theory and the ABS-MR Scale (CrIEerIon) Succinctly stated, what is sought by facet design and analysis is to be able to construct the content of a scale by a semantic, logical, a priori technique and to be able to predict the order or structure which would result from the empirical data. What would happen then would be the reverse of what in reality factor analysis accomplishes. Factor analysis tries to make sense out of what already has been done by a mathematical process of forming correla- tional clusters and then naming them, i.e., calling them factors. As opposed to this approach, facet design, in essence, names the facets before one begins. ' Guttman's Four Level Theory In an analysis of research on racial attitudes by Bastide and van den Berghe (1957), Guttman proposed that in respect to intergroup attitudes and behavior there are three necessary facets which may be combined.according to definite procedures to determine the semantic component structure of four important levels of the attitude universe. Table 2 presents these facets. One element from each and every facet must be repre- sented in any given statement, and these statements can be grouped into profiles of the attitude universe by multipli— cation of the facets A x B x C, yielding a 2 x 2 x 2 com- bination of elements or eight semantic profiles in all, i.e., (1) a b c (2) a b c 1 1 1, l 1 2, . . . (8) a b c . It can be 2 2 2 46 TABLE 2.--Basic facets used to determine component structure of an attitude universe. (A) (B) (C) Referent's Intergroup Subject's Behavior Referent Behavior al belief bl subject's group cl comparative a2 overt action b2 subject himself 02 interactive seen that combinations 1 and 2 have two elements in common (albl) and one different (c2 and c2), whereas profiles 1 and 8 have no elements in common. Using the Bastide and van den Berghe (1957) research as a basis, Guttman (1959) was able to facetize the semantic structure of their attitude items into the four attitudinal Levels as shown in Table 3. Guttman reasoned that if an attitude item can be distinguished semantically by the three facets ABC outlined in Table 3, then an individual item could have one, two, or three subscript "2" elements for a total of four attitude Levels. Logically, if the elements are correctly ordered within facets, and if the facets are correctly ordered with respect to each other, a semantic analysis of attitude items will reveal n + 1 types or Levels of attitude items. While a total of eight com- binations are possible on the four Levels (one each on Levels 1 and 4 and three each on Levels 2 and 3) only the four combinations shown in Table 3 were studied by Bastide and van den Berghe (1957). 47 TABLE 3.--Facet profiles and descriptive labels of attitude Levels. Level Profile Descriptive Label 1 alblc1 Stereotype 2 alblc2 Norm 3 albzc2 Hypothetical Interaction 4 a2b2c2 Personal Interaction The model in Table 3 depicts the attitudinal Levels and the descriptive labels for each Level defined by Gutt- man (1959). An attitude item corresponding to Level 1 would deal with the belief of the subject (al) that his group (bl) compared itself (cl) favorably or unfavorably with the attitude object in question, in this case members of a different racial group. Similarly, an item corres- ponding to Level 4 would deal with the subject's own G12) reported behavior 032) in interacting (c2) with the atti- tude object. A common meaning for the orderings was suggested by Guttman, i.e., they show in each case a progression from a geek to a strong form of behavior of the subject toward the attitude object. That is, the more subscript "2" elements a set contains, the greater the strength of the attitude or behavior. The semantic structure resulting.from facet analysis of an attitude universe provides a theoretical basis for predicting the order of the empirical intercorrelation matrix 48 of Guttman's four Levels: if items are written to corres- pond to each of the four Levels, the Levels closest to each other should be more similar and thus should correlate more highly with each other than with more distant levels. One cannot propose to predict the exact size of each correlation coefficient from knowledge only of the semantics of universe ABC, but we do pro- pose to predict a pattern or structure for relative sizes of the statistical coefficients TEEE—EUEely semantic considerations (Guttman, 1959, p. 324). This prediction was stated by Guttman (1959) as the contiguity hypothesis which states that subuniverses or attitude Levels closer to each other in the semantic scale of their definitions will also be closer statistically. In other words, the intercorrelations should reveal an ordering such that the maximum predictability of each Level is attainable from its immediate neighbor or neighbors alone. Stated differently, the resulting correlation matrix should reveal what Guttman (1966) has termed a "simplex" ordering. A simplex exhibits the characteristics of (a) ascending correlations starting from the zero point (where the two coordinates meet) to the end points of either axis, and (b) closer correlations between adjacent Levels than correlations separated by one or more Levels. Consequently, Level 1 would correlate higher with Level 2 than it would with Level 3 but higher with Level 3 than with Level 4; Level 2 would correlate higher with Levels 1 and 3 than with Level 4 and so forth. An example of a 49 hypothetical matrix of Level by Level correlations illus- trating the characteristics of a perfect simplex is pre- sented in Table 4. When Guttman (1959) rearranged the data of Bastide and van den Berghe (1957) according to the semantic structural considerations of facet theory, this predicted simplex relationship was essentially obtained, i.e., there was only one reversal in the predicted structure. TABLE 4.--Hypothetical matrix of Level-by-Level correlations illustrating simplex characteristics. Level 1 2 . 3 4 1 ___ 2 .60 -—- 3 .50 .60 —-- 4 .40 .50 .60 —-— Jordan's Six Level Adaptation Guttman's (1959) paradigm of facet design and analysis for attitude items allows for three facets and hence four Levels of attitudes. Theorizing that there might be other pertinent facets, but accepting those identified by Guttman as appropriate, Jordan (1968) expanded facet analy- sis for attitude items dealing with specified groups to include five facets and hence six Levels. This expanded and more inclusive set of facets and their elements is shown in Table 5. 50 N no m ”m amuse m “a pouch El OI .HO ml Ql .HO -H| OI .HO "0 pooch ”m pooch “a poomm up magma mo mucofioumum Hmsofluflcflwmp may as pommmumxo mHHMOHucsETm one .As raccommdv mm magma mo mCOHumcHQEoo can monHOM mm Ummmmumxm mum muoomm Gammon m>flm can MHm wHomEHS cowpom III o>auomuoDCA mp poonQSm mo uno>o Na III msonm III o>flumnmmaoo Hp m.uoon£:m Ho moaaob an III H0H>mcon msoumuopcfl u0fl>mcoa III m.ucmuomom ucouomom m.uoonndm III cmEuuso Anow>sron AmE\ocHEv unm>ov AHV ascoflumuomo No soflpomuopcw Np maom mo mosofiuomxo Nb mamm mm HMOfiumsuomms Hm somwusmfioo Hp mumspo Ho mmflamn an muocuo Hm Hofl>mcon H0H>mcon m.Houom msonmnmucfi How>mcwn mo casEoo m.H0pod Hones usouwmom usouommm common m a o m a coaumcmemma cowumummpd summon CH smuoomm .msOHumsmHmmc poomw sermon was smauusu mo comwummEouII.m names 51 Joint structionl in this model is operationally defined as the ordered sets of the five facets of Table 5 from low to high across all five facets simultaneously (Jordan, 1968). It is that part of the semantic structure of attitude items which can be determined independently of item content. In other words, joint struction defines the 52231 or strength of attitude being measured in the sub- ject-object relationship. It will be noted that the multiplication of facets ABCDE yields a possible 32 combinations of elements; not all combinations are logical because of semantic considera- tions, however, and the selection of a "best" set of components from the 32 possible was still partly a matter of judgment at the time of the construction of the ABS-MR scale. Maierle (1969) later extended research in this area by providing a set of logical rules for the selection of combinations and found that twelve of the possible 32 combinations (Table 29, Appendix A) were semantically con- sistent. In constructing the ABS-MR, however, six of these element combinations or profiles seemed particularly fruit- ful and these six combinations represent the six Levels of attitude strength measured by the ABS-MR and shown in Table 6. Table 6 shows Levels of attitude strength, the element composition of the profiles, and a descriptive term for each profile or Level used in the ABS-MR. Each 1In previous theses, the terms conjoint and dis- joint were used instead of joint and lateral. .mmHHmonm umHHombsm cam muoomm now As prcmmmsv mN oHnme memo .mpcoEmumum HchHuHCHmop How 5 mHQMB mmmn .m mHnma mo mpoomm so pmmmmm COHHom HMGOmHmm No Np No Nb Nm m H E o H m 2 mcHHoom HocOmHom Hm Np No Nb No a a E o a m 5 soauom Hmoauwcuommc HecOmHom Hm Np No HQ Nm s a E a a v c0HussHm>o HsHOE HssOmHom Ho Np Ho HQ No a H o a H m Enos HmumHoom Hm Np Ho HQ Hm c H o n o N ommpomuoum HmuoHoom He He Ho HQ Ho 3 o o n o H Emma o>HumHHowma b mHQme mN oHQMB Hm>mHImm>B Hm>mH mpsuHHum cH Ecummm sH Emummm onomnsm QHMGOHHHsHmoa OHMGOHHMHOZ an oHHmonm we oHHmonm .MZImmd 9.3. an“ Mmhflmmmfi scoHuosHum opsuHuus mo momma me How mHonsH mam .sOHuHmomaoo mHHmonm .Hm>mH HGHObII.m mamas 53 successive Level changes on only one facet so that the pro- files have a semantic simplex ordering from least complex, with complete absence of subscript "2" elements, to most complex where all elements are subscript "2" elements. Table 7 incorporates the data presented in Table 5 and 6 and shows how the semantic structure of the six attitudinal Levels of the ABS-MR is specified by the element composition or facet profile of each Level. All items in the six sub-scales of the ABS-MR (Appendix C) evolved directly from the facet design depicted in Table 7 and correspond to the definitional statements for each Level illustrated in Table 7. In other words, the introduc- tory statements for all items on the first Level of the ABS-MR (exclusive of those items measuring attitude intensity) correspond to the definitional statement for Level 1 in Table 7: Societal Stereotypes; all item stems on the second Level 2 in Table 7, and so forth down through Level 6. Up to this point in the discussion the focus has been on what has been defined by Jordan (1968) as "joint struction," which refers to the differences between scale Levels of the ABS-MR on facets A through E. The counter- part to joint struction, which specifies attitude Level, is "lateral struction," which specifies and differentiates the content of the items of the ABS-MR through five addi- tional facets specifying item content, or lateral struction. The relationship between joint and lateral struction on the 54 mmHsmcoHumHou oumoHch mononuconm :H mmEmc oumcHoHH< .mHonEwE Ho>mH msoHHm> mo p .mucoEoumum usmumHmcoo . Hw>01H Ed muCOEwHO mcouum mo HonESCII.oz n .0 van m mmHDMB .mom use ucspcspou Ho puma mum mononucouma CH mpHOZU szmm< mnu :H poms mcoHuscHnEOU«a >HHms0Hummmmm AHOH>mmwm m NmNpNoNnNm soHuom HMQOmHmm «a unm>ov mcoHuomuwucH >E mocmHHmme H NH m H E m H o I MHHmoHumcuomhm v HoNpNoNnNm msHHoom ch0muom «a AmmcHHoomv msoHuomuoucH >E oosmHHmmxw H 0H s H E m H m >HHMUHW0£uomxm coHuom msoum Hmsuo< mCOmHHmmEoo mumcuo mocoHHmmxm muonuo HH 0 H o m m coHuom I I I I m HoNpNoHnNm HmoHuocuomxs HMCOmHmm «« xHHmoHumnuommz mcoHuomuousH ha o>mHHmn H m E H E n H v AmmcHHmmm macho Hmsuome suwmmwsw mwmmw I I sHHsonmruoasm A .u u mcoHuomuoucH muoruo oosoHummxm mumsuo m n H o o o msoumv mBmH UoEHmHooua x . . HHmoHuozuom>£ mcoHHomumucH >E m>oHHmm muomuo m s H E n o Amsuoum Hmsomuom pocmHmmm > MUHuo Hoaxm mEOmHHmmEoo >E m>oH m H m E H >HHmc0mHomv udoocoquHom HH : H n N n S n AmosHs> po>HooHoav >HHmoHuosuom>m HoNpHoHnNm coHumsHm>o HmHOE HMCOmuoa «u mcoHuosHODCH muosbo o>oHHon H v s H o a H m msumum I l l I I o E o HMCOmHmm pocmHmmMImsouw >HHmoHuo£uom>s msomHHmQEoo >E o>mHHon muonuo m n n EH0: HmuoHUOm «a I I >HHmoHuwnuom>m HwNUHoHQHm msaspm mconosuoucH .mumzuo o>mHHon mummbo N s H o Q o msoum UocmHmmMIxHHMCOmuom >HHmoHuozuoa>m mCOmHHmmEOo .muosuo w>oHHm£ H H m c U o n H N Amsumum >HHonuonuomxm Qsoum posmHmmm dsoumv ApoUHmuoH hHHmucmE osw usonm ..o. HV HmeHoHaHm waxuoonmuw HoumHUOm «a mcomHumano .muosuo m>oHHom muosuo o H a o o n o H poEmz o>HuQHHomoQ oucoEoumum HmcoHuHcwaQ .02 mm mHnme mHHHOHm Ho>oH a cH .02 Hooch HscpoHchop was .moHHmouQ Hoomm amHo>oH .mcoHumcHQEoo o>H03u How musmeumum m "mcoHusNHHmbuo> opzuHuus wo Eoum>m Ho>oHIme HoUMMIo>HmII.n mqmse 55 ABS-MR are shown in Table 8.in the form of a mapping sen- tence. Facets K and L in Table 8 also illustrate the scales "response mode struction," i.e., the degree of favor- ableness and intensity with which the subject responds to the items structured by facets A through J. Thus, every response of every subject corresponds to a combination of elements in facets K and L for every attitude item, which in turn corresponds to a combination of elements for each and every facet A through J--with the exception of those items on Level 5. At the time of the construction of the ABS-MR, the ordering system had not been as fully developed for lateral struction as it had for joint struction...Consequently, it was not possible to structure items on Level 5, (Personal Feeling) beyond the joint facets A through E and the response mode facets K and L. As a result, items on this Level simply ask for general feelings about the retarded without ordering these feelings to the specific situations represented by the lateral facets F through J. Other ABS projects since the ABS-MR have structured the content (lateral) areas (Hamersma, 1969; Kaple, 1971). Guttman (1959) has suggested that any coherent theory referring to empirical research can be expressed in a mapping sentence similar to that shown in Table 8 and that "lack of theoretical clarity as to the specification of the facets of the mapping may be the situation that often 56 LmHs mH m>HuHmom mx HmHoH>snonIHsonmnm mH .Aqumcouch EdeoE NH Apcm oocmHm>v Hmuusm: Nx AcuHBV wuHHHnmme Hmsuom Nn m>Huoommm NH 30H HH m>Husmos Hx msoHpsmn pouanuuuc Hm m>HHHcmoo HH NuHmcoucH mocon> Hm>oq HHMHB mmNB uHsHB 1H. Axe Ase AHV coHuocuum ocoz omEOQmom coHuosuum HmuoumH mcoHusHou maoum wumpcoomm mm >HHEmm was xmm hm coHumHmHmoH mam mHmHHm3 .LuHmmn mw ucmEonmEm mu m m coHusospm em opHmmmp : AoocmuuomEH 30H m :oHumouooH mm AcH meumumn AHHoLuV mo omsmoon ms mo Ho>oHv EchoE No AmcH>Ho>cHV mcoHusHoH msoum wumEHHm NH HHsucmE ou uommmou nuHB : smHn Hm mHHmuu HMCOmHmm Hm may nuH3v mmoooum coHumsHm>m oocmbuomEH mEOHHmsuHm mmHH Ame roe Ame coHaosuum Hmuousq 1s2\mcHze IsoHssaoh uno>oe LHV Lou >HHmsoHumuwmo mo Amy uomnmucH me “How No Awrb oocoHuodxo Np Amsuv HHmm Nm mouanHuum >HHmoHumnuom>£ o Amy cummEoo U muosuo Ho u Ewe wwHHob HQ muosuo Hm Homnhsmv ressmemmumrmosoa H0H>mgoa IIII. MO EHmEOQ NflOHmHOHCH m.HOHO< Houoé HOH>M£®m ucmumwmm ucmuwmwm Lee Lee roe Ame Ame COHfiUDHUW #CHOH .coHospumuom HmucozIonow H0H>s£om opsuHuud esp musuosuum 0» tom: muoomH coHuosuum oUOE omcommmu pee .HsumumH .ucHofl ozu mo mucoucmm msHmmmE (II.m mamas 57 impedes the connection between abstract theory and empirical work (p. 323)." From the "complete" facet design illustrated in Table 8, twenty content items, each with a corresponding measure of intensity (described in the following section), were selected for each of the six Levels of the ABS-MR so that the final attitude scale consisted of 240 items. An ideal, complete research project, as Guttman (1959) proposed in another context, would consist of observing a value of K and L for each subject on each vari- ant of facets F through J for each Level permutation of facets A through E. Clearly, studies using the ABS-MR scale will fall short of this ideal.7 Nevertheless, this instrument represents what is believed to be the first atti- tude scale constructed on a priori basis according to facet theory. The ABS-MR was the first of,a family of scales to be developed using a facet theory model (Jordan, 1968). Other scales developed through this approach, measuring racial attitudes and attitudes toward the emotionally dis- turbed respectively, have already been successfully employed in studies by Erb (1969), Hamersma (1969), and Maierle (1969). Other areas are attitudes toward the deaf (Poulos, 1970), the mentally ill (Whitman, 1970), drug addiction (Kaple, 1971; Nicholson, 1971) and the war disabled in Viet Nam (Down, 1972). F38 Intensity Guttman and Foa (1951) have emphasized the impor- tance of intensity measures in attitude scales. A single question ordinarily cannot distinguish between changes due to intensity and those due to direction. A change in response to a single question may be due to either factor, or to both. Since any single question is usually biased, as is easily seen from the theory of scale and intensity analysis, the use of a single question for the study of effect, or change, or even for comparing groups, is quite inadvisable (p. 53). Suchman (1950) has suggested that the intensity of attitudes may be estimated by asking a question about intensity imme- diately following a content question. One form used for an intensity question is simply: "How strongly do you feel about this?" with answer categories of "Very strongly," "Fairly strongly," and "Not so strongly." Repeating such a question after each content question yields a series of in intensity answers. Using the same procedure as for content answers, these are scored and each respondent is given an intensity score (p. 219). This latter procedure was adopted to measure the intensity of attitudes on the ABS-MR. On Levels 1 through 5, the three alternatives "not sure," "fairly sure," and "sure" are presented to the question "How sure are you of this answer?" after each content item in these scales. A variation of this procedure was used on Level 6 to determine whether a reported experience with the retarded was "unpleas- ant," "in between," or "pleasant." Standardization Study The ABS-MR was administered to three groups in a standardization study: (a) 88 MSU graduate students (46 59 female, 42 male) in a course in medical information for rehabilitation counselors and special education teachers-- students studying to be professionals in the area of dis- abling or handicapping conditions; (b) 633 regular education students (426 female, 207 male) at the SOphomore level and constituting all MSU education students in that level during the 1968 Winter term; and (c) 523 elementary school teachers (381 female, 142 male) in Belize (British Honduras). The groups were chosen on the basis of a presumed difference in age, education, and cultural orientation, as well as knowledge and experience regarding mental retardation. The six-Level scale based on facet theory summarizes the validation problem typically found in attitude research: the discrepancy between verbally expressed attitudes and actual action. Since "attitudes" in the present study is defined in both a more comprehensive and systemized fashion than heretofore, the gap between the subject's stated responses and his overt action has been considerably tightened. In contrast to much research which regards "attitude" as a "predisposition to behavior," this investi- gation applied Guttman's definition of attitudes as a "delimited totality of behavior with respect to something." Hence verbalizations refer to different Levels of behavior and go beyond the usual stereotypic, comparative, abstract, and hypothetical Levels of most attitude scales to verbali- zations about affective experiences and concrete, overt behavior. If the relationship between verbal attitudes and overt behavior is ever to be further specified, it may well be 60 through a facet theory approach. The inclusion of Level 6--actual self reported behavior--in the ABS-MR, for example, provides the opportunity to predict and analyze which of the other five Levels correlate highest with this "actual behavior" level. Whether the subject's reported behavior would differ if he were expressing his views privately rather than "publicly" on a questionnaire is largely unascertainable. Attempts to assure his anonymity, however, were made to account for this possibility. Table 9 shows the intercorrelation matrices "between the six Levels" for the three sample groups employed in the standardization study. It will be noted that for the two MSU samples, Level 5, "personal feelings," showed the highest correlation with Level 6, as predicted by facet theory and Guttman's (1959) contiguity hypothesis. For the Belize sample, the highest correlation obtained for Level 6 was with Level 4--"personal hypothetical behavior." In general support of the facet theory approach, it would appear from these results that what an individual says he "would" do and what he "feels" toward the retarded are better predictors of his behavior than what he thinks "should" be done. It will be noted too that the obtained correlation matrices for the three groups form approximate simplexes as predicted by joint struction facet theory and the contiguity hypothesis--which states that the correlations between Levels should decrease in relation to the number of .posHHuocss mum msHHocuo onmEHm sH mHmmHo>mm 61 III .mHu mm. mH. .mHa HH. 0 III mm. mH. mo. Ho. Ho. 0 III Hm. mH. «ma mo. Ho. 0 III .Hma mH. .mma HH. m III mm. mH. MHH. HH. m III em. mmq HH. so. m III mm. mm. Hm. H III mm. Hm. NHH H III we. .MHH OH. H III mm. HHH m III .qu mo. m III em. HH. m III mm. m III H4. m III mm. m III H III H III H o m w m N H Hm>mH @ m v m N H Hm>mH m m v m N H Hm>mH ANNmuzv mumcomoe mNHHom Ammmuzv musopsum CON am am: Ammnzv mucocsum mumspmuw sz .szmmm Ho>mH me or» so mmsouo soHHMNHmuspsmum How soHuosuum ucHOh Ho mooHHumz soHHMHoHHOOII.m Names 62 steps that two Levels are removed from each other--thus providing some additional support for the contiguity hypo- thesis. There were three reversals from the hypothesized ordering for the MSU graduate students, four for the MSU sophomores, and five for the Belize teachers. Kaiser (1962) has suggested a procedure for testing a simplex approxima- tion and this procedure, along with its application to the present data, are described in Chapter IV. To return to the general concept of validity, Anastasi (1961) has pointed out that many attitude studies are conducted for the stated purpose of systematically exploring verbally reported attitudes. Often the criterion itself consists of verbally expressed attitudes. But what too often happens is that the content validity is superfi- cially based upon a cursory examination and classification of tOpics to be covered. It would appear that the method of selecting item content on a systematic basis through the use of facet theory and a mapping sentence, as was done in the case of the ABS-MR, is far superior to previous methods in assuring that a representative sample of the desired behavior domains is selected. Through this method, it becomes a relatively simple matter to plot out the elements and facets one wishes to include and to construct scale items to meet this criterion, thus assuring that all desired elements are represented. One final way in which attitude scales are sometimes validated is through the use of contrasted groups as a 63 special instance of concurrent validation. In concurrent validation procedures generally, the relationship between test scores and indices of criterion status obtained at approximately the same time is examined. With the method of contrasted groups, the reasoning is that the groups have gradually become differentiated through the multiple demands of daily living in some important way with respect to the criterion in question (Anastasi, 1961). As previously stated, the standardization groups were chosen on the basis of a presumed difference in age, education, knowledge and experience regarding retardation, and cultural orientation. In particular, it was assumed that the special education-rehabilitation graduate students (Special Education Rehabilitation Personnel) would have more favorable attitudes toward mental retardation than the education sophomores (ED 200) and the Belize teachers, and, if such a difference were reflected on the ABS-MR, this could be interpreted as providing concurrent validation data for the instrument. Table 10 shows the content and intensity mean scores and analysis of variance results for the three sample groups (also broken down into total male and total female groups), as well as for the independent variables (variables 15 through 36 in this table) to be described in a subsequent section of this chapter. Examination of Table 10 reveals that the Special Education Rehabilitation Personnel group did in fact obtain 64 o6... .rlllla 3.2.»... noun». .09—IQ!!- Jouuuunu Ina—0‘0 Jo...- _ Eu 0. uni-Ola... count-«o. .ocI-I on... no... .93.: :00 .23.... .3... .93. o. .n .3. not... 2.3.... .33.... o. 3:35... .22.... .9... .Calon .23..- .o..3nvo 0.1.9. SJ... .uoo .noucoou al=uono #0.. 330'...‘ .no.vtuuqualll. II Inuiuloo ~I.¢Ot0 I. 0.003.. nuII‘Oun .I.u.lu .2.-. .3..- 3... .3 I. 3:. 3.... 3. £2.25. 6.7.3....- .30... 3.3. .33... 3...... . II...— .A. .I. a... I.. I.. I I.- I.. I. 2.. 2.. I I. Id I o... .... a. I... I .I I I; a... 8.. I o... o... a. 8.. I; 3. II. 5.. 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This finding highlights the utility of the facet approach to attitude construction; i.e., from looking only at the total scores for these two groups it would appear that the Belize teachers had more positive attitudes toward retardation, contrary to expectation, than students studying to be professionals in the area of handicapping conditions. What would be over- looked in the ordinary analysis, and what is illuminated by the facet approach, is that these more positive attitudes are reflected only in the more abstract "stereotypic" and "normative" Levels 1 and 2 and that the Belize group actually scored significantly more poorly on the more personal "hypo- thetical personal behavior" and "actual personal behavior" Levels 4 and 6 of the ABS—MR than did the Special Education Rehabilitation Personnel group. In general, it may be stated that the results cited in this section provide support for the content and concurrent 66 validity of the ABS-MR as well as for the utility and fruit- fulness of the facet approach to attitude scale construction. Reliability The procedure selected to estimate the reliability (actually lower bounds) of the ABS-MR was to obtain a measure of internal consistency for each individual scale level by computing a Kuder-Richardson type reliability coefficient for each scale Level. Hoyt (1967) has developed a formula for estimating test reliability based on analysis of vari- ance which gives precisely the same result as formula (20) described by Kuder and Richardson (1937). Hoyt's formula, allowing for a difference between the method of scoring the ABS-MR and the scoring method used in the Hoyt and Kuder and Richardson data, was programmed into the MSU computer and was used to estimate the reliability of the ABS-MR for the three standardization sample groups on each scale Level. Table 11 shows the reliability estimates obtained in this manner for each of the samples. Shaw and Wright (1967) have reported reliability estimates on a large number of various types of attitude scales and the figures shown in Table 11 for the ABS-MR compare favorably with the majority of those reported in their test; thus, the reliability of the ABS-MR would cer- tainly seem adequate for group research. In fact, the reliabilities shown for the ABS-MR in Table 11 compare quite favorably to those of many tests used for individual diagno- sis, evaluation, and selection described by Anastasi (1961). 67 TABLE ll.--Hoyt reliability coefficients for ABS-MR standardization groups. ABS-MR Scale Level Reliability Coefficients Group 1 2 3 4 5 6 88 MSU SER Students .74 .82 .64 .79 .85 .78 633 MSU ED 200 Students .73 .83 .69 .79 .71 .67 523 Belize Teachers .63 .75 .60 .79 .76 .76 It is interesting to note that the figures in Table 11 are uniformly lowest on Level 3. Apparently the sub- jects were less sure about how others should (i.e., right- wrong behavior) behave toward the retarded, which is tapped on this Level, than they were about how they themselves would behave, which is measured on Levels 4-6. Instrument Limitations For a number of reasons, among which may be counted the press of temporal commitments in several nations as well as the experimental nature of the task involved and the newness of the technique, which precluded falling back on established research for guidance, several alternative approaches to the ABS-MR scale development are readily apparent. Among these alternatives may be mentioned the following: failing to control for (a) response sets; (b) social desirability; (c) homogeneous lateral struction or item content on all Levels; (d) alternative combinations 68 of the facet elements; and (e) the effect of the order of scale administration on correlation matrices. Some of these possible shortcomings, especially the latter two, have since been dealt with by Maierle (1969). Each item in the ABS-MR was generally followed by (1) suggesting a negative evaluation, (2) a neutral evaluation, and (3) a positive position. Ideally, the questions and responses would have been worded so that the unfavorable, neutral, and favorable responses would have been randomly assigned to the three numbered alternatives. Thus ideally, the most favorable response on one question would be alter- native 1, while on another it would be alternative 3, and so on in a random fashion. Because of the press of time and logistical problems in cross-cultural organization of the data and computer programming, however, the responses were set up so that alternative 1 always represented the least favorable response, alternative 2 always represented a neutral position, while alternative 3 always constituted the most positive response. In such a schema there exists, needless to say, a real danger of error due to response sets, or the tendency of some of the subjects to answer all the questions in a similar fashion independent of the con- tent of the particular item. Analysis of the data however indicated this did not happen. Attitude scales of this type are also susceptible to the analagous pressure of social desirability influencing various responses. This problem has been discussed in the 69 section on validity and, as suggested in that section, the only way out of this dilemma with an instrument of this type appears to be through forced choice, guaranteeing the subjects complete anonymity. Whether or not his procedure represents an adequate solution to the problem, however, remains a moot question. It was also noted in the section on the development of the ABS-MR that the lateral struction or item con- tent Was not as well controlled as the joint struction or attitude Level. This was particularly true with regard to Level 5 which, as was previously noted, was not structured on the lateral dimension at all. Lateral struction was also relatively uncontrolled on the other Levels of the ABS-MR, which is to say that the various subscales or Levels include items of different content so that the same content does not necessarily appear on all Levels. Hamersma (1969), in a study of racial attitudes and Kaple (1971) in the study of drug addiction, employed an instrument based on Guttman facet theory in which the content of each attitude item is repeated across all six Levels or sub-scales, with the item being altered only to fit the structure (joint struction) of the different Levels. In this manner, the item content was held constant so that the attitude structure was more easily assessed than in the present research. It was also previously noted that multiplication of the two elements in each of the five joint struction facets yielded a possible 32 combinations or profiles of elements. 70 The six Levels of the ABS-MR scale were selected primarily through clinical judgment. Maierle (1969) has extended research in this area (Table 29, Appendix A) and found that of the 32 combinations which might be formed, only 12 were semantically consistent. Maierle found that varying numbers of these combinations belong to different Levels; that is if a Level is defined by the number of strong or weak ele- ments found in the attitude items of that Level, then one combination exists on Level 1 of the ABS-MR, three on Level 2, four on Level 3, two on Level 4, and one combination each on Levels 5 and 6. The violations of simplex orderings previously noted (Table 2) in the standardization data may have been due in part to the fact that four combinations are possible on Level 3, the Level on which most of the violations of simplex ordering have been found up to now (Jordan, 1971b). Another question related to simplex ordering which has been unanswered until Maierle's (1969) research has to do with the effect of the order of scale Level administration upon the resulting correlation matrix. In the present study, as in all of the previous research in this area, all of the data has been obtained from administration of various Level member sub-tests in the same order, i.e., all items of Level 1 have been presented first, all items of Level 2 presented second, and so forth. Maierle (1969) randomly varied the order of scale Level presentation of a new Guttman facet type attitude scale to a large group of subjects and found 71 that a better simplex approximation was obtained when corre- lations were plotted according to theoretical relationships than according to order of administration, thus lending further support to the theoretical assumptions involved;- 1 Independent Variables The instrument section labeled Personal Question- naire: MR operationalized a number of independent vari- ables which the review of the literature indicated to be determinants of attitudes toward mentally retarded persons. Many of the items in this questionnaire were used in the international study of attitudes toward physically disabled persons conducted by Jordan (1968) and all revisions in these items were made by that author. ‘VDemographic Variables A total of seven demographic items were included in the questionnaire which from a theoretical standpoint might correlate with, or predict, the criterion: sex, item 81 (241);1 age, item 82 (242); amount of education, item 87 (247); work experience in education, item 83 (243); marital status, item 83 (244); religious preference, item 85 (245); and perceived importance of an adherence to religion, item 86 (246) and 96 (247). 1References to items from Section II of the United States version of the ABS-MR will be followed by the Colombian designation for the same item enclosed in paren- theses. For explanation, see "Translation Revisions," p.74. 72 Change Orientation This set of six questions was adapted by Felty (1965) from Programa Interaméricano de Informacidn Popular in Costa Rica to measure attitudes toward change in the following areas: self change, item 88 (248) and 97 (257); child-rearing practices, item 89 (249); birth control, item 90 (250); automation, item 91 (251); and political leader- ship change, item 92 (252). Educational Aid and Planning Items were included in the questionnaire to measure opinions regarding government aid to education,item 93 (253) and item 94 (254),as well as to who should have responsibility for educational planning,item 95 (255). Contact with Handicapped Persons Questions 98 (258) through 106 (266) were designed to operationalize variables involved in personal contact between the reSpondents and handicapped persons. The items included are conceptually distinct. Item 98 (258) reports the category of handicap with which the respondent has had the most experience; item 99 (259) reports the kind of relationship experienced; item 100 (260) the frequency of contact; item 101 (261) the ease with which the contact might have been avoided; items 102 (262) and 103 (263) the extent to which the respondent gained materially by the contact; while item 104 (264) indicates the availability of alternatives to working with the handicapped. Items 105 73 (265) and 106 (266) were designed to measure respectively (a) the amount of contact; and (b) the amount of enjoyment experienced in contrast with mentally retarded persons only. Efficacy Attitude item 107, 109, 111, 113, 115, 117, 119, 121, and 123 (267, 269, 271, 273, 275, 277, 279, 281, and 283) which appear in the questionnaire (Appendix C) under the heading "Life Situations,‘ were adapted from a Guttman scale reported by Wolf (1967). Measures of intensity, or answer "certainty," i.e., items 108, 110, 112, 114, 116, 118, 120, 122, and 124 (268, 270, 272, 274, 276, 278, 280, 282, 284) were added to the original items evolved by Wolf. In addi- tion, four levels of intensity of agreement-disagreement with the items replace the original "agree-disagree" dicho- tomy used by Wolf (1967). This scale was designed to measure attitudes toward man and his environment and attempts to determine the respondent's view of this relationship. The continuum underlying this scale ranged from a view that man is at the mercy of his environment and could only hope to secure some measure of adjustment to forces outside of himself, to a view that man could gain complete mastery of his physi- cal and social environment and use it for his own purpose (Wolf, 1967, p. 113). Jordan termed this variable "Efficacy," since the scale purports to measure attitudes toward man's effectiveness in the face of his natural and social environment. 74 Knowledge About Mental Retardation A sixteen item knowledge scale on mental retardation, items 125 (285) through 140 (300), was extracted from the larger General Information Inventory of Haring, Stern, and Cruickshank (1958) by Jordan (1969). These sixteen items were selected because they were specifically designed to measure the amount of factual knowledge possessed by the respondent regarding various aspects of mental retardation. Translation Revisions A number of changes were introduced in the Colombian version of the ABS-MR necessitated by differences in cul- tural conditions or required to achieve a more natural Spanish expression. A discussion of the latter, involving phraseology and sylistics, is omitted since a degree of Spanish fluency would be prerequisite. For more detailed examination, the United States and Colombian versions are included in Appendices C and E. It should be noted that the numbering of items in the Colombian questionnaire is con- tinuous (l to 300) in contrast to that of the United States which is divided into two sections and numbered as follows: Section I, 1 to 160 and Section II, 1 to 140. In the United States responses were recorded on standardized answer sheets and scored mechanically; in Colombia, responses were recorded directly on the questionnaires and scored by hand. As previously indicated, items from Section II in the United States' version will be cited first followed by the Colombian designation enclosed in parentheses, e.g., 1 (161). 75 Two items were altered to conform to the Colombian educational and political system. Since a given locality does not 3932 for school taxes, item 71, Section II (231) was changed from "Voted for extra taxes for their education" to "Supported" (the issue of) "extra taxes for their educa- tion." In item 93, Section II (253) "departmental" was substituted for "local" in the phrase "more local government income should be used for education" since the department (equivalent to "state") is the governmental unit which is directly responsible for maintaining the school system in Colombia. A fifth response was added to the Colombian version in item 95, Section II (255), dealing with educational plan- ning, since the United States' version lacked the option of joint church and state undertakings as is the case in Colombia. Extra options were added to items 84, Section II (244) and 87, Section II (247) dealing with demographic categories, and two extra options were added to items 98, Section II (258) regarding categories of handicap contact experienced. One translation error occurred in item 126, Section II (286) in which "occupational training" was erroneously rendered as "educational training." In item 128, Section II (288) ("Normal children reject mentally retarded children because:"), the translation for response 4 was especially difficult because of the English idiom in "they do not 76 'catch on'.' The idiom was approximated with "they do not learn with ease." Since response 1 of the same item was "of their poor learning ability," the distinction between responses 1 and 4 was less notable in Spanish than in English. This translation problem suggests that idioms be avoided if at all possible in questionnaire construction intended for cross-cultural use. Two items, 49 and 85 (Section I), dealing with retarded children staying overnight in homes of normal children, were left intact despite serious consideration to substitute equivalent alternatives. It is not usual for Colombian children in general to stay overnight in homes other than their own. The United States' concept was not replaced, however, since future cross-cultural comparisons of data would be expected to reflect such a cultural dif- ference--one of the major objectives in the use of the ABS -MR. CHAPTER IV SAMPLE, HYPOTHESES, AND ANALYSIS PROCEDURES Colombia was selected because its level of economic development, modernization, and cultural orientation was expected to allow for significant comparisons with other nations included in the comprehensive international study. The cross-cultural intent of the larger study required that the same groups in the various nations be sampled: regular school teachers (primary and secondary), special education and rehabilitation personnel, parents of the mentally retarded, and employers or managers. Analysis procedures were chosen to test relationships specified in the hypotheses. Sample Under the sponsorship of the Department of Psychology, University of Valle, Cali, Colombia, the ABS-MR was admin- istered to the following groups: (a) 191 regular primary school teachers, (b) 214 regular secondary school teachers, (c) 103 parents of the mentally retarded, and (d) 37 special education and rehabilitation personnel. Regular Primary School Teachers With the approval and assistance of the elementary education administration, the ABS-MR was administered to 77 78 primary teachers and principals who assembled at Gran Colombia Elementary School in Cali on two occasions, June 1 and June 15, 1968, for in-service meetings. Several members of this sample designated themselves as principals. No effort was made to treat the principals as a separate group, however, because their duties generally included classroom teaching; moreover, higher qualifications or specialized training is not required for principal placement as in the United States. The sample obtained comprised one-seventh of the universe of the primary educators employed in the seven urban zones of Cali.l A greater portion of the sample were employed in Zone 1 schools which included a broad range of social class categories. Regular Secondary School Teachers (214) With the cooperation of the Office of Education of Secondary Education of the Department of Valle, regularly secondary school teachers were asembled at Santa Librada High School in Cali on June 6, 1968. Thirteen secondary principals were included in the sample. They have not been treated separately in this study for the reasons previously noted. 1Educacién primaria oficial del Departamento del Valle del Cauca. Ands lectivos 1966-1967, 196741968. Instituto de InvestigaEién y Planeacién EducaciEnales, Universidad del Valle, Cali, Colombia. 79 The sample obtained comprised approximately one-half the universe of the public secondary educators employed full-time in Cali; with part-time teachers included, the sample would comprise one—third. Parents of the Mentally Retarded (103) In the 1960's "grass root" associations of parents of the mentally retarded developed in the larger cities throughout Colombia. Ninety-one subjects in this sample were members of two associations: Instituto Tobias Emanuel in Cali and ACONIR (Asociacién Colombiana Pro-Nifio Retardado Mental) in Bogota. The remaining 12 subjects were parents whose children were enrolled in a school for retardates in Cficuta. The sample is likely more representative of socially active and middle class parents. About 90 per cent of the parents were contacted at parent meetings or conferences. The schools affiliated with the various parent organizations do depend on some private support in the form of tuition or individual contributions. Moreover, wealthy families gen- erally send their retarded children abroad; the poor in Colombia usually fail to recognize or ignore the problem of mental retardation. The parent sample was obtained during June and July of 1968. Special Education and Rehabilitation Personnel (37) Twenty-three of this sample were teachers, teacher- aides, or principals at institutes for the mentally retarded. 80 The remainder were professionals who worked primarily with the retarded: pediatrists, psychiatrists, psychological counselors, social workers, and a neurologist, dentist, and psychologist. These professionals from ACONIR, Bogota; from the University of Quindié, Armenia; from University Hospital and the University of Valle, Cali; and from institutes for the mentally retarded in Cali and Cficuta completed the ABS-MR. Since schools, as well as institutes for the men- tally retarded, close during the summer months in many departments in Colombia, Special Education Rehabilitation Personnel in Barranquilla, Medillin, Pereira, and Manizales could not be contacted. The present sample, however, is not as limited in size as it would first appear since the number of professionals specialized in mental retardation is very limited in Colombia. gaMajor Research Hypotheses Three principal kinds of relationships were examined to test the major research hypotheses: (a) correlational patterns between the six attitude Levels of the ABS-MR, (b) analysis of both content and intensity of response on the six Levels, and (c) correlations among 29 independent variables and the six ABS-MR Levels. Original Hypotheses The major research hypotheses originated from Jordan's (1968) research on attitudes toward education and N physically disabled persons in eleven nations. These 81 hypotheses were based on previous research and theoretical considerations, particularly that four classes of variables are significant determinants of attitudes: (a) demographic factors; (b) value orientation; (c) contact factors; and (d) the knowledge factor. Although a number of Jordan's hypotheses were supported, he felt his results would be more substantial with an instrument capable of tapping a given attitude universe more accurately and uniformly. Jordan's criterion instruments in the 1968 study tapped only one Level (stereotypic) of what later was recognized as a six-Level attitude universe. The following hypotheses are adaptations, therefore, which stem from the eleven nation study and subsequent related research carried out as part of the international project described in Chapter I. With more SOphisticated instrumentation the hypotheses are expected to reveal more clearly the relationships between attitudes and the four classes of predictor variables. RelatinggAttitudes and Values H-l Persons who score high in efficacy1 will score high in positive attitudes toward the mentally retarded on each of the six Levels. lEfficacy is operationalized by the Life Situations' scale (Wolf, 1967) which measures man's sense oficontrol over his social and physical environment. 82 Relating Attitudes and Knowledge H-2 Persons who score high in knowledge about mental retardation will score high in positive attitudes toward the mentally retarded on each of the six Levels. Relating Attitudes and Contact H-3 High frequency of contact with mentally retarded persons will be associated with favorable attitudes toward the mentally retarded on each of the Levels of the ABS-MR if high frequency is concurrent with: T3) alternative rewarding oppor- tunities; (b) ease of avoidance of the contact; and (c) enjoyment of the contact. Relating Attitudes and Religiousity H-4 Persons who score high on stated impor- tance of religion will score low on positive attitudes toward the mentally retarded. H-5 XTPersons who score high on stated adherence to religion will score low on positive attitudes toward the mentally retarded. Relating Attitudes and Demographic Variables H-6 + Amount of education will be positively related to favorable attitudes toward the mentally retarded. H-7 +-Age will be positively related to favor- able attitudes toward the mentally retarded. H-8 xWomen will score higher on positive attitudes toward the mentally retarded than will men. Relating Attitudes and Change Orientation H-9 zCPersons who score high on change orienta- tion will score high on positive attitudes toward the mentally retarded. 83 Relating Attitudes to Opinions on Educational Aid and Planning H-lO Agreement with federal versus local government aid to education will be positively related to favorable atti- tudes toward the mentally retarded. H-ll Agreement with centralized government planning of education will be positively related to favorable attitudes toward the mentally retarded. Relating Attitudes and Group Membership H-12 The groups will assume the following order with respect to favorable atti- tudes toward the mentally retarded: parents of the mentally retarded > Special education and rehabilitation personnel > regular school teachers, primary > and regular school teachers, secondary. Relating Attitudes and Multidimensionality H-13 The ABS-MR Levels or attitude subuniverse will form a Guttman simplex for each of the sample groups. Analysis Procedures *? The Control Data Corporation Computers (CDC 3600 and 6500) at Michigan State University were used to analyze the data which has been als used for the larger comprehen- BLHI!" sive study described in Chapter I. Descriptive Statistics Two Frequency Column Count programs (Clark, 1964), designated as FCC-I and FCC-II were used to compile the fre- quency distribution for every item on the instrument. This procedure was found to be useful as a final precaution to 84 assure that the data fed into the computer for analysis was accurate. Correlational Statistics In the CDC MD-STAT program (Ruble, Keil, & Ball, 1966) a great amount of data can be employed in one analysis. Separate analyses can be done for the total group for any number of sub-groups or partitionings of the data. For each specified group, e.g., total, male, female, etc., a number of statistics can be requested. Those used for each par- titioning in this research were means and standard deviations for each variable and the matrix of simple correlations between all variables. Partial and multiple correlations are also outputs of the general multiple regression model used in the CDC program at Michigan State University (Ruble, Kiel & Rafter, 1969a); One advantage to the use of partial correlation is that a; number of variables which are assumed to have some relatign:- ship to a criterion, or dependent variable, can be examined simultaneously. Often when a series of Pearsonian product- momenterg are computed between a criterion and a set of variables considered to be predictors of the criterion it is possible to obtain spuriously based conclusions because predictor variables are themselves interrelated rather than directly predictive of the criterion. In a partial correla- tion solution to the problem these relationships among the predictor variables are considered in computing the 85 correlation of each variable with the criterion, i.e., the effects of all but one variable are held constant. The use of multiple regression analysis has been recommended by Ward (1962) because it "not only reduces the dangers in piecemeal research but also facilitates the investigation of broad problems never before considered 'researchable' (p. 206)." The multiple correlation pro- gram yields the following statistics: (a) the beta weights of all predictor variables; (b) a test of significance for each beta weight; (c) the partial correlations between each predictor and the criterion; and (d) the multiple correla- tion between the combined predictors and the criterion. Analysis of Variance Statistics The UNEQl routine (Ruble, Kiel & Rafter, 1967) was used to calculate the one-way analysis of variance statis- tics.~ This program is designed to handle unequal frequen- cies occurring in the various categories. A two-way analysis of variance design for unequal n;§_was used to analyze group-sex interaction (Ruble, Paul- son & Rafter, 1966). Since the samples were not equal in size or sex ration within groups, all E tests were based on coefficients represented by the adjusted means. The coefficients on which the adjusted means are based equalizes or accounts for the variance in the size of the group sam- ples. For convenience of computer programming the E statistic was used for testing of all mean differences even though differences between two means are usually treated 86 by the E statistic; results are the same for two means using either test (Edwards, 1966). While a significant overall E leads to rejection of the statistical hypothesis, it is not known whether every mean is significantly different from every other mean when three or more means are involved. Several multiple means tests have been proposed for determining the differences between treatment means (Winer, 1962). In this research the 3 test for group comparisons is the usual one with the ‘3 test used to test for differences between "adjusted means" or "pairs of groups" is equal to a two-tailed E test while also fully accounting for the other experimental factors. This procedure for testing for significance among multiple means is approximately equal to Duncan's Multiple Means Test (Edwards, 1966; Kramer, 1956) up to and including three treatment means. The procedure is somewhat more_ liberal than Duncan's when more than three means are included, thus increasing the likelihood of Type 1 error. The procedure also does not account for non-independence among the pair- of-treatment means. 87 Simplex Approximation Test Kaiser (1962) has suggested a procedure for testing a simplex approximation. Kaiser's approach may be seen as performing two functions: (a) the "sorting" and rearranging of all possible arrangements of adjacent pairs of correlation coefficients so as to generate the best empirically possible simplex approximation; and (b) the assignment of a descrip- tive statistic, g3, to the original and re-arranged matrices. The index 93 is a descriptive one, with a range of 0.00 to 1.00. A computer program was developed at Michigan State University which (a) re-ordered the obtained Level member correlations of each ABS-MR matrix by Kaiser's procedure to generate the "best" empirically possible simplex approxima- tion, and (b) calculated the Q3 for both the obtained and the empirically best ordering of each matrix. At the time the present research was completed an appropriate likelihood ratio for measuring goodness of fit was not available.' Mukherjee (1966) has suggested a method which appears appropriate for matrices of equally spaced correlations but neither the facet theory as originally postulated by Guttman (1959) nor the data obtained to date indicates that the matrices have equally spaced entries. Table 12 shows the matrices which evolved from the standardization study discussed in Chapter III. The top section of Table 12 shows the actually obtained matrices previously illustrated in Table 9 for the Michigan State 88 In: oH. Hm. mH. mo. nH. In: mm. mH. mo. vo. Ho. 0 an: Hm. MH. vo. mo. 00. III mm. mH. 0H. MH. In: mm. mH. NH. pH. In: vm. mo. mH. vo. In: mm. mm. Hm. In: mm. Hm. mH. nun mv. NH. 0H. mmUHuumz In: mm. HH. 1:: Hm. mo. In: vm. 5H. pmumpuo In: mm. III vv. III om. 0mm H No III wvm u No III who H No III 0 m v m m H o m v m m H m m v m m H III 0H. mm. mH. OH. MH. In: mm. mH. mo. vo. Ho. In: Hm. mH. 60. mo. 00. III Hm. mH. mo. 5H. nut mm. mH. NH. hH. nun vm. mo. mH. vo. III mm. mm. Hm. III mm. Hm. mH. III mv. NH. 0H. mmoHuumz . . HmchHuo nun mm. HH. In: Hm mo In: gm. pH. :1: mm. :1: vv. III om. . n 1:: m m. u 0 nu: m. u an mmm No v m vs No mumcomme mNHHmm mmm mucmpsum oom om sz mmw mucmpsum mmm mm: mm .mmsouo coHummeumpcmum you mzummd Ho>mq me so mooHuumz pwuwpuo paw HmchHuO How m.maII.NH mqmde 89 University graduate students in special education-rehabili- tation (SER), the Michigan State University education SOphomores (ED 200), and the Belize teachers, along with a value of Q3 for each matrix. The lower section of Table 12 shows the 93:5 for the same data as re-ordered by Kaiser's (1962) procedure. Examination of Table 12 indicates that the obtained matrices for the Special Education Rehabilitation personnel and ED 200 groups and the empirically "best" ordered matrices for these two groups were identical, with correspondingly identical 2: values. For the Belize group, Levels 5 and 6 are reversed in the obtained and best orderings but the increase in the Q: value seems minimal, i.e., from .858 to .859, as a result of this re-ordering. It will be noted that Kaiser's (1962) method of re-arranging the matrices leaves something to be desired in that it does not produce a perfect simplex criterion by which to compare obtained matrices since only adjacent pairs of correlations were re-ordered. Re-ordering of adja- cent pairs only means that all possible permutations of the data are not obtained. This is made quite clear in Table 13. It will be recalled that a perfect simplex exhi- bits the characteristics of (a) descending absolute corre- lation coefficients moving from top to bottom in the columns, and (b) ascending coefficients moving from left to right in the rows. Table 13 shows the "best" simplexes obtained by re-ordering the same data intuitively. 9O III mN. nH. mH. HH. oo. III HN. 5H. mo.- vo. Ho. 0 III HN. NH. mo. so. Ho. 0 III Hm. mH. mH. 0H. III NN. mH. NH. mo. m III «N. mH. mo. vo. m III Nm. HN. oH. III mm. mH. mH. v III Vm. mH. 0H. v mcHuwvuo III Nm. NN. III we. HN. m III we. nH. m m>HuH5ucH III mm. III mm. N III om. N mHmmHm>mm Hmpuo oz III mHmmum>wm Hmpuo 02 III H mHmmHm>wm prno oz III H o m v m N H o m v m N H o m g m N H III oH. Hm. mH. oo. 5H. III NN. mH. mo. vo. Ho. m III HN. mH. vo. mo. oo. o III Nm. mH. OH. MH. III mm. mH. NH. NH. m III vN. mo. mH. «O. m III mm. mN. HN. III mm. HN. mH. v III mv. NH. 0H. v maHumuuo III mm. HH. III HN. mo. m III em. pH. m HmoHuHmsm III NN. III we. N III om. N mafimhwkwmm HOUHO m Ill mHMmH0>mm HTUHO V II H mHmew>wm mevHO m III H mumnumme mNHHmm MNm mucmpsum OON om sz mmw mucmwsum mmm DmS mm .mmsouw coHumquumpcmum Mom mmoHnumz szmmm smumsuo ssm>spflsucH can saamuauflmamII.MH mamas 91 At the time of research completion there was no test of significance available for g3. Hamersma (1969) accepted six order reversals as the maximum a 6 x 6 matrix could contain and still be accepted as approximating a simplex. He found that by this criterion, a Q: value of .60 was minimal and that preferably a value of .70 should be used to consider a matrix as approximating a simplex. Significance Level The .05 level was accepted as constituting significance beyond chance level for both correlational and analysis of variance statistics in the present research. Setting the acceptable level of significance at this level results in some danger, of course, in research of this type, which employs large samples and numerous variables, of mistaking spurious yet statistically signficant relation- ships and differences for meaningful ones. However, at the present stage of theory development, it was felt that this danger was more than offset by the cues and guides which might be provided future researchers in this area through statistically significant differences and relation- ships which might otherwise be overlooked at a more exact- ing level of significance. CHAPTER V RESULTS OF THE STUDY This chapter presents a statistical analysis of the data to confirm or disconfirm the research hypotheses stated in Chapter IV. Hypotheses 1, 2, 4, 5, 6, 7, 10, and 11 were analyzed using product-moment correlations. Hypotheses 3 and 9 were analyzed using multiple correlations. Hypotheses 8 and 12 required an analysis of variance already referred to in Chapter IV. The STATROUT (Ruble & Donaldson, 1969) item analysis program and the Q2 program yielded the results to test Hypothesis 13. The .05 level of statistical significance determined the acceptability of a hypothesis. Examination of the tables also provides considerable data beyond that needed for hypothesis-testing purposes. It will be noted throughout this chapter that the figures represented in the tables do not always agree exactly with the sample sizes presented in Table 15. This is due to computer procedures which drop subjects with incompletely filled out questionnaires. It should be pointed out also that computer procedures for the analysis 92 93 of variance treated missing items as valid observations which were included in the calculation of means, correla- tions, etc. This fact accounts for much of the discre- pancies evident among some tables. The effect of this computer procedure will be discussed again in Chapter VI. Because of the relatively large sample sizes involved, it was not felt that missing data constituted a serious prob- lem and all statistics are based on the N's reported in the tables. That larger correlations sometimes appear for the total sample than for the individual interest group samples may be attributed to the homogeneity within and differences between groups with regard to the predictor variables in these instances. ABS-MR Reliability and Validity Table 14 contains the reliability figures determined by the Hoyt analysis of variance method. Reliability sam- ples ranged from .22 to .49. Validity of the ABS-MR was assessed by the "known group" method and by the results of the simplex test as indicated in Table 14. Relating Attitudes and Efficacy H-l Persons who score high in efficacy will score high in positive attitudes toward the mentally retarded on each of the six Levels. In general, there were no significant correlations between efficacy (one's sense of control over the environment) 94 TABLE 14.--Reliability. Groups ABS-MR SER RST-E RST-S RST-C PMR Levels 1 .31 .33 .35 .33 .38 2 .28 .22 .26 .24 .25 3 .37 .27 .24 .26 .30 4 .49 .44 .45 .45 .42 5 .40 .42 .45 .43 .42 6 .37 .37 .40 .38 .42 TABLE 15.--Sample size and sex composition for the ABS-MR in Colombia. Group Males Females Total SER ll 25 37 RST-E 67 124 191 RST-S 104 108 214 PMR 40 62 103 Total 222 319 545* *Discrepancy of 4 due to incomplete questionnaire. 95 and favorable attitudes except in one instance: on Level 6 (personal action) for the special education and rehabilita- tion (SER) group (Table 16). SER and both groups of regular school teachers scored significantly higher in efficacy than did the parents of the mentally retarded. The same pattern held when it came to the certainty (intensity) of their responses, (Table 27). Of interest is that the parents of the men- tally retarded had the highest (but not significant) corre- lations among the four groups on the first five attitude Levels. Males scored higher in efficacy (content) than did females (Table 23). Hypothesis 1 was supported only on Level 6 for the SER group. Relating Attitudes and Knowledge H-2 Persons who score high in knowledge about mental retardation will score high in positive attitudes toward the mentally retarded on each of the six Levels of the ABS-MR. Regular secondary school teachers were the most knowledgeable group about mental retardation; they differed significantly from the parents of the mentally retarded who scored lowest in this area (Table 27). Significant corre- lations between positive attitudes and knowledge appeared for the regular secondary school teachers group on Levels 3 and 4 (moral evaluative and hypothetical) (Table 17). Hypothesis 2 was only supported in these two instances as 96 .mmmH H0 mo. um HGMUHMHcmHm« 0H mm vH mo mm 5H 0H mm 0H mo mm mH mo mm 5H mm mm HH mZm Nm MHN Ho mm MHN mo Hm mHN Ho mm MHN no mm MHN NOI mm MHN mo mlemm on omH NOI om omH vo mm oaH mo OH omH NH om omH mo Hm omH HOI mIBmm «mo mm mm mm mm mHI Hv mm «H HN mm HN mm mm mHI mm mm mOI mmm mHm 2 H mHm 2 H mHm z . H mHm_ z . H own 2 H mHm 2 H QSOHO o m v . ._. . Am. N H Hm>mH .MHQEOHOO :H HUMUHmmm pom szmmm map Ho mHm>mq me any smwzumo mHm>mH mocmonHcmHm pom .mGOHHMHmHHOO .mmNHm mHmEmmII.mH mqmde 97 .mmmH Ho mo. um HCOOHHHCOHO* om OOH OH ms OOH mo OO OOH NOI mv OOH OO no _OOH OH OO OOH 5H mzm NO NHN HO OH NHN OH *mOO NHN HN «vO NHN OH om NHN mo Ow NHN mO OIBmm OO OOH OH NO OOH «OI OO OOH NH NO OOH vO «mo OOH OH OO OOH HoI mIBmm mm mm OHI mm mm OO OO mm so «HO mm NOI OO mm ooI mm mm OHI mmm OHm 2 H mam z H OHm z . H mHm 2 H mHm 2 H mHm 2 H QSOHO O m w m N H Hm>mH .mHnsoHoo :H mommHgoax can szmms may mo mHm>mH me map smmzumn mHm>mH mocmonHomHm pom .msOHHMHmHHoo .mmNHm mHmEmmII.hH mqmde 98 well as for regular elementary school teachers (Level 2). In the case of special education and rehabilitation per- sonnel, the one significant correlation (on Level 3) was negative. Relating Attitudes and Values H-3 High frequency of contact with mentally retarded persons will be associated with favorable attitudes toward the mentally retarded on each of the Levels of the ABS-MR if high frequency is con- current with a) alternative rewarding opportunities, b) ease of avoidance of the contact, and c) enjoyment of the contact. Multiple correlations between the contact variables and the six Levels of the ABS—MR showed significant, posi- tive relationships with remarkable consistency for every group (Table 18). Analysis by sex and totals for all sub- jects showed significant multiple correlations throughout. Examination of the data in terms of individual contact variables revealed occasional, significant correlations, most of which were accounted for by the variable on enjoy- ment (one-half of the 12 significant correlations in the four groups). Examination of the data on the basis of groups revealed that regular secondary school teachers had half the significant correlations. On the basis of sex, females had twice as many significant correlations as did men. Analyzing the total results, the significant correla- tions occurred on the higher Levels of the ABS-MR (3 99 *Amoov mm *xmoov om «Amoco mm «Amov NH «Amov Om *xmoov em HHoo uHsz «ANOV mv AOOV OHI AVOV OOI AOOO «OI AHOV mo Ammv OHI ucmEOOOGm m2 AOOV OOI AOOV OOI AOOV Om AmOv HoI Ammv OHI AONV NNI ussosd mm «lacy sq- Aomv mm- “ONO NNI Amov mmI AOHV 4H Ammo mo m>HumcumuHm mm AHOV Oo ANHV om “Omv OHI Ammo NHI AHOV OH AOoV Om msooaH Mm Amvv OHI AONV ON AOOV mm AHNV hoI AOvV OHI *Amov hm mosmpHo>4 mm Ammo 4N Ammo HHI levy «HI AHmO mH AHNO.mN AONV HN- unsos4 WW Ammmv HmscomHmm GOHHMHHHHQMQOM pad GOHHmospm HMHommm ”QDOHU O m w m N. H. mHQMHHm> uomusoo me>mH Hm .mHnEOHou :H mmHanHm> unsucop pod mzrmmd may no mHm>mH x on» smmspoa mmHm>mH OOGMOHMHcmHm can mGOHHMHmHHoo mHmHuHSE can HMHuHmmII.OH Manda 100 «AHOH mm «*xmzv OH «Ixmzv OH «Amoco Hm «HHOO HN «HHov ON unoo uHsz vav OO HOOV no ANNV NH HHOV mo AOOV HOI AOHV mHI HomEMOOcm m2 AONV NH HOmV OOI HOOV OOI HOHV OHI HOMO OH AHOV OOI apnoea mm xOoO OHI HOOO Oo Home Ho AHHV OH AOmv OOI Home mo m>HumchuHm mm Hmhv OOI AOOV HO AOOV NOI HOOV NO AHOV no ANOV OH mEoosH Mm AmOv HO HOOV HOI vav OOI mev OHI HOOV NO AOOV mO mocmpHo>< mm ANOO mO HNOV mo AONV mHI HOOV OH HOOV OH Ahoy OH ucsoad WW AmZAV pmpHmumm OHHmusmz we» no mucmHmm «QSOHU O O O m N H mHQMHHm> nomucou mHm>QA. .pmacHusOOII.OH Manda 101 «AHOV Nm «AHOY OH «HHOV HN *HHOV NN «HHOV mm *Amov OH HHOU HHSE *HNOO NH AOOO OOI HONV mo «Amov OH «Hmov OH Home No newswoflcm OH AHHO No Have mo ANOO mo Away 00 Ammo Ho AONO No unsoEH mm AOOO mo HOMO so AOmV so AOOO OoI AOHV OH HOHO HHI m>HpmaHmuH< mm AOHV HH HNNO me Home No AOHV HH ANNV No AOHV NH msoocH Wm ANHO HHI HOOO OOI AHOO OOI ANHV OHI HONV OOI HHNO mo mocmoHo>H mm HHNO mo Ammo HOI AHNO mo AONO Oo HNHV NOI AOOV HoI pcsoEO WW HMIEmmV mHmuswEme .menommB Hooaom HmHsmmm "QDOHO O O O m N H anmHHm> Homucou mHm>mH .OmquunooII.OH mHmme 102 «HHOO NO «HHOV ON «AHov ON OHHov NN *HHov ON *Olmzv OH Huoo “Ha: «AHOV OH HONV OO «HHOV OH Hmmv HO Abmv OO Hmmv HO Homewohcm m2 *HHOV OH thv mO Ahmv OO «HHOV OH «HHOV NH HOOV HOI HCDOEO mm AONO NOI AOOV NH Home Ho AOHV OHI HNov OHI HNOV mo m>HumchpH< mm HOOV moI HOvV mo HHvV OOI HmOv OO HNOV NOI HOOV OO mEoocH Mm HNOV HO HNOV NO HOOV OO HHOV HO HOBO NOI HONV NO mosmpHo>¢ mm HONV OO HOOV NHI Anvv moI HNOV mOI HOOV NO HNOV HoI ucsosm WW HmIammv OHmpcoomm .mHmsommB Hooaom HOHsmmm "QDOHU O m v m N H mHQmHHm> Humanou mHm>mH .pmssHucooII.OH mnmda 3 0 l «HHOV Hv «HHOV ON «HHOV mu «HHOV ON «HHOV ON «HHOV OH HHOO uHsz «HOOOOO ON HOOV mo «AHOOV OH AOHV OO AHHV OO AHNV NOI usmfimoncm m2 «HOOV NH HNOV NO HNOV OO HOOV HO HOOV HO HONV HO us5084 mm «HOOO HHI HONV HO HONO no AOHV OOI HOBO NOI «HOOV NHI m>HumsHmHH¢ mm HNOO HO HOOV NH Anny NO HOOV HO HOOV moI HONV OO mEoocH Mm HHNO noI Hmnv NOI AOOV mo HOOV HoI HHOV OOI vav «O mocmpHo>< mm HOMO mO HOOV HOI Hwnv HOI «HOOV NH «HHOV OH «HNOV OH 925054 WW mmHmEmm "QSOHO O m w m N H mHQMHHm> Homusoo mHm>mH .pmscHucooII.OH mamma 104 *HHoO ow *HHOV 0N «HHOO NO *HHoV HN «AOOO OH «AHov OH uHoo uHsz «HHOV OH HOHV HHW «HmOOOV ON *HOOV OH HOHV OO HOOV OO usmEOOOGM m2 HNNV OO HHOV HO HOHV OH HOOV OH HOOV mO HOOV OHI unsoad mm AOOV OO HOOV OOI HOHV HHI HNHV OOI HOOV HO HNNV OO m>HumsHmuH¢ mm HOOV OO Hmnv NO Homv mO vav HOI HNOV OOI HOOV HoI mEoocH Mm HOvV mO HOOV NO HHHV OOI HOOV HHI HOOV OoI AHOV OO mosmpHo>¢ mm HNOV NH OAOOV OHI AOHV HHI Hmmv OOI HOHV OOI HOHV OoI u:50&¢ WW mmHmz "QDOHU O m v O N H mHQMHHm> uomusoo mHm>mH .pmscHHGOOII.OH mqmda 105 .OOGOOHchOHm oz«« ommmI—H .HO mo. Um Ugoflmflcmflmfi .mmmmnucmHmm CH mHm>mH mnemonwcmHmm «HHOO Om «AHOO ON «HHOO Om «HHOO OH «HHOO HH «HHOO NH Huoo uHsz «AOOOOO ON AOHO OO «HOOOOO HN «HNOO OH HOOO OO HNOO OOI pamsOoHcm m2 «HOOO OO HOOV HO ANHO NO HOHV OO HONV HO ANHO NOI unsoEO mm «AOOO OOI HOOO HO ANNO HO «HOOO OoI HNNV HoI AOHO OoI m>HpmaumuH¢ mm HOOO OO «HOOO OO ANOV OO HONO HO HNOO NoI AOHO OO msoocH mm HNOO NOI HHOO HO HOOO HO HONO OoI HOOO OOI “ONO OO mommOHo>< mm HHHO NO HONO OOI AHNO OoI HOHO OO HNNV OO HOOO OO unsosa WW mHmuoa O O O m N H mHanHm> Homucou mHm>mH .pmscHHGOOII.OH mqmda 106 through 6); also of the significant correlations, the enjoyment variable accounted for nearly half. Special education and rehabilitation personnel dis- tinguished themselves significantly from the other groups on five of the six contact variables (Table 27). Parents of the retarded were the next most significantly different group when it came to enjoyment and the opportunity to avoid contact. The parents of the mentally regarded group also indicated they had, by a significant amount, the least contact with the mentally retarded than the other groups. This anomaly is discussed in Chapter VI. The high correlation between contact and attitudes toward the handicapped (including the mentally retarded) on all Levels of the ABS-MR, supports Hypothesis 3; but since more than one-third of the partial correlations were nega- tive, the direction of the multiple correlations, which are based on both positive and negative partial correla- tions, are affected. RelatingAttitudes and Religiosity H-4 Persons who score high on stated impor- tance of religion will score low on positive attitudes toward the mentally retarded. No significant correlations were obtained between a belief in the importance of religion and attitudes toward the retarded (Table 19). Among the four groups, parents of the retarded did differ significantly in the.greater import given to religion (Table 27); but this difference was not 107 OH OO NO OH OO OO ON OO HH up OO OO OO OO OO OO OO OO m2m OO HHN OO HO HHN HO ON HHN OOI OO HHN OoI HO HHN HO OH HHN OO OIBmm ON OOH OO OO OOH NO NO OOH HO On OOH NO HH OOH HH OO OOH OHI mIBmm OO OO HO NO OO HOI NO OO OO ON OO ON OO OO OO OO OO OO mmm OHm 2 H mHm 2 H OHm 2 H OHm 2 H OHm 2 H OHm 2 H QSOHO O O H O N H Hm>mH .mHQEOHOU cH GOHOHHmH mo mosmuHanH on» can szmmd wsu mo me>mH me mnu smmzpmn me>mH mosmoHMHsOHm new .mcoHHMHmHHoo .mmNHw mHQEmmII.OH mqmda 108 reflected in Table 19 with any significant results. Hypo- thesis 4 was not confirmed. H-5 Persons who score high on stated adherence to religion will score low on positive attitudes toward the mentally retarded. Hypothesis 5 was tested by correlating the degree to which subjects reported their observance of the rules and regulations of their religion and the six Levels of the ABS-MR. Table 20 indicates only two significant correla- tions to support hypothesis 5: on Level 2 (normative) for parents of the retarded and on Level 3 (moral evaluative) for regular elementary school teachers. There were no sig- nigicant differences among the groups (Table 26).} Relating Attitudes and Demographic Variables H-6 Amount of education will be positively related to favorable attitudes toward the mentally retarded. Regular elementary school teachers were the only group to show significant correlations between education and attitude. Hypothesis 6 was supported on Levels 1, 3, and 6 (stereotypic, normative and personal action) (Table 21). Regular elementary school teachers differed signifi- cantly from each group in actual amount of education, having significantly less than special education and rehabilitation personnel and regular secondary school teachers, but signi- ficantly more than parents of the retarded (Table 27). 109 .mmmH Ho OO. um unmonHcmHm« HH OOH NO OH OOH NO NO ooH OH ON OOH OoI «HO OOH ON NO OOH OO mzm NH OHN OO OO OHN OOI OO OHN OO OH OHN OO OO OHN HH HN OHN OO mIBmm OO OOH OO OO OOH OOI HN OOH OOI *HO OOH OH HO OOH NOI ON OOH OO mIBmm OO OO NO HO OO HoI OO OO NO NH OO HH HO OO OH ON OO OHI mmm mHm 2 H OHm 2 H OHm 2. H mHm 2 H OHm 2 H OHm 2 H QSOHO O O H . O N H Hm>mH .MHQEOHOU sH GOHOHHmH 0H mosmHmnpm paw mZImmd may mo mHm>mH me may cmmzumn mHm>mH OOGMUHHHGOHO pom .meHHMHmHHOO .mmNHm mHQEMOII.ON mHm¢B llO .mmmH Ho OO. um HGMOHHHGOHO« HO HO OoI NO HO OO NO HO OH ON HO OOI OO HO HoI Om HO OO mZm OH OOH OOI OO OOH OOI OH OOH OHI OH OOH OH NO OOH OHI OO OOH HOI mIBmm «HO ONH OH OH ONH HH OH ONH HH *OO ONH OH HO ONH OO «NO ONH NH mIBmm HN HO NOI NO HO OO OO HO OH HO HO HO OO HO OOI NN HO OH mmm OHm 2 H OHm 2 H OHm 2 H OHm 2 H OHm 2 H mHm 2 H QSOHO O . O H m N H Hm>mH. .mHnEOHOU sH GOHumospm mo unseen paw mzlmmd mcu mo mHm>mH me mnu smm3pmn mHm>mH mUGOOHchOHm paw .mGOHHmHmHHOU .mmNHm meEmmII.HN mHmda 111 H-7 Age will be positively related to favorable attitudes toward the mentally retarded. Regular elementary school teachers were the youngest of all groups; they were significantly younger than regular secondary school teachers and parents of the mentally retarded, the latter being significantly the oldest of all (Table 27). Of interest, all correlations between age and favorable attitudes on the part of regular elementary school teachers were negative: including the one significant correlation on Level 4 (hypothetical) (Table 22). Hypothe- sis 7 was supported on Level 6 (personal action) for the two intermediate age groups: special education and rehabili- tation personnel and regular secondary school teachers. Hypothesis 7 was also supported by the finding that men were significantly older than women (at the .0005 level) and reSponded significantly more favorably toward the men- tally retarded on Levels 1, 2, 5, and 6 (stereotypic, norma- tive, feeling, and personal action) (Table 23). H-8 Women will score higher on positive attitudes toward the mentally retarded than will men. Hypothesis 8 was not supported. The reverse of what was predicted was true on all Levels of the ABS—MR in respect to content, and on five Levels in respect to intensity (Table 22). Significantly higher scores appeared for Colombian males on Levels 1, 2, 5, and 6 (stereotypic, normative, feeling and personal action) of the content 112 .mmmH Ho OO. pm ucmoHOHaOHO« ON NOH HH HO NOH OO HN NOH NH NO NOH NO NN NOH OO OO NOH HOI mzm «OOO OHN OH HO OHN HO HO OHN HoI OO OHN HoI ON OHN OO NH OHN OO OIBmm OO OOH OOI NH OOH OHI *HO OOH OHI OO OOH HoI OH OOH OOI OH OOH OOI mIBmm «OOO OO OO OO OO HO OO OO ON NH OO NN OO OO OO ON OO NO mmm OHm 2 H OHm 2 H OHm 2 H OHm 2 H OHm 2 H OHm 2 H QSOHO O O H O N H Hm>mH .mHQEOHoo cH mom was szOmH mnu mo mHm>mH me may cmmzumb mHm>mH OOCOOHOHGOHm paw ~mHOHHMHmHHoo .mmNHm meEmmII.NN MHmH Om OH 1 HO. OO. OO.H OO.H Ham Om OH ON. OO. OO.O OO.N Hzocx Oz NH x NO. NOO. OH.ON OH.ON OOH OOO OH A O A z OHO. NO.O OO.ON NO.ON Ocoo OOO OH O O A z OOOO. OO.OH ON.NO OO.OO coHOoO OH O HO. OH. OO.OO OH.OO OOHHmmO NH 1 OO. ON. N0.00 NO.OO OmOOoOOO HH m O. OO. ON. NO.OO OH.HO >O Hmuoz OH O. “O OO. NO. OO.HO ON.HO m>HOmeHoz O a 1. NH. HO.N OO.HO OO.HO OOOomHmOO O .A m p O A z OOOO. ON.ON O0.00 HO.OO aOHOoH O a a O A z HOO. OH.HH NO.OO NN.HH OcHHmmO O m O. OH. ON.H ON.OH ON.OH OmeuomNm H a a HH. OO. OO.OH ON.OH >m Hmuoz O u TI O A 2 HO. OH.H OH.OH OO.OO m>HOOEHoz N a O A z OOOO. ON.OH ON.HO OO.NO OOuomHmOO H :oHuomHHa .OHO m HNNNIzO HOHOIzO mHanHm> OOOO mHmz mHmEmm .MHQEOHOU sH szmmd map so mmHmE paw mmHmEmm cwm3umn mHm>mH OUQOOHOHGOHO can .OOHumHuwuw m .msmszI.ON mqmde 114 .HGOEGOHHNVCO HO>O HOHHGOU MO mmemll%UMOmem "OSHM> fl >¥ HN. OO.H O0.0 NH.H OcamHO OO OHM OOO. OO.O O0.0 OO.O OOH Omm OO mmw HO. OO. OO.O NH.O OOH HOUOH HO O ON. OO.H NO.N OO.N OOH mHsm OO O HO. OH.O OO.N .OO.N OOH Hom NO a. OH. HO. OH.O HN.O c.sousH HO u 3 HO. HN.O OO.O ON.O o OOHHO OO MOW ON. OO. NN.O HN.O m OHHgo ON ”Hm NO. ON.O NO.N OO.N no OHmO ON m.u OO. OO. OO.N NO.N HOOO Hmm NN O OO. OH.O O0.0 ON.O OsH Ham ON O HO. OO. ON.O OH.O , OEH cm ON .m OOOO. H0.0H OO.N OO.N oOO ON a 115 variables. Regarding personal action (Level 6) men were significantly more certain (intensity) of their responses. Relating Attitudes and Change Orientation H-9 Persons who score high on change orientation will score high on positive attitudes toward the mentally retarded. Multiple correlations between change orientation and each of the six Levels of the ABS—MR were consistently significant; only three multiple correlatons were not sig- nificant (Table 24). The change orientation questions dealt with self change, child rearing, birth control, auto- mation, political leadership, and rule adherence. An examination of the partial correlations for each of these questions presents a random pattern of significant results in the various groups and in the comparisons between females and males. Among the four groups, there were three signi- ficant partial correlations on birth control, but these were all negative. The two significant correlations on child rearing practices were likewise negatively correlated. There were three positive partial correlations on the vari- able for self change: two on Level 2 (normative) and one on Level 4 (hypothetical). An analysis by sex reveals all significant partial correlations on birth control were negative. An examination of the results by Levels indicates a fairly even distribution of significant partial correlations 116 OHNOV HH «ANOV OH «HOOV OO «ANOV OO «HOOV NO «AOOV OO HHOU uHsz “HOV OH AHNO HN- AOOO ONI “HOV NO- HNHO OHI ANOO OOI HOOO mHsm HOHO ON ANNO NNI HOOO OOI HONO NNI “ONO NO HHOO ON- OOHOH Hmm AOHO ONI A.HO OO- HOOO HH ANNO HN- AOOO NO HONO NO c.OOEOOmm HNOO ON HOOO NHI AOOO NoI HNHO OH AOHO OHI ANOO NO Ocoo nuwm HONO OO AOOO OO HOOO OO “ONO ON “ONO OO HNHO NNI Ocum OHHmw HHOO OH ANHO OH AONO NNI ANOO NOI HOHO OH AHHO OH mOno OHmO mm Hmmmv HOfiCOmHmm GOHHMHHHHngmm paw coHHMUSUm HOHommm "QSOHO O O H O N H mmDHm> COHumusmHHo me>mH mmsmso .OHHEOHOO aH mmsHm> cOHumucmHHo mmcmno paw szmmfl may no mHm>mH me 03H cmm3umn mmHm>mH wosmoHOHsOHm paw msoHHMHmHHoo mHmHHHSE paw HMHHHmmII.HN mquB 117 *AOOOO ON «HHOO ON OHNOO NN «AOOOO NN «AOOOO OO «AOOOO ON HHoo OHsz AOOO OHI AOOO OH AOOO OO HHOO HOI AONO OO AHOO OO HOOH mHsm HNOO OO AOOO OO “HOV OO ANOO NOI ANOO OO AONO OOI OOHOH Hmm AOOO OOI ANHO NoI AHNO HO “ONO NH HOHO NH AOHO HH c.OOeoOmm AHNO NHI AOHO OOI AONO OO «HOOO HNI AOOO OOI «AHOO HNI Ocoo OOMM AOOO OO AONO NHI AOOO OOI HOHO HHI AOHO NHI ANOO NOI OaHm OHHmm HOOO HOI AOHO OH ANOO OH ANOO NO OAHOO HN AONO OH mmao OHWW Hmzmv meHmumm OHHmusmz 03H mo mHsmHmm “QDOHO O O H. O N H mmsHm> HOHumucmHHo mHm>mH mOcmsu .UmDGHusooII.HN mamfia 118 «AHOO OH OAOOO OH OHHOO NN OAHOO HN «HHOO NN OAHOO NN HHoo OHsz AHHO HH HOOO HH «AHOO OH ANOO HO- HONO OO AONO NO . HHOH mHsm AHOO HO ANNO OO- HHNO NO HOHO HH *HHOO OH «AOOO OH OOHOH Hmw AHHO OO AOOO OO AONO OO- OHOOO OH HOOO HO AONO OO c.Omeoumm HHHO HH- HOOO NO- OHHOO OHI HNOO HO AHOO NO- ANOO OO Ocoo numm AOOO OO AHNO OO AOHO NH AHHO OO HHNO NO- HNHO OO Och OHHmw HNOO NO- HOOO HO HHOO OO AHHO OO- HOOO OO- AOOO NO- mOzo OHWW HMIBmmV NHmusmEmHm .mHmaommB Hoonom HMHsmmm "QSOHO O O H O N H mmsHm> COHumusmHHo mHm>mH mmsmnu .OmscHOcoo-I.HN HHOHH 119 *Omzv OH HHHOO NN «HHOO ON «HHOO ON «HHOO HN «HHOO HN HHoo OHsz HOHV OOI HNOV OO HOOV OH AOOV HOI HONV OOI HNOV NO anm mHsm HNNV OOI HOHV OOI “NOV OOI HHNV OO HOOV OO AOHV HHI anUH HMM HOOV OO HOHV HHI «AHOV OHI HOHV OoI HONV NOI HHNV OO c.umEouMm HHOV HOI HOOV OO HOOV OO «HHOOV ON HHNV NO HOOV OO HGOU guwm HHOO HO «AHOO HH- AOOO OH AHNO OO- AHOO HO- OHNOO NH- Och OHHmm HOHO OO HOHV OO OHNOO NH AOOV OH «HHOV OH HOOV HO mono OHWW AmIemmv NHmpcoomm .mecommB Hoonom HmHsmmm "QDOHO O O H O N H mmSHm> COHumucmHHo mHm>mH mmcmnu .pmssHHCOOII.HN mHm49 120 «HHOO HOHV HOOV HHNO «HNOO HNOO HNOO OH OOI HHI NO OHI HOI HoI «OAOZV OH AOHO AONO AHOO ANNO AOHO AHOV HO OOI «HOOO HOOV ANNO AONV HNOO HOOO AOOO OH «HHOV HOOV HOOO «HNOV HNHV AHNV HONV HN OOI OO OH OO Nol NO «AHOO AHHO HNOO ANHO AOOO HOOO «HNOV «AHOV HONV HOOV «HHOV AHOV HHOV HOOO OO HH HOI HHoo OHsz HOOH mHsm OO OOHOH Hom NO :.umEousm HO Ocoo OOOO OO Onum OHOO _ON mOgo OHmO ON mmHmEmm mHm>mH mmsHm> :oHumusmHHo mmcmzu .OmscHOcoo-.HN OHOHH 121 «AOOO NH OAHOO ON «AHOO NN *«Hmzv NO OHHOO HN OHOOO OH HHoo uHsz AOHO OO- HHNO OO AOHO HH HOHO OO- AONO OO- AOOO HO- HOOH mHsm HNHO OO AOOO OO- AHOO NO- AONO NO ANHO HH HHOO HO- OOHOH Hmw HOOO NO- HOHO HH- ANOO NO- HHOO HO- AHHO OOI ANNV OO c.uanumm ANHO OO- AOHO OO- «AHOV NH- AOOO HO OAOOO OHI AOOO OO- Ocoo Ouwm HOHO OO OHOOO OH- AONO NO HOOO HO AONO OO- HOHO OH- Ocum OHmm AONO NO- AHNO NO AOOO HO HNOO NO- HOOO OO HONO OO- mOgo OHmO mm mmHmz O O H O N H OmsHm> COHumusmHHO mHm>0H mmsmno .OmscHOcoo-.HN OHOHN 122 .Hm>mH OO um mosmoHOHcOHm ozHH mmmH Ho OO. um HGOOHOHHOHOH .mmmmsucmem CH mHm>mH GOGOOHMHGOHOO «HHOO OO OHHOO ON «HHOO OH «AHOO HH OAHOO OH «HHOO OH HHoo OHsz *AOOOOO HN HHHO OO AONO OO HOHO OO- “ONO NOI HOOO NO HHOH mHsm *AHOO OO AHOO HO HNOO HO- HOHO OO OANOO OH AOOO OO OOHOH Hmm OHHOO OO- HONO HO AHHO HO- AONO OO ANOO NO OAHOO HH a.um50pmm AOHO OO OAOOO OO OAOOO OO- HOOO HO ANHO NO- ANHO NO- Ocoo npwm HNOO NOI AHOO HO AONO HO AOOO HO- AONO OO- ANHO OO- OOHO OHHmm HHHO NO AONO OO- OAOOO OO AOOO HO OHOOO OO AOOO HO OOOO OHWW mHMHOB O O H O N H mmsHm> COHumusmHHo mHm>mH mmsmao .UmssHHcooII.HN mHmmH .coHumospm 0H OHM HcmECHm>om HOHmme pcm HmooH QHHB uswEmeOm paw szOm< on» O0 mHm>mH me may cwmzuwb mHm>mH wocmoHOHCOHm paw .mcoHumHmHHoo .mmNHm wHQEmmII.ON mqmde 126 In no other group did a pattern emerge as strongly as with the parents of the mentally retarded in which positive correlations were found on Levels 1, 2, and 4 (stereotypic, normative, and hypothetical). The parents of the mentally retarded group, who generally indicated the most favorable attitudes toward the mentally retarded (Table 27), had six out of nine significant correlations appearing in Table 25. The remaining three significant correlations appeared in the group of regular secondary school teachers, but in two cases the correlations were negative. Table 27 indicates that although parents of the mentally retarded were in agreement with aid to education, the degree of their endorsement was significantly less than the other groups. Males scored significantly higher on federal aid to education than did females (Table 23). Hypothesis 10 was supported on Levels 1, 2, and 4 by the parents of the mentally retarded group, and federal aid to education was also supported by the regular secon- dary school teachers group on Level 6 (personal action). H—ll Agreement with centralized government planning of education will be posi- tively related to favorable attitudes toward the mentally retarded. There were no significant correlatiOns between agreement with centralized government.planning of education and favorable attitudes toward the mentally retarded. All groups obtained a mean and standard deviation which sug- gests that the majority of respondents endorsed national planning or joint Church and national government planning 127 ON OO NHI OO OO OO ON OO OO OO OO HoI OH OO OO HO OO OO m2m OO NON OH NH NON OO NN NON OO HH NON OO NH NON HH ON NON OO mIBmm HH NOH HHI OO NOH HoI ON NOH Nol HO NOH HoI HH NOH OOI NO NOH NoI mIBmm OO ON HHI ON ON OOI NN ON ONI HO ON OoI HH ON OH ON ON NO mmm OHm 2 H OHm 2 H OHm 2 H mHm 2 H mHm 2 H OHm 2 H QDOHO O O H O N H Hm>mH .coHHMUSUO O0 OchcmHm ucmEsHm>om OmNHHmHucmo aqu HcmammHOm ppm szmm« may Ho mHm>mH me may cmwzpme mHm>mH mosmoHOHsOHm pom .mcoHHMHwHHoo .mmnHm mHmemII.ON mHmda 128 of education. The latter option was added to the Colombian version of the ABS—MR; its effect will be discussed in Chapter VI. Hypothesis 11 was not supported. Relating Attitudes and Group Membership H-12 The groups will assume the following order with respect to favorable attitudes toward the mentally retarded: parents of the mentally retarded, special education and rehabilitation personnel, regular elemen- tary school teachers, and regular secondary school teachers. Parents of the mentally retarded revealed the most favorable attitudes, followed by special education and rehabilitation personnel, regular elementary school teachers, and regular secondary school teachers (Table 27). The total correlational significance for the content vari- ables was at the .0005 level. Group differences were sig- nificant on all Levels except on Level 3 (moral evaluative), although parents of the mentally retarded obtained a signi- ficantly more positive score than did regular elementary school teachers. Parents of the mentally retarded also indicated more significant, favorable attitudes on Levels 1, 2, and 6 (stereotypic, normative, and personal action). On Level 4 (hypothetical) special education and rehabilita— tion personnel obtained the most significant positive score; on Level 5 (feeling) special education and rehabilitation personnel obtained the highest score, but it was not signi- ficantly higher than that of the parents of the mentally retarded group. Of interest is that on the lower end of the 129 continuum (Levels 1 and 2), special education and rehabili- tation personnel indicated the least favorable attitudes.i Regular school teachers, both elementary and secondary, generally showed less favorable attitudes toward the men- tally retarded throughout the six Levels. On the intensity variables, parents of the mentally retarded were the least certain of their responses, followed by regular elementary school teachers, regular secondary school teachers, and special education and rehabilitation personnel, who were the most certain. The results in Table 27 support hypothesis 12. Relating Attitudes and Multidimensionalipy H-13 The ABS-MR scale Levels or attitude subuniverse will form a Guttman simplex for each of the sample groups. Hypothesis 13 was tested by plotting the Level intercorrelation matrices for each sample and subjecting these matrices to Kaiser's (1962) simplex approximation test, as described in Chapter IV, which generates a good- ness of fit value, i.e., 02, for the obtained matrices and then rearranges these matrices into the "best" simplex order for which a Q2 value is also given. The matrices for the obtained and best ordered Q2 values are shown in Table 28 for each of the samples. A simplex was considered approximated using the Q2 criterion of a value greater than .70. 1.3() OHO. H0.0 OAN HAN HO.H OO.H OO NN. ON.H NON OO. HH.H NOH ON.. HH.H ON O-H mchcaHm HucoHumoacm .OO m OHH. OO.H HAN HAH HO.H ON.O OOH OO. OH.O OHN OO. O0.0 OOH OO. OO.O OO H-H OOH Hanovom .OO O OOO. HO.H HAO HAN HAH HO.H ON.O OO OO. NO.O OHN OO. OO.O OOH OO. OO.O OO H-H OH4 Hmooq .HO . OOOO. HH.OH HAO HAN HAN HO.H ON.N OO OH.H HO.N OHN OH.H OO.N OOH OO.H OO.N NO H-H oocuuocct «Ham .OO O NOO. OH.N HAO HAN .OH.H HH.N OOH ON.H ON.N NHN ON.H NN.N OOH HN.H OO.N NO H-H mHanmOmoq HouHuHHoO .NO u.m , OO. ON.O OOH NO. NN.O NHN OO. ON.O HOH OO. OO.O OO H-H :oHumsoHOH .HO mgm HO. OO.N NOH NN. OO.O HHN ON. ON.O OOH ON. NO.O NO H-H Houucoo suHHm .OO 3 a ONO. ON.O HAO HAO OO. OH.O HOH HN. OH.O OHN NO. HO.O OOH OO. ON.O HO H-H ucHHuom OHHso .ON m. OHN. NH. OO. OH.N OOH OO. NO.N OHN NO. OH.N OOH OO. HH.N NO H-H omcmzo OHOO .ON u HOH. NO. NH.H OO.O OOH ON. NO.N OHN HO. OO.H OOH OO.H NH.O OO O-H mucoumnum .coHOHHom .NN a HOH. ON.H OAH HN.H NO.H OO OH.H HO.O HHN OO.H OO.O OOH OO.H NO.O OO O-H wocmuuoOaH .coHOHHom .ON m OOOO. ON.OO HAO HAN NAO HAH NAH OO.H OO.H HO OO. HH.H OOH OO. OO.O ONH OO.H OO.H HO O-H pesos: HmcoHumosom .ON O OOOO. O0.00 OAH NAH NAO HAH NO.H ON.O NOH HO.H NN.N OHN OO. OO.N OOH NO. OO.N OO O-H OOH .HN OOOO. NO.OO OAH NAH HAH OAH NAH ON.H NO.O OO ON.H NO.H ONH OH.H ON.H OOH ON. NO.H OO O-H ucmsOoHcm Oz .ON a OOOO. OO.OO HAO HAN HAH OAH NAH HO.H HO.H NO HN.H OH.H NOH HO.H OO.H ONH ON.H HN.H OO O-H Ocaos¢ m2 .NN m OOOO. ON.NO HAH OAH NAH NH. OO.H NO ON. ON.H HOH NO. ON.H NOH OH.H OO.H NO O-H O>HuucuwuH< Om .HN m OOOO. ON.OO HAH OAH NAH OH. OO.H HO OO. OH.H HOH HH. HH.H OOH HO.H HO.N HO O-H osoocH Ox .ON w OOOO. NO.OH OAH NAH HAH OAH NAH HO.H OO.N OO OO.H OH.N OOH OO.H OO.N OOH NO.H OO.O HO O-H mocaoHo>< OH .OH HOH. OO.N OAH HO.H ON.O NO NO. ON.H NOH NO. HO.H OOH ON.H OO.H OO O-H unsosd Om .OH OOOO. OO.O HAO HAN HN.N OO.O OOH OO.N NO.N NHN OO.N OO.N OOH OH.N OO.O OO N-H OOOmHsocx O: .NH .socx OOOO. OH.O HAO HAN HAH OH.O OO.NN OOH ON.H OO.OO HHN OO.H HO.ON OOH OH.H OO.ON OO OO-O OuHmcmucH .OomoHOOm .OH msHm> OOOO. OH.O HAO HAN HAH OH.H OO.HN OO ON.O OO.ON OHN OO.O NO.ON OOH NO.O OO.ON OO OO-O ucwucoo .OUOOHOOO .OH OOOO. OO.OH HAO HAN HAH OAH NAH OOOO. ON.NN OAH NAH HAH OAH NAH ON.HH HO.OO HOH OH.O ON.HO HHN OH.O OO.HO OOH ON.O OH.NH OO OO-ON coHuoH .OH OOOO. NN.N HAO HAN HAH OO.O OO.OO HOH OO.N OH.HO HHN OO.O NN.HO OOH OO.N OO.OO OO OO-ON OOHHOOO- .NH M w OOOO. NN.O HAO HAN HAH NAH HO.O ON.OO NOH NN.O OH.HO HHN ON.O OO.OO OOH OO.O OO.OO OO OO-ON HmoHumzuomOm .HH m u OOOO. OO.N HAO HAN NAO HAH NH.N ON.NO NOH ON.H HO.OO HHN OO.O NH.HO OOH OO.O NH.OO OO OO-ON O>HumsHm>m Hugo: .OH O m OOOO. OO.O HAO HAN NAO HAH NO.O ON.OH NOH OH.O OH.OO HHN OO.O OO.HO OOH NO.O OO.OO OO OO-ON O>Humeuoz .O n.w OOOO. NO.HH HAO HAN NAO HAH OH.N NO.OH NOH OO.O OH.OO HHN OO.H NO.HO OOH OH.O HO.HO OO OO-ON oHOOuomOmuO .O A OOOO. ON.OH OAH NAH OAH NAH .N OOOO. ON.HN OAH NAH OAH NAH OO.O OO.HO NOH ON.O OH.ON HHN NO.O NH.ON OOH OO.O OO.HO OO NO-ON :oHOuO O o v OOO. NO.H OAH NAH OAH NAH HH.O NH.OH NOH OO.N OO.OH HHN OO.O HO.HH OOH HO.N NO.HH OO OO-ON OOHHOOO .O m n OOOO. NO.ON OAH NAH HAH OAH NAH ON.N OO.OH NOH OO.N OO.OH HHN OH.O ON.HH OOH NH.O NH.HO OO OO-ON HmoHOmnuoONO .H m n OOH. HO.N NAH OO.O NO.NH NOH OO.O ON.OH HHN NH.O OO.OH OOH OH.O OO.OH OO OO-ON O>HumsHm>m Hugo: .O w m OOO. OH.H OAH HAH HAN NO.O NN.HH NOH ON.O OH.OO HHN OO.O OO.OH OOH ON.O OH.NO OO OO-ON m>HOmsuoz .N a HOO. HO.O OAH HAH HAO HAN NN.O OO.HO NOH OO.H ON.OO HHN ON.H NO.OO OOH HN.H OO.OO OO OO-ON UHOOuomHmuO .H .OHO .O mmocmHmOOHo am 2 2 OO 2 2 am 2 2 OO 2 z 382 96.6 96.6 unmoHOHcOHO H u sz O n O-Nmm N u m-Hmm H n OOO Oo mmcmm anmHHg o9? .mHnEoHou :H wQsoHO Hsom How szOm¢ 0:» so me>wH wucmuHOHcmHm 0cm .moHumHumum m .mcoHumH>mQ pHmpcmum .mcmwz .mwNHw onEmOII.NN mqmdfi 131 1. HO. ON. HH. OH. OO. In HH. HO. OO. ON. OH. .O I- NO. HO. ON. ON. u- HO. ON. OO. OO. .O n- OO. OO. OO. u: ON. NO. ON. .H I- OO. ON. nu OO. NO. .O OO. u NOO u- NO. OO. u No :1 OO. .N OOOHOOOO OHHOHOOZ II II .H may m0 muGOHmm .: NH. OO. NH. OH. NO. In NH. NH. OO. OH. NO. .O .1 OH. ON. OO. HN. u- ON. OH. OO. HN. .O u- OO. OO. OO. u- OO. OO. OH. .H 1. OO. OH. 1. OO. OO. .O HOOHOO NO. u NOO .. OO. OO. u NO .. OO. .N OHOOOOOOO II I: .H “maswmm I- HN. HO. OH. OH. HN. I: HN. HO. OH. OH. HN. .O I- OH. HO. NO. ON. I: OH. NO. HO. ON. .O u- OH. OH. ON. I: OH. OH. ON. .H u- OH. HH. u- OH. ON. .O OO. u NOO u: ON. OO. u NO u: HH. .N OHOHOOEOHO II II .H Haasmmm .. HN. ON. HO. OH. OOO. I- OH. OH. ON. OO. HO. .O .. OO. ON. OO. OOO. u- ON. OO. NO. OH. .O s. OH. ON. OH. s: OO. OH. ON. .H I- OH. OO. .. OOO. HN. .O OOHHOHHHHOOOOO NO. u NOO I- NO. OO. u NO u- OOO. .N O OOHHOOOOO I: II .H amaommw O O H O N H O O H O N H mmoflHHmz UQHQUHO #mmm mQOOHumz Hmcfimwuo .OHQEOHOO OH mzummd map so masonm noummmmn Mom muadmmn xmamfiflmll.m~ mqmda 132 Another test, used in Hamersma's (1969) study (see Chapter IV), allowed up to six reversals oht of a possible 15 correlations comprising one-half of a six by six Level correlational matrix. According to a simplex model, each entry in these matrices has an ascending or descending order in relation to the other entries, specified by row and column. Ideally, correlations between the six Levels should decrease in relation to the number of steps two Levels are removed from each other; in other words, Level 1 should correlate higher with Level 2 than with Level 3. Thus there is the possibility of 15 reversals, or errors, in each simplex, where an entry can be out of place. The Q2 value for the special education and rehabili- tation personnel original matrix was..60 compared with a B02 value of .92. The original special education and rehabilitation matrix had nine reversals among the Level correlations. The Special education and rehabilitation B02 matrix with its seven reversals did not meet approxi- mation requirements according to the last-mentioned criterion. The Q2 value for the regular elementary school teachers original matrixwas .86; there was no essential increase in value for the BQ2 matrix. The number of rever- sals increased from four to seven respectively. The Q2 value for the regular secondary school teachers original matrix was .86. .The BQ2.matrix value was .87, an increase of .01 over the original matrix. This 133 increase resulted in a better order, with the number of reversals reduced from seven to five. The 02 value of .85 for the original parents of the mentally retarded matrix was .08 less than the B02 matrix value of .93. The original matrix had seven reversals while the best ordered had four. No particular pattern of correlations emerged as Harrelson (1970) noted in the German simplexes where corre- lations between the hypothetical and personal action Levels were greater than between these and the intervening feeling Level. Using the criterion of a B02 value greater than .70, all groups approximated simplexes. Using the criterion of no more than six reversals, only the regular secondary, school teachers and the parents of the mentally retarded approximated simplexes. With either criterion, Hypothesis 13 was supported. CHAPTER VI SUMMARY, DISCUSSION, AND RECOMMENDATIONS This chapter summarizes the purpose and methodology, interprets the results stated in Chapter V, and suggests implications and recommendations for further research. Summary of the Study Purpose Two broad goals were undertaken with this study: (a) to investigate six Levels of attitudes toward the men- tally retarded among four groups, relating these attitudes to values, knowledge, contact, and demographic determinants, and (b) to test the greater precision and predictive ability of a new type of instrument, constructed on the basis of Guttman facet theory. Thirteen hypotheses concretized the above aims. A related goal of this study, was the selec- tion of a Colombian population, representing a transitional society, to provide useful comparisons with other countries either more industrialized or less developed. Treatment of cross-cultural comparisons, however, was beyond the stated scope of this study. 134 135 Review of Literature The review of literature is summarized in the con- clusion of Chapter II. No more will be restated here other than the fact that no study was found which used facet analysis, as developed by Guttman, in the construc- tion of an attitude scale. The inconsistent and conflict- ing results from other studies are believed due to the lack of a conceptualization of attitudes as a multi-level phenomenon and a lack of a method for systematically tap- ping all areas of a given attitude-universe. Instrumentation The ABS-MR was constructed according to Guttman's facet theory, which maintains that an attitude-universe can be substructured into components which are systemati- cally related by the number of identical conceptual elements they hold in common. Facet design permits the construction of a scale by a semantic, logical, a priori method instead of by intuition or the use of judges. ' Guttman defined attitude as "a delimited totality of behavior with respect to something" and proposed that three semantic facets, each containing two elements could account for an attitude universe of eight combinations or profiles. Only four combinations, however, were semantically viable. Each facet contained a weak and a strong element and the four combinations or attitude Levels showed a progression from a weak to a strong form of behavior with 136 one additional strong element appearing on each Level. Jordan expanded Guttman's paradigm to five facets to form a six-Level attitude structure. Each facet contained a weak and a strong element and each Level contained one more strong element than its predecessor. Jordan's six Levels were (a) stereotypic, (b) normative, (c) moral evaluative, (d) hypothetical, (e) personal feelings, and (f) personal action. These subject-object facets are termed jointl struction while additional facets accounting for specific item content are termed lateral struction. A six-Level attitude scale measuring attitudes toward the mentally retarded was constructed by Jordan (the ABS-MR) from a mapping sentence (Table 8) containing the joint and lateral struction facets so that every item corres- ponded to a combination of facet elements in the mapping sentence. The final scale contained a total of 20 items on each Level and the content measure of each item was followed by an internsity measure. Also included in the questionnaire were measures of (a) demographic variables, (b) change orientation, (c) contact with the mentally retarded, (d) knowledge about mental retardation, (e) efficacy--a scale designed to measure one's sense of con- trol over his environment, and (f) attitudes on educational aid and planning. 1In Jordan's (1968) original work the term conjoint and disjoint were used. 137 Responses to each item were ordered so that the higher the number for a given alternative, the more posi- tive was the attitude or pronounced was the value, amount of information, or experience. Occasional shifts in item directionality appeared to deter response sets; that is, a sequence of responses like (1) less, (2) about the same, (3) more would be reversed. The correspondence, however, between the number and attitude direction was maintained. Thirteen research hypotheses were tested, derived from previous research in studies of the physically hand- icapped. The instrument used in this study was translated into Spanish, in cooperation with Jordan and the writer, by nationals who were bilingually fluent and knowledgeable in the field of mental retardation and educational psy- chology. Design and Analysis Using the "known group" method, the following sam- ples were selected from four Colombian groups: (a) 191 regular elementary school teachers, (b) 214 regular secondary school teachers, (c) 103 parents of the mentally retarded, and (d) 37 special education and rehabilitation personnel; because of incomplete questionnaires, the figures for these samples were sometimes less according to the computer procedures employed...Both educational groups were drawn from the city of Cali which served as 138 the principal focus of the research. The sample of parents of the retarded was obtained through three institutions: in Cali, Bogota, and Cficuta. Special education and rehab- ilitation personnel were contacted in several Colombian cities, but the majority were from Cali and Bogota. Of the total sample, approximately three-fifths were women. The data obtained were analyzed by computer at Michigan State University. Kuder-Richardson type reliabili- ties were obtained for each of the sample groups on each of the ABS-MR Levels. Product-moment, partial, and multiple correlation procedures were used to test the various hypo- theses, as were analysis of variance procedures and a multiple means test. In addition, a simplex approximation test was used which produced a descriptive statistic (02) for obtained attitude Level matrices and matrices reordered into a "best" simplex order, despite some obvious limita- tions since no better alternative procedure was available. The .05 level of significance was used to accept or reject the 13 research hypotheses. Discussion In this section the results from the testing of each hypothesis are summarized and discussed. Relating Attitudes and Efficacy H-l Persons who score high in efficacy will score high in positive attitudes toward the mentally retarded on each of the six Levels. 139 Only partial and weak support was found for the value that persons reporting a sense of control over their environment (hence, presumably more confident in dealing with the mentally retarded) would indicate more favorable attitudes. Only one significant correlation occurred, and it does not seem surprising that it was for the special education and rehabilitation group--the most trained and specialized of all the groups--on the Level of personal action. Parents of the retarded had higher correlations than the other groups in general, but there were not significant correlations between efficacy and attitudes. Among all groups, the parents ranked first in having favorable attitudes toward the retarded, but they were also least certain of their attitudes. They also scored lowest on the efficacy variable. Hence, the results for parents suggest that they adhere to a fatalistic attitude. Efficacy, as a predictor of attitudes toward the mentally retarded was not a clear indicator. Relating Attitudes and Knowledge H-2 Persons who score high in knowledge about mental retardation will score high in positive attitudes toward the mentally retarded on each of the six Levels. Support for Hypothesis 2 was very limited. The lack of any preponderant relationship supports Jordan's contention that attitudes have an affective-value-contrac- tual base rather than a cognitive one.. The results also 140 are consistent with the conclusions of Begab (Chapter II) that knowledge and "action tendencies" do not correlate except when affective learning experiences are involved. In the case of the special education and rehabilitation personnel, several correlations were negative. The three positive significant correlations for regular elementary school teachers and regular secondary school teachers sug- gest the anticipation of teachers to use acquired informa- tion in behalf of mentally retarded students. None of the significant correlations were at the behavioral or personal action Level. Relating Attitudes and Contact H-3 High frequency of contact with mentally regarded persons will be associated with favorable attitudes toward the mentally retarded on each of the Levels of the ABS-MR if high frequency is concurrent with (a) alternative rewarding opportun- ities, (b) ease of avoidance of the con- tact, and (c) enjoyment of the contact. Multiple correlations between the contact variables and positive attitudes toward the handicapped (including the mentally retarded) strongly supported this hypothesis, although significant partial correlations on individual variables were limited and scattered. The variable for enjoyment obtained the highest number of significant par- tial correlations, thus emphasizing that favorable attitudes occur when the contact is enjoyed. Significant partial correlations were indicated for the variables on alternatives and avoidance, but the results did not support their 141 importance; significant results for alternatives were nega- tive and the one significant correlation for avoidance occurred only on the stereotypic Level. It is interesting to note that regular school teachers (primary and secondary) registered 75 per cent of the significant partial correlations; it would seem that the contact that regular school teachers have with the mentally retarded might be more voluntary than for special education and rehabilitation personnel. Nearly 60 per cent on the partial correlations for the special education and rehabilitation group were negative; the two significant positive correlations appeared for the variables on enjoy- ment and avoidance. That parents of the mentally retarded had no significant partial correlations and two non-signi- ficant multiple correlations on the hypothetical and affective Levels suggest that parents would have the least voluntary relationship among the four groups. Females are apparently more prone than males to consider stereotypes, norms, and obligations in terms of their contacts with the handicapped. All the significant positive partial correlations for males were on the enjoy- ment variable. Other than this difference, the results indicated no remarkable difference between men and women. An important anomaly, briefly observed in Chapter V, was that parents of the mentally retarded reported having the least amount of contact with the retarded. This dis- crepancy was discovered to be due to the analysis of 142 variance procedure used for this hypothesis which treated missing responses as valid negative observations. Such statistical treatment, pertinent to other irregularities as well, may not only account for some of the negative partial correlations, but suggests that the overall corre- lations between the contact variables and attitudes may very well have been more significant than indicated. Relatinngttitudes and Religiosity H-4 Persons who score high on stated impor- tance of religion will score low on positive attitudes toward the mentally retarded. H-5 Persons who score high on stated adherence to religion will score low on positive attitudes toward the mentally retarded. The hypothesis linking religiosity with unfavorable attitudes toward the retarded was not supported. No signi- ficant correlations occurred respecting the importance of religion; and the two significant correlations between adherence and attitudes were positive rather.than negative. The underlying assumption of these hypotheses was that persons assigning a high priority to religion, and faithful to its rites and teachings, would be more rigid and closed and less inclined to accept deviations from con- ventional norms. Also assumed was that the relationship between these variables would be linear. Allport (1967) found a curvilinear relationship between religiosity and tolerance, with the extremes of the religious continuum being more tolerant than the middle. Hence, it is reasonable 143 to assume that religious attitudes comprise a multidimen- sional realm. Relating Attitudes and Demographic Variables H-6 Amount of education will be positively related to favorable attitudes toward the mentally retarded. The data indicate that education does not seem to be a predictor of positive attitudes toward the mentally retarded. Although there were significant positive corre- lations for elementary school teachers, this group had less education than did secondary school teachers and special education and rehabilitation personnel.-It should be pointed out that the Colombian questionnaire increased the number of responses for the amount of education variable to include a post graduate degree. Refinement of this variable was recommended by Poulos (1970), but apparently a somewhat finer breakdown resulted in no appreciably sig- nificant results. H-7 Age will be positively related to favorable attitudes toward the mentally retarded. The relationship between increasing age and favor- able attitudes toward the mentally retarded was partially supported by these three observations: (a) two positive, significant correlations on Level 6, (b) the contrast between elementary and secondary regular school teachers, the former being a significantly younger group with negative correlations on all Levels, and (c) the findings that men 144 were significantly older than women and responded signifi- cantly more favorably on several Levels. That the only positive, significant correlations among the four groups occurred on Level 6 for special education and rehabilitation personnel and regular second- ary school teachers suggests that these groups have had more time for greater contact with the mentally retarded than have had regular elementary school teachers. A review of Table 18 gggg indicate that regular secondary school teachers, at least, had three positive, significant corre- lations for Variable 22 (amount of contact with the men- tally retarded). This explanation, if true, however, would restrict the impact of contact to reported behavior or the personal action Level. An alternate explanation would involve the age of the retardate himself: as hisageincreases, so would his acceptance from significant others. Hence, secondary school teachers would be more accepting than elementary. Either explanation, as well as the hypothesis itself, is weakened, however, by the lack of corroborating results from parents of the mentally retarded. What makes this group so relevant is that they were significantly the oldest and had significantly more favorable attitudes than both groups of regular school teachers (Table 27). Fur- ther testing and analysis, with possible inclusion of demographic items referring to the ages of the mentally 145 retarded, would hopefully clarify the lack of significant responses for this group. H-8 Women will score higher on positive attitudes toward the mentally retarded than will men. Not only was the hypothesis rejected, but its reverse was strongly supported. Colombian men have signi- ficantly more favorable attitudes toward the mentally retarded than do women. To a somewhat lesser degree, this is what Morin (1970) found to be true for Mexican-American males. It is tempting to speculate that a cultural factor is operating. Possibly the cultural expectation that men are by nature more masterful and protective (aspects of machismo) relieves them of the more custodial (servile) requirements in caring for the disabled; hence, their relationships would develop more through choice and enjoy- ment. Women, on the other hand, may see "caring" as entailing numerous unpleasant tasks and duties. Relating Attitudes and Change Orientation H-9 Persons who score high on change orientation will score high on positive attitudes toward the mentally retarded. Hypothesis 9 was superficially supported despite the results of overwhelming significant multiple correla- tions by groups, sex, and on totals. An examinatibn Of the partial correlations, however, leads to considerable reservations for two reasons: (a) the presence of numerous negative correlations obfuscating directionality, and 146 (b) the irregular patterning of significant positive corre- lations. No one variable, or group of variables, were dis- tinguished from the rest in the number of significant, positive partial correlations obtained. Analysis by Levels indicated only one significant, positive partial correlation for Level 5 and none for Level 6 (except for the table on totals). Hence, there is virtually no significant correla- tion between change orientation and feelings or reported personal action toward the mentally retarded. The table on totals for partial correlations did show a number of signi- ficant partial correlations, especially on Level 6, but these totals were composed from both negative and positive subtotals. Analysis by groups indicated that regular school teachers did account for a substantial preponderance of significant partial correlations, but 40 per cent of these were negative. Perhaps the most noteworthy finding was the con- trast by sex. A11 significant partial correlations for men were negative, but females had four out of five positive significant partial correlations. It may be that the atti- tudes women hold toward change in themselves-~and more so, in the environment--serve as more useful predictors of attitudes toward the mentally retarded than for men. It is of interest, however, that women indicated a significant negativity on the issue of birth control. For future inves- tigations, it may be more useful to treat change of 147 orientation toward personal issues and the external envir- onment (e.g., automation, political leadership) separately. While significant partial correlations between the change of orientation variables and the various Levels of the ABS-MR were noteworthy, lack of any consistent pattern indicated an indeterminate multidimensional relationship-- a problem similarly found in the studies of Jordan (1968), Harrelson (1969), and Poulos (1970). Hypothesis 9 was only partially supported. H-lO Agreement with federal and local government aid to education will be positively related to favorable atti- tudes toward the mentally retarded. Hypothesis 10 was scarcely supported by seven sig- nificant positive correlations out of a possible 48. The most salient feature was that the parents of the mentally retarded accounted for six of the significant positive correlations. Why these correlations appeared on the imper- sonal Levels, is difficult to say. One explanation is that parents as a group were indifferent regarding the sources of funding education. Parents' endorsement of government aid to education was significantly the least of all groups. Hence, education would be valued as a "good thing" in a stereotypic or normative sense rather than as an immediate, debatable, live issue. Since special education and rehabili- tation personnel and regular school teachers were signifi- cantly more concerned about government funding, but showed virtually no significant positive correlations, the 148 multidimensionality of this hypothesis is supported—-with concern for education and sources of funding constituting at least two important aspects. H-ll Agreement with centralized government planning of education will be posi- tively related to favorable attitudes toward the mentally retarded. Hypothesis 11 was not supported for any group. The absence of support may best be explained by the failure of the question to account for the differences in the educa- tional system of Colombia from that of the United States. A clear-cut dichotomy between local and centralized government planning of education does not exist in Colombia. Most schools are Church affiliated, locally run, but nationally subsidized or funded. It was necessary to add a fifth alternative to the questionnaire responses in the Colombian version. ("Educational planning should be jointly directed by the Church and the.national government.") This alternative was unfortunately placed among the others so that scoring (as indicated by the means in Table 28 for variable 36), and consequently interpretation, were adversely affected. BelatingAttitudes and Group Membership H-12 The groups will assume the following order with respect to favorable atti- tudes toward the mentally retarded: parents of the mentally retarded > special education and rehabilitation personnel > regular elementary school teachers > and regular secondary school teachers. 149 Jordan (1968), in his ll-nation study on attitudes toward the physically disabled, found special education and rehabilitation personnel to have the most favorable atti- tudes. This group was followed by regular school teachers. Jordan's research did not, however, contain a sample from the parents of the mentally retarded. Since parents would be expected to have the most contact with the retarded, it was reasoned they would likewise be most favorably disposed. That their relationship with the retarded would involve the least choice of all groups would presumably modify their degree of enjoyment and hence, favorable disposition. These modifications did in fact occur. While parents of the mentally retarded were more sensitive to the attitudes of others (stereotypic and normative Levels),were more concerned about what ought to be done for or with the retarded (moral evaluative Level), and reported most favorably on their.actual.eXperiences (personal action Level); they scored second to special education and rehabilitation personnel on positive feelings (feeling Level). Of interest was that parents of the men- tally retarded were least certain of all groups about the responses they gave. This contrasts with the certainty indicated by Mexcian-Americans.as researched by Morin (1969) For the Colombian sample this lack of certainty was best reflected at the hypothetical Level on which parents had to decide what they would do in various situations in respect to the retarded. On this Level, special education 150 and rehabilitation personnel indicated significantly more positive attitudes. Both elementary and secondary regular school teachers scored the lowest. There were no significant differences between the two groups except on one intensity Level. Regular school teachers would be expected to have limited contact with the retarded; and when they did, would have less choice. Hypothesis 12 that the favorable attitudes of PMR > SER > RST-E > RST-S was strongly supported. The findings corroborate the important contribution which parents of the mentally retarded have made in Colombia. H-l3 The ABS-MR scale Levels or attitude sub-universes will form a Guttman simplex for each of the sample groups. Hypothesis 13 was generally supported- Using the criterion of a Q2 value of .70 or greater, all groups approximated simplexes. Using a visual criterion that the correlations between contiguous Levels would be greater than those more distant (contiguity hypothesis), only the secondary regular school teachers and parents of the mentally retarded fulfilled the requirement of less than” seven reversals. For the special education and rehabili- tation group there is some question as to the value for the obtained and best ordered matrices. The obtained 02 of .60 and the seven reversals for special education and rehabilitation personnel may be accounted for by the fact 151 that this group was by far the smallest (N-37) and the least homogeneous-~ranging from physicians to teaching aides. ' Despite the limitations of the simplex approxima— tion tests as Harrelson (1969) pointed out (lack of a perfect simplex criterion, lack of a test of significance, and awkwardness in dealing with negative correlations), they are currently the best measures available. The sim- plex approximation tests as applied to the findings in Table 28 provide construct validity for the ABS-MR and promote the use of Guttman facetization as.a more effec- tive and rewarding method for instrument construction. Conclusion and Implications An attempt was made in this chapter to interpret the comparison of results with the expectations of this inves- tigation. Results were too negligible to support any significant relationships between attitudes toward the retarded and the independent variables of efficacy, know— ledge about mental retardation, religiosity, amount of education, and educational aid and planning (Hypotheses l, 2, 4, 5, 6, 10, and 11). Only partial support was obtained for change orientation values (Hypothesis 9); support was somewhat stronger for the contact variables (Hypothesis 3). In both cases the indeterminant results were believed due 152 to the multidimensionality of the variables, as possibly in the cases of Hypotheses 4, 5, 10, and 11. The marked disconfirmation of Hypothesis 8 which related feminity and favorable attitudes was compensated by an unexpected and interesting reversal. That Colombian men indicated more favorable attitudes (as did Mexican-American men) stimu- lates any number of questions that invite further research. The variable on age (Hypothesis 7) was partially supported and complicates the sex-difference findings since the sample of men were significantly older than the women. Thus far, the aforementioned hypotheses can be sorted into four broad categories:. demographic, values, knowledge, and contact. The category of lgggt consequence seems to be that dealing with knowledge or information about mental retardation. Hence, the lack of relationship can be significant in itself. The predicted ranking of the four Colombian sub- groups (Hypothesis 12) lends considerable support to the assumptions on which a number of hypotheses were based. For example, the contact variable provided a rationale for ordering the four groups sampled.. The quantity and/or quality of contact affected attitudes favorably, and knowledge or information about the attitude object apparently did not. 153 In addition, the implication from Hypothesis 12 corroborates the important contribution which parents of the mentally retarded have made in Colombia. The estab- lishment of institutions for the retarded throughout Colombia, indeed the movement for the mentally retarded as a whole, was spurred by the parents at the grass roots level. The findings also suggest that special education and rehabilitation personnel, administrators, or teachers not overlook the impact of parents of the mentally retarded in the implementation and maintenance of special programs for the retarded. Besides seeking to determine the relationship between various categories of variables and attitudes, a very important objective was methodological-~to establish the usefulness and desirability of Guttman facet analysis in the construction of an instrument and in the interpre— tation and validation of results. The strong support for Hypothesis l3 confirms the multidimensionality of the six Levels of the ABS-MR and reinforces the importance of the "structured" concept into attitude surveys, namely, that attitudes are multidimensional and can be structured or ordered progressively from stereotypic attitudes to actual personal behavior. To conceptualize a framework of."Levels" for atti- tudes is new. The old tendency persists to relate a given 154 variable to a subject's attitude-in-general rather than to a specific attitude Level. This writer believes Guttman facet analysis requires time and practice for its unique advantages to be apprehended and valued. Recommendations The following recommendations are presented with the intent of improving future research: 1. The ABSHMR should be halved, if possible, when admin- istered to respondents in undeveloped or transitional nations. The average amount of time required for Colombians to answer 300 items was two hours; many took longer--an entire morning or afternoon-~as an extensive multiple choice questionnaire was excit- ingly novel and puzzling to them- This researcher observed that after an hour, some respondents began encircling responses in a mechanical and careless fashion. Poulos (1970) noted that respondents did not object to the length of the instrument, but the familiarity which respondents have towards objective testing is a factor of considerable importance for future cross—cultural investigations. Respondents in the more traditional societies (undeveloped and transitional) require special instructions. (See Appendix B and D, Instructions and Explanations for the ABS-MR.) It is important to emphasize that there are no "right" or "wrong" 155 answers, but that what is sought is their beliefs, feelings, and reported actions. Moreover, they are expected to choose, among the listed alterna- tive responses, the best approximations to their beliefs, feelings, and experiences, and not to ignore items because the alternatives do not apply perfectly. Although perhaps surprising to the sophisticated test-taker, this.writer found it necessary to instruct respondents to select only one response to an item, and not to confer with others while completing the questionnaires. Moti- vation can be enhanced by providing an explanation of the purpose and potential benefits of the research. Representative sampling should be carried out whenever possible in future research. Less developed nations do present.special difficulties which must be considered-. For instance, in Colom— bia, special education and.rehabilitation person- nel and parents of the mentally.retarded belonging to identifiable organizations were relatively few in number and scattered; and regionalism, being more marked in less developed countries, is a costly challenge to meetO-there were eight distinc- tive regions in Colombia- However, as Morin pointed out, problems of subject selection for other groups (regular school teachers,.parents of the.non—retarded, 156 or businessmen) can be eased through tactful contact with educational institutions, government officials, and business organizations. It would be desirable to provide a more refined classi- fication of the attitude object: the mentally retarded. Special education and rehabilitation per- sonnel, as well as other respondents, often objected to the broad designation. An examination of subjects' comments written on copies of their questionnaires (Appendix F) reveals that one of the most frequent qualifications to the responses was "Depends on the degree of retardation." Describing the mentally retarded according to the degree of retardation as determined by IQ testing and classifying them as mild, moderate, severe, and profound; or educable, trainable, or custodial is one of the widely-used systems, but not the only. The retarded can be classified according to etiology, for example, medical (congenital and acquired impair- ment), emotional, and cultural or social. An original criterion would be the age of the retardate. Results of some of the data suggest such an interpretation as being a possibly relevant factor affecting attitudes. Still another method of describing and classifying the mentally retarded is in behavioral terms (for example: can guard himself against common physical dangers, can communicate, can be taught various 157 skills, can be taught to support self economically, etc.). Behavioral categories have been developed by the American Psychiatric Association and various associations for the retarded. What the writer would like to see done in sub- sequent attitude research on the mentally retarded is either a greater delimitation of the attitude object (for instance, a restriction to just train- ables) or a more sweeping revision of the instrument to permit the analysis of attitude differences among the several retardation categories. Regarding systems of classification, the writer would suggest a combina- tion: labeling based on IQ testing (educable, train- able, or severe) supported by behavioral descriptions. An example of a developmental or behavioral paradigm is included in Appendix H. The instrument should allow for more demographic information; for instance, occupational category, area of residence, and specific relationship to the retarded. Other data about the retarded would be desirable, for example, the ages of the retarded with whom the respondent comes in contact. It would be desirable to modify several hypotheses. The change orientation variables (Hypothesis 9) can be broken into two hypotheses:. one dealing with personal issues (e.g., self-change) and the other with environmental issues (e.g., automation). 158 Likewise, the variable on aid to education (Hypothesis 10) can be dichotomized according to one's belief in the importance of education and concern about sources of funding. The latter fac- tor should include alternatives appropriate to the national peculiarities for supporting education. (Hypothesis 11). "Religion" might best be treated as a cluster of beliefs and traditions which should be conceptualized more carefully before being retested (refer to Hypotheses 4 and 5). Replication would not only serve to test the stability and dependability of the ABS-MR, but promote more extensive and precise investigation of issues raised thus far. Among the most pro- vocative, in this researcher's opinion, is whether the more favorable attitudes of Colombia men towards the retarded are more a function of sex or age. How quantity and quality of contact relate can transmute a number of speculations into a more integrated theory. Should significant patterns of other HiSpanic nations parallel the Colombian results, important insights into Hispanic culture would be a likely gain. APPENDICES 159 APPENDIX A COMBINATIONS OF FIVE TWO-ELEMENT FACETS AND BASIS OF ELIMINATION (Table 29) 160 161 TABLE 29.--Combinations of five two—element facetsa and basis of elimination. Facets and Combinations SubscriptsC In In b Table Table Basis of NO. 3 4 A B c D E Eliminationd l 1 Level 0 b o c h 2 2 Level 0 b o i h 3 3 -- i b o c h 4 4 Level i b o i h 5 5 -- o b m c h 6 6 -- o b m i h 7 7 -- i b m c h 8 8 Level i b m i h 9 - -- o e o c h 2 10 9 -- o e o i h 11 -- -- i e o c h l 2 12 -- -- i e o i h 1 13 -- -- o e m c h l 2 l4 -- -- o e m i h 1 15 -- -- i e m c h 2 16 10 Level i e m i h 17 -- -- o b o c p 3 4 l8 -- -- o b o i p 4 l9 -- -- i b o c p 3 4 20 -- -- i b o i p 4 21 —- -- o b m c p 3 4 22 -- -- o b m i p 4 23 -- -- i b m c p 3 4 24 -- -- i b m i p 4 25 -- -- o e o c p 2 3 26 ll -- o e o i p 27 -- -- i e o c p l 2 3 28 -- -- i e o i p l 29 -- -- o e m c p l 2 3 30 -- -- o e m i p 1 31 -- -- i e m c p 2 3 32 12 Level 6 i e m i p aSee Table 5 for facets. Numbering arbitrary, b Logical semantic analysis as follows: Basis l: facet Basis 2: an C. a facet B. Basis 3: a facet E. Basis 4: d a facet B. See Maierle (1969) for rationale. in facet B must be preceded and equivalent elements, both "0"; or "i" in facet for identification only. c" in facet D cannot be preceded by c" in facet D cannot be followed by followed by A or "m" in an "e" in a up" in in facet E cannot be preceded by a "b" in APPENDIX B INSTRUCTIONS AND EXPLANATIONS FOR THE ABS-MR (ENGLISH) 162 INSTRUCTIONS AND EXPLANATIONS FOR THE ABS-MR (ENGLISH) There are no "correct" or "incorrect" answers except on the last three pages. We are primarily interested in knowing your own opinions (or your opinions about the beliefs of othersTT Do not worry; indicate what ygg believe to be the best answer. Do not discuss your answers since we are inter- ested in knowing strictly your personal opinions. Please answer all the questions. Perhaps you will find that none of the answers listed in the questionnaire represents exactly what you think or feel; sometimes the question will not apply to you. In these cases, choose the answer which most closely approximates your opinion or the actual situa- tion. If you wish, you may write a commentary or criticism at the side of the question; but answer it nevertheless. Do not indicate more than gag answer for each question. A question with more than one answer will not be counted. Remember that you need only encircle the number of the selected answer. It is not necessary to enCircle the entire statement. You may use pencil or pen. Thank you FOR BUSINESSMEN: Please indicate the city where you are presently living and your area of specialization at the top of the first page. FOR FAMILY MEMBERS: Please indicate the city where you are presently living and your specific relationship to your retarded child, e.g., father, mother, uncle, sister, grandmother, etc. at the top of the first page. 163 164 EXPLANATION OF THE SURVEY ON EDUCATION AND MENTAL RETARDATION The purpose of this study is to investigate attitudes toward education in general and towards the mentally retarded among several sub-groups of the Colombian population. This study is part of a broad cross-cultural research project directed by Dr. John E. Jordan of the Michigan State University, College of Education, in which samples from Argentina, Bel- gium, Colombia, Denmark, United States, France, Netherlands, England, Mexico, Peru, Poland, and Yugoslavia are included. Dr. Luis H. Perez, Chairman of the Department of Psychology at the Universidad del Valle, is cooperating on the Colombian study. This country has been chosen because it provides a very different population in language, culture, and social patterns from that of Europe, Asia, and the United States where similar studies are being carried out or have already been completed. The questionnaire contains five parts: (1) Attitude Behavior Scale; (2) Personal Questionnaire; (3) Handicapped Persons Questionnaire; (4) Life Situations; and (5) Questions on the Mentally Retarded. The research is based on a new facet theory developed by Dr. Louis Guttman of the Israel Institute of Applied Social Research, by means of which the attitudes of one cultural group is measured and compared with those of others. The Colombian sample is expected to include 1,000 subjects: 400 primary and secondary school teachers; 200 businessmen; 200 parents of the mentally retarded; and 200 professionals who work with the mentally retarded. The results of this study are expected to provide at least six benefits: 1. To help develop a special education program. 2. To assess community support toward special education programs. 3. To indicate the attitudes, understanding, and state of satisfaction among teachers in regard to the mentally retarded. 4. To provide correlational information in Colombia; that is, how do attitudes toward education and the mentally retarded differ among persons with different occupations, levels of education, and from different regions of the country in addition to other demographic factors, values, and past experiences. 5. To provide cross-cultural comparisons. It is said, "Education is one of the roads to national development." If this is so, one can measure the level of educational involvement of various countries and the correlation with indices of economic development and progress. 6. To develop a cross-cultural attitudinal measurement and to validate the theories on which this study is based. 165 EXPLANATION OF THE SURVEY ON EDUCATION AND MENTAL RETARDATION The purpose of this study is to investigate attitudes towards education in general and towards the mentally retarded among several sub-groups of the Colombian population. This study is part of a broad cross-cultural research project directed by Dr. John E. Jordan of the Michigan State University College of Education, in which samples from Argentina, Bel- gium, Colombia, Denmark, United States, France, Netherlands, England, Mexico, Peru, Poland, and Yugoslavia are included. Dr. Luis H. Perez, Chairman of the Department of Psychology at the Universidad del Valle, is cooperating on the Colombian study. The Colombian sample is expected to include 1,000 subjects: 400 primary and secondary school teachers; 200 parents of the mentally retarded; 200 professionals who work with the mentally retarded; and 200 businessmen. THE RESULTS OF THIS STUDY ARE EXPECTED TO PROVIDE A MINIMUM OF THESE BENEFITS: 1. To obtain a description of the different attitudes of parents towards their retarded children and correlate them with their experiences and personal values and demographic factors. 2. To assess the support of various groups within the community (teachers, professionals who work with the mentally retarded, businessmen) towards educational and rehabilitative prOgrams. 3. To indicate the attitudes and knowledgeability of teachers towards the mentally retarded and their satisfaction in working with them. 4. To obtain information on the attitudes of various groups to draw upon for future undertakings; that is, direct programs to maintain favorable attitudes, change unfavor- able attitudes, or simply to evaluate the general atti- tude of the community. 5. To carry out parallel studies among different cultures or countries. 6. To standardize a system of measurement in order to evaluate cross-cultural attitudes and to validate the theories which have served as a basis for this study. 166 EXPLANATION OF THE SURVEY ON EDUCATION AND MENTAL RETARDATION It is estimated that 85 per cent of the mentally retarded can benefit from special education and training. Instead of being a burden, they can begin to participate in the life of the community. Nevertheless, public support is needed for the success of a good program. The purpose of this study is to investigate attitudes toward the mentally retarded (and toward education in general) within the community. This study is part of a broad cross- cultural research project directed by Dr. John E. Jordan of the Michigan State University College of Education. The Department of Psychology of the University of Valle is cooperating in the Colombian study. THE RESULTS OF THIS STUDY ARE EXPECTED TO PROVIDE A MINIMUM OF THESE BENEFITS: 1. To assess the support of various groups in the community towards educational and rehabilitative programs. 2. To obtain a description of the different attitudes of parents towards their retarded children. 3. To help develop a special education program. 4. To obtain information on different attitudes toward education and the mentally retarded according to educational, professional, and regional levels. 5. To carry out parallel studies among different cultures or countries. 6. To validate the theories which have served as a basis for this study. APPENDIX C ATTITUDE-BEHAVIOR SCALE: ABS-MR (ENGLISH) 167 MR-ANS: U.S. ATTITUDE BEHAVIOR SCALE- -MR DIRECTIONS This booklet contains statments of how people feel about certain things. In this section you are asked to indicate for each of these statements how most othe;_pegple believe that mentally retarded peeple compare to people who are not retarded. Here is a sample statment. Sggple l. l. Chance of being blue-eyed (I) less chance 2. about the same 3. more chance If g:her_pegple believe that mentally retarded people have less chance than most peeple to have blue eyes, you should circle the number 1 as shown above. If otheg_people believe the mgntally retarded have more chance to have blue eyes, you should circle the number 3 as shown below. 1. Chance of being blue-eyed 1. less chance 2. about the same :3) more chance After each statement there will also be a question asking you to state how certain or sure you were ofgyour answer. Suppose you answered the sample question about "blue eyes” by marking about the same. Next you should then indicate how sure you were of this answer. If you felt sure of this answer, you should cigglg thg nggbg; 3 as shown below in Sample 2. Sggple 2. l. Chance of being blue-eyed 2. How sure are you of this answer? ,1. less chance 1. not sure {2} about the same _2. fairly sure 3. more chance 3: sure by: John E. Jordan College of Education Michigan State University 3968 -2- ABS-I-MR Directions: Section I MR-ANS: U.S. In the statements that follow you are to circle the number that indicates how other people compare mentally retarded persons to those who are not mentally retarded, and then to state how sure you felt about your answer. Usually people are sure of their answers to some questions, and It is important to answer all questionsL even though you may_have to guess at the answers to 50mg not sure of their answers to other questions. of them. Other people generally believe the following things about the mentally retarded as compared to those who are not retarded: 1. Energy and vitality H 2. 1. less energetic 2. about the same 3. more energetic 3. Ability to do school work 4. 1. less ability 2. about the same 3. more ability 5. Memory 6. 1. not as good 2. same 3. better 7. Interested in unusual sex practices 8. l. more interested 2. about the same 3. less interested 9. Can maintain a good marriage 10. 1. less able 2. about the Same 3. more able 11. Will have too many children 12. 1. more than most 2. about the same 3. less than most 3968 How sure are you not sure fairly sure sure sure are you not sure fairly sure sure sure are you not sure fairly sure sure sure are you not sure fairly sure sure sure are you not sure fairly sure sure sure are you not sure fairly sure sure of of of of of of this this this this this this answer? answer? answer? answer? answer? answer? cher peonlg things about to those who 13. 15. 17. 19. 21. 23. 25. -3- ABS-I-MR Faithful to spouse 1. less faithful 2. about the same 3. more faithful Will take care of his children 1. less than most 2. about the same 3. better than most Likely to obey the law 1. less likely 2. about the same 3. more likely Does steady and dependable work 1. less likely 2. about the same 3. more likely Works hard 1. not as much 2. about the same 3. more than most Makes plans for the future 1. not as likely 2. about the same 3. more likely Prefers to have fun now rather than to work for the future 1. more so than most people 2. about the same 3. less so than most people 3968 14. 16. 18. 20. 22. 24. 26. MRsANS: U.S. generally believe the following the mentally retarded as compared are not mentally retarded: How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure of of of of of of of this this this this this this this answer? answer? answer? answer? answer? answer? answer? -4- ABS-I-MR MR‘ANS E U03 0 Other people generally believe the following things about the mentally retarded as compared to t 27. 29. 31. 33. 35. 37. 39. 3968 hose who are not retarded: Likely to be cruel to others 1. more likely 2. about the same 3. less likely Mentally retarded are sexually l. more loose than others 2. about the same 3. less loose than others Amount of initiative 1. less than others 2. about the same 3. more than others Financial self-support 1. less able than others 2. about the same 3. more able than others Mentally retarded prefer I. to be by themselves 2. to be only with normal people 3. to be with all people equally Compared to others, education of the mentally retarded is not very important . is of uncertain importance is an important social goal Strictness of rules for mentally retarded I. must be more strict 2. about the same 3. need less strict rules 28. 30. 32. 34. 36. 38. 40. How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure of of of of of of of this this this this this this this answer? answer? answer? answer? answer? answer? answer? ABS-II-MR Directions; Section II This section contains statements of ways in which other people sometimes MR"ANS: U.S. act toward people. You are asked to indicate for each of these statements what otherjpeoplejgenerally believe about interacting with the mentally retarded in such ways. You should then indicate how sure you feel about your answer. Other people generally believe that mentally retarded persons ought: 41. To play on the school playground 42. with other children who are not mentally retarded I. usually not approved 2. undecided 3. usually approved 43. To visit in the homes of other 44. children who are not mentally retarded I. usually not approved 2. usually undecided 3. usually approved 45. To go on camping trips with other 46. children who are not mentally retarded I. usually not approved 2. undecided 3. usually approved 47. To be provided with simple 48. tasks since they can learn very little 1. usually believed 2. undecided 3. not usually believed 49. To stay overnight at the homes 50. of children who are not mentally retarded I. usually not approved 2. undecided 3. usually approved 3968 How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure of of of of of this this this this this answer? answer? answer? answer? answer? -6- ABS-II-MR Other people generally believe that mentally retarded persons ought: 51. To go to parties with other children who are not mentally retarded I. usually not approved 2. undecided 3. usually approved. 53. To be hired for a job only if there are no qualified non-men- tally retarded people seeking the job 1. usually approved 2. undecided 3. usually not approved 55. To live in the same neighbor- hood with people who are not mentally retarded I. usually not approved 2. undecided 3. usually approved 57. To date a person who is not mentally retarded I. usually not approved 2. undecided 3. usually approved 59. To go to the movies with someone who is not mentally retarded I. usually not approved 2. undecided 3. usually approved 61. To marry a person who is not mentally retarded I. usually not approved 2. undecided 3. usually approved 63. To be sterilized (males) 1. usually approved 2. undecided 3. usually not approved 52. 54. 56. 58. 60. 62. 64. MR'ANS : UOS . How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure of of of of of of of this this this this this this this answer? answer? answer? answer? answer? answer? answer? -7- ABS-II-MR Other people generally believe that mentally retarded persons ought: 65. To be sterilized (females) 1. usually approved 2. not sure 3. usually not approved 67. To be desirable as friends 1. not usually approved 2. not sure 3. usually approved 69. To be regarded as having sex appeal 1. not usually so 2. not sure 3. usually so 71. To be regarded as dangerous 1. usually so regarded 2. not sure 3. notusually regarded so 73. To run machines that drill holes in objects 1. usually not approved 2. not sure 3. usually approved 75. To be trusted with money for personal expenses 1. not usually so 2. not sure 3. usually so 77. To work at jobs he can do even if he has almost no speech 1. not usually so 2. not sure 3. usually so 79. To be forced to totally provide for themselves 1. usual 2. not sure 3. not usual 3968 66. 68. 70. 72. 74. 76. 78. 80. MR-ANS: U.S. How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure of of of of of of of of this this this this this this this this answer? answer? answer? answer? answer? answer? answer? answer? Directions: toward people. ABS-III-MR Section III MR-ANS : u.s. This section contains statments of the ”right" or "moral" way of acting You are asked to indicate whether you yourself agree or dis- agree with each statement according to how you personally believe you ought to behave toward mentally retarded persons. sure you feel about your answer. In respect to people who are mentally retarded, do you believe that it is usually right or usually wrong: 81. 83. 85. 87. 89. To take a mentally retarded child on a camping trips with normal children In 20 3. usually wrong undecided usually right To permit a mentally retarded child to go to the movies with children who are not mentally retarded 1. usually wrong 2. undecided 3. usually right To allow a mentally retarded child to visit overnight with a child who is not mentally retarded I. 2. 3. usually wrong undecided usually right To take a mentally retarded child to a party with children who are not mentally retarded 1. usually wrong 2. undecided 3. usually right For the government to pay part of the cost of elementary educa- tion for mentally retarded children 1. usually wrong 2. undecided 3. usually right 3968 82. 84. 86. 88. 90. How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure of of of of of this this this this this You should then indicate how answer? answer? answer? answer? answer? -9- ABS-III-MR MR'ANS : Us 6 In reSpect to people who are mentally retarded, do you believe that it is usually right or usually wrong: 91. For the government to pay the full 930 For 95. 97. 99. 101. cost of elementary education for mentally retarded children 1. usually wrong 2. undecided 3. usually right cost of a high school education for mentally retarded children 1. usually wrong 2. undecided 3. usually right For the government to pay part of the medical costs related to ‘the disability 1. usually wrong 2. undecided 3. usually right For the government to pay all of the medical costs related to the disability 1. 2. 3. usually wrong undecided usually right To be given money for food and clothing by the government 1. usually wrong 2. undecided 3. usually right To mix freely with people who are not mentally retarded at parties 1. usually wrong 2. undecided 3. usually right 3968 the government to pay the full 92. 94. 96. 98. 100. 102. How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure of this of this of this of this of this of this answer? answer? answer? answer? answer? answer? -10- ABS-III-fl MR-ANS : U .S e- In respect to people who are mentally retarded, do you believe that it is usually right or usually wrong: 103. To go on dates with someone who is not mentally retarded I. usually wrong 2. undecided 3. usually right 105. To go to the movies with someone who is not mentally retarded I. usually wrong 2. undecided 3. usually right 107. To marry someone who is not mentally retarded I. usually wrong 2. undecided 3. usually right 109. To be a soldier in the army 1. usually wrong 2. undecided 3. usually right 111. To provide special laws for their protection 1. usually wrong 2. undecided 3. usually right 113. To provide special help to get around the city 1. usually wrong 2. not sure 3. usually right 115. To sterilize the mentally retarded I. usually right 2. not sure 3. usually wrong 3968 104. How sure are you 1. not sure 2. fairly sure 3. sure 106. How sure are you 1. not sure 2. fairly sure 3. sure 108. How sure are you 1. not sure 2. fairly sure 3. sure 110. How sure are you 1. not sure 2. fairly sure 3. sure 112. How sure are you 1. not sure 2. fairly sure 3. sure 114. How sure are you 1. not sure 2. fairly- sure 3. sure ll6. How sure are you 1. not sure 2. fairly sure 3. sure of of of of of of of this this this this this this this answer? answer? answer? answer? answer? answer? answer? MR ”ANS o _11- . U.S. ABS-III-MR In reapect to people who are mentally retarded, do you believe that it is: usually right or usually wrong: 117. To put all mentally retarded 118. How sure are you of this answer? in separate classes, away from normal children 1. usually right 1. not sure 2. not sure 2. fairly sure 3. usually wrong 3. sure 119. To reserve certain jobs for the 120. How sure are you of this answer? mentally retarded I. usually wrong 1. not sure 2. not sure 2. fairly sure 3. usually right 3. sure -12- ABS-IV-MR Directions: Section IV This section contains statments toward other people. MR-ANS : 0.8 e of ways in which peOple sometimes act You are asked to indicate for each of these statments whether you personally would act toward mentally retarded people according to the statment. answer. In respect to a mentally retarded person, would you: 121. Share a seat on a train for a long trip 1. no 2. don't know 3. yes 123. Have such a person as a fellow worker I. no 2. don't know 3. yes 125. Have such a person working for you 1. no 2. don't know 3. yes 127. Live in the next-door house or apartment 1. no 2. don’t know 3. yes l29. Extend an invitation to a party at your house 1. no 2. don't know 3. yes 131. Accept a dinner invitation at his house 1. no 2. don't know 3. yes 3968 122. How sure are you 1. not sure 2. fairly sure 3. sure 124. How sure are you 1. not sure 2. fairly sure 3. sure 126. How sure are you 1 . not sure 2. fairly sure 3. sure 128. How sure are you 1. not sure 2. fairly sure 3. sure 130. How sure are you 1. not sure 2. fairly sure 3. sure 132. How sure are you 1. not sure 2. fairly sure 3. sure of this of this of this of this of this of this You should then indicate how sure you feel about this answer? answer? answer? answer? answer? answer? LL“ .bfl‘v . ”.0. -13- ABS-IV-MR In respect to a mentally retarded person, gguld you: 133. Go to the movies together 134. How sure are you of this answer? 1. no 1. not sure 2. don't know 2. fairly sure 3. yes 3. sure 135 Go together on a date 136. How sure are you of this answer? 1. no 1. not sure 2. don't know 2. fairly sure 3. yes 3. sure 137. Permit a son or daughter to 138. How sure are you of this answer? date this person 1. no 1. not sure 2. don't know 2. fairly sure 3. yes 3. sure 139. Permit a son or daughter to 140. How sure are you of this answer? marry this person 1. no 1. not sure 2. don't know 2. fairly sure 3. yes 3. sure 141. Feel sexually comfortable 142. How sure are you of this answer? together 1. no 1. not sure 2. don't know 2. fairly sure 3. yes 3. sure 143. Enjoy working with the 144. How sure are you of this answer? mentally retarded 1. no 1. not sure 2. don't know 2. fairly sure 3. yes 3. sure 145. Enjoy working with the 146. How sure are you of this answer? mentally retarded as'much as other handicapped 1. no 1. not sure 2. don't know 2. fairly sure 3. yes 3. sure 147. Enjoy working with mentally 148. How sure are you of this answer? retarded who also have emotional problems 1, no 1. not sure 2. don't know 2. fairly sure 3. yes 3. sure 3968 -14- ABS-IV-MR In respect to a mentally retarded person, would you: 149. Hire the mentally retarded if you were an employer 1. no 2. don't know 3. yes 151. Want the mentally retarded in your class if you were a teacher 1. no 2. don't know 3. yes 153. Require the mentally retarded to be sterilized if you were in control 1. yes 2. don't know 3. no 155. Separate the mentally retarded from the rest of society if you were in control 1. yes 2. don't know 3. no 157. Believe that the care of the mentally retarded is an evidence of national social development 1. no 2. don't know 3. yes 159. Provide, if you could, special classes for the mentally retarded in regular school 1. no 2. don't know 3. yes MR-ANS . 150. How sure are you 1. not sure 2. fairly sure 3. sure 152. How sure are you 1. not sure 2. fairly sure 3. sure 154. How sure are you 1. not sure 2. fairly sure 3. sure 156. How sure are you 1. not sure 2. fairly sure 3. sure 158. How sure are you 1. not sure 2. fairly sure 3. sure 160. How sure are you 1. not sure 2. fairly sure 3. sure of of of of of of U.S. this this this this this this answer? answer? answer? answer? answer? answer? Directions: toward the mentally retarded. Section V MR-ANS: U.S. This section contains statments of actual feelings that people may hold You are asked to indicate how you feel toward people who are menzally retarded compared to people who are not mentally retarded. How do you actually_ feel toward persons who are mentally retarded compared to others who are not mentally retarded: I. 7. Disliking 1. more 2. about the 3. less Fearful 1. more 2 . about the 3. less Horrified 1. more 2. about the 3. less Loathing 1. more 2. about the 3. less Dismay 1. more 2 . about the 3. less 11. Rating 1. more 2. about the 3. less 13. Revulsion l. more 2 . about the 3. less 3968 same same same 8 ame same same 2. 10. 12. 16. How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure How sure are you 1. not sure 2. fairly sure 3. sure of of of of of of of You should then indicate how sure you feel of your anmer. this this this this this this this answer? answer? answer? answer? answer? answer? answer? bill-ANS: UOS . ~16- ABS-V-MR How do ygn_agtnally_£eg1 toward persons who are mentally retarded compared to others who are not mentally retarded: 15. Contemptful 16. How sure are you of this answer? 1. more 1. not sure 2. about the same 2. fairly sure 3. less 3. sure 17. Distaste 18. How sure are you of this answer? 1. more 1. not sure 2. about the same 2. fairly sure 3. less 3. sure 19. Sickened 20. How sure are you of this answer? 1. more 1. not sure 2. about the same 2. fairly sure 3. less 3. sure 21. Confused 22. How sure are you of this answer? 1. more 1. not sure 2. about the same 2. fairly sure 3. less 3. sure 23. Negative 24. How sure are you of this answer? 1. more 1. not sure 2. about the same 2. fairly sure 3. less 3. sure 25. At ease 26. How sure are you of this answer? 1. less 1. not sure 2. about the same 2. fairly sure 3. more 3. sure 27. Restless 28. How sure are you of this answer? 1. more 1. not sure 2. about the same 2. fairly sure 3. less 3. sure 29. Uncomfortable 30. How sure are you of this answer? 1. more 1. not sure 2. about the same 2. fairly sure 3. less 3. sure 3968 -17- ABS-V-MR How do ygg actually feel toward persons who are mentally retarded compared to others who are not mentally retarded: 31. Relaxed 32. How 1. less 1. 2. about the same 2. 3. more 3. 33. Tense 34. How 1. more 1. 2. about the same 2. 3. less 3. 35. Bad 36. How 1. more 1. 2. about the same i 2. 3. less 3. 37. Calm 38. How 1. less 1. 2. about the same 2. 3. more 3. 39. Happy 40. How 1. less 1. 2. about the same 2. 3. more 3. 3968 MR'ANS: U.S. sure are you not Sure fairly sure sure sure are you not sure fairly sure sure sure are you not sure fairly sure sure sure are you not sure fairly sure sure sure are you not sure fairly sure sure of 01 of of of this this Ch j. 3) this this (1 ll Skit: I I gin swe- I‘ answc r 2' AHSWUYV JUSWEI? -13- ABS-VI-MR Directions: Section VI This section contains statements of different kinds of actual experiences you have had with mentally retarded persons. If the statment applies to you, circle yes. If not, you should circle 22. Experiences or contacts with the mentally retarded: 41. Shared a seat on a bus, train, 42. Has this experience been mostly or plane pleasant or unpleasant? 1. no 1. no such experience 2. uncertain 2. unpleasant 3. yes 3. in between 4. pleasant 43. Eaten at the same table together 44. Has this experience been mostly in a restaurant pleasant or unpleasant? 1. no 1. no such experience 2. uncertain 2. unpleasant 3. yes 3. in between 4. pleasant 45. Lived in the same neighborhood 46. Has this experience been mostly ~ pleasant or unpleasant? 1. no 1. no such experience 2. uncertain 2. unpleasant 3. yes 3. in between 4. pleasant 47. Worked in the same place 48. Has this experience been mostly pleasant or unpleasant? 1. no 1. no such experience 2. uncertain 2. unpleasant 3. yes 3. in between 4. pleasant 49. Had such a person as my boss 50. Has this eXperience been mostly or employer pleasant or unpleasant? 1. no 1. no such experience 2. uncertain 2. unpleasant 3. yes 3. in between 4. pleasant 51. Worked to help such peOple 52. Has this experience been mostly without being paid for it pleasant or unpleasant? 1. no 1. no such experience 2. uncertain 2. unpleasant 3. yes 3. in between 4. pleasant 53. Have acquaintance like this 54. Has this experience been mostly 3968 pleasant or unpleasant? 1. no 1. no such experience 2. uncertain 2. unpleasant 3. yes 3. in between 4. pleasant -19- ABS-VIoMR [viii-ANS : Experienc¢§_or contacts with the mentally retarded: 55. 57. 59. 61. 63. 65. 67. 3968 Have good friends like this 1. no 2. uncertain 3. yes Donated money, clothes, etc., for people like this 1. no 2. uncertain 3. yes Have a husbandfior wife) like this 1. no 2. uncertain 3. yes I am like this, myself 0 no . uncertain . yes “NH best friend is like this 5 . no uncertain . yes WNH 0 Received pay for working with people like this 1. yes 2. no My children have played with children like this 1. no 2. uncertain 3. yes 56. 58. 60. 62. 64. 66. 68. U.S. Has this experience beaimostly pleasant or unpleasant? 1. no such experience 2. unpleasant 3. in between 4. pleasant Has this experience been pleasant or unpleasant? 1. no such experience 2. unpleasant 3. in between 4. pleasant Has this experience been pleasant or unpleasant? 1. no such experience 2. unpleasant 3. in between 4. pleasant Has this experience been pleasant or unpleasant? 1. no such experience 2. unpleasant 3. in between 4. pleasant Has this experience been pleasant or unpleasant? 1. no such experience 2. unpleasant 3. in between 4. pleasant Has this experience been pleasant or unpleasant? 1. no such experience 2. unpleasant 3. in between 4. pleasant Has this experience been pleasant or unpleasant? 1. no such experience unpleasant in between 2. 3. 4. pleasant mostly mostly mostly mostly mostly mostly -20- ABS-VI-MR Experiences or contacts with the mentally retarded: 69. My children have attended school 70. Has this exPerience been mostly with children like this pleasant or unpleasant? 1. no 1. no such experience 2. uncertain 2. unpleasant 3. yes 3. in between 4. pleasant 71. Voted for extra taxes for their 72. Has this experience been mostly education pleasant or unpleasant? 1. no 1. no such experience 2. not certain 2. unpleasant 3. yes 3. in between 4. pleasant 73. Worked to get jobs for them 74. Has this experience been mostly pleasant or unpleasant? 1. no 1. no such experience 2. not certain 2. unpleasant 3. yes 3. in between 4. pleasant 75. Have you sexually enjoyed such 76. Has this experience been mostly people pleasant or unpleasant? 1. no 1. no such experience 2. no answer 2. unpleasant 3. yes 3. in between 4. pleasant 77. Studied about such people 78. Has this experience been mostly pleasant or unpleasant? 1. no 1. no such experience 2. yes 2. unpleasant 3. in between 4. pleasant 79. Have worked as a teacher with 80. has this experience been mostly such people pleasant or unpleasant? 1. no 1. no such experience 2. yes 2. unpleasant 3. in between 4. pleasant 3968 ABS-MR: U.S. -21- This part of the booklet deals with many things. For the purpose of this study, the answers of all persons are important. Part of the questionnaire has to do with personal information about you. Since the questionnaire is completely anonymous or confidential, you may answer all of the questions freely without any concern about being iden- tified. It is important to the study to obtain your answer to every question. Please read each question carefully and do not omit any questions. Please answer by circling the answer you choose. 81. Please indicate your sex. 1. Female 2. Male 82. Please indicate your age as follows: 1. Under 20 years of age 2. 21-30 30 31-40 4. 41-50 5. 50 - over 83. Below are listed several different kinds of schools or edvcational divisions. In respect to these various kinds or levels of education, which one have you had the most professional or work experience with, or do ypp have the most knowledge about? This does not refer to vour own education, but to your professional work or related experiences with education. l. I have had no such experience 2. Elementary school (Grade school) 3. Secondary school (High school) 4. College or University 5. Other types 3968 85. 86. 87. 88. QOAQ What is ABS-MR: U.S. -22- your marital status? Married Single Divorced Widowed Separated your religion? I prefer not to answer Catholic Protestant Jewish Other or none About how important is your religion to you in your daily life? 1. I prefer not to answer I have no religion Not very important Fairly important Very important About how much education do you have? Some rate 1. 2. 6 years of school or less 9 years of school or less 12 years of school or less Some college or university A college or university degree people are more set in their ways than others. How would you yourself? I find it very difficult to change I find it slightly difficult to change I find it somewhat easy to change I find it very easy to change my ways 89. 90. 91. 92. 3968 ABS-MR: U.S. -23- Some peeple feel that in bringing up children, new ways and methods should be tried whether-v possible. Others feel that trying out new methods is dangerous. What is your feeling about the following statement? "New methods of raising children should be tried out whenever possible." 1. Strongly disagree 2. Slightly disagree 3. Slightly agree 4. Strongly agree Family planning on birth control has been discussed by many people. What is your feeling about a married couple practicing birth control? Do you think they are doing something good or bad? If you had to decide, would you say that are doing wrong, or that they are doing right? 1. It is always wrong 2. It is usually wrong 3. It is probably all right 4. It is always right People have different ideas about what should be done concerning automation and other new ways of doing things. He do you feel. about the following statement? "Automation and similar new procedures should be encouraged (in government, business, and industry) since eventually they create new jobs and raise the standard of living." 1. Strongly disagree 2. Slightly disagree 3. Slightly agree 4. Strongly agree Running a village, city, town, or any governmental organization is an important job. What is your feeling on the following statement? "Political leaders should be changed regularly, even if they are doing a good job." 1. Strongly disagree 2. Slightly disagree 3. Slightly agree 4. Strongly agree 93. 94. 95. 96. 3968 -24- Some poeple believe that more local government income should be used for education even if doing so means raising the amount you pay in taxes. What are your feelings on this? Strongly disagree Slightly disagree Slightly agree Strongly agree Some peeple believe that more federal government income should be used for education even if doing so means raising the amount you pay in taxes. What are your feelings on this? Strongly disagree Slightly disagree Slightly agree Strongly agree People have different ideas about planning for education in their nation. 1. 2. 3. 4. Which one of the following do you believe is the best way? Educational planning should be primarily directed by the church Planning for education should be left entirely to the parents Educational planning should be primarily directed by the individual city or other local governmental unit Educational planning should be primarily directed by the national government In respect to your religion, about to what extent do you observe the rules and regulations of your religion? I prefer not to answer I have no religion Sometimes Usually Almost always ABS“}1R: U.S. -25- 97. I find it easier to follow rules than to do things on my own. Agree strongly Agree slightly Disagree slightly Disagree strongly QUESTIONNAIRE: HP This part of the questionnaire deals with your experiences or contacts with handicapped persons. Perhaps you have had much contact with handicapped per- sons, or you may have studied about them. On the other hand, you may have had little or no contact with handicapped persons, and may have never thought much about them at all. 98. Some handicapped conditions are listed below. In respect to these various handicaps, with which one have you had the most actual experience; 5. Q. [111the following questions, 99 through 103 you are to refer to the category_—l z) blind and partially blind deaf, partially deaf, or speech impaired crippled or Spastic mental retardation social or emotional disorders I: r C ,L/ .u (1' I l r ( of the handicapped persons you have_just indicated. 99. The following questions have to do with the kinds of experiences you have had with the category of handicapped person you indicated in the previous question. If more than one category of experience applies, please choose the answer with the highest number. 3968 I have read or studied about handicapped persons through reading, movies, lectures, or observations A friend or relative is handicapped I have personally work with handicapped persons as a teacher, counselor, volunteer, child care, etc. I, myself have a fairly serious handicap ABS-MR: U.S. -26- 100. Considering all of the times you have talked, worked, or in some other way had personal contact with the category of handicapped persons indicated in question 98, about how many times has it been altogether? Less than 10 occasions .Between 10 and 50 occasions Between 50 and 100 occasions Between 100 and 500 occasions More than 500 occasions 101. When you have been in contact with this category of handicapped people how easy for you, in general, would it have been to have avoided being with these handicapped persons? 1. 2. 5. I could not avoid the contact I could generally have avoided these personal contacts only at great cost of difficulty I could generally have avoided these personal contacts only with considerable difficulty I could generally have avoided these personal contacts but with some inconvenience I could generally have avoided these personal contacts without any difficulty or inconvenience 102. During your contact with this category of handicapped persons, did you gain materially_in any way through these contacts, such as being paid, or gaining academic credit, or some such gain? No, I have never received money, credit, or any other material gain Yes, I have been paid for working with handicapped persons Yes, I have received academic credit or other material gain Yes, I have both been paid and received academic credit 103. If you have been paid for working with handicapped persons, about what percent of'your income was derived from contact with handicapped persons during the actual period when working with them? 1. 2. No work experience Less than 25% Between 26 and 50'}; Between 51 and 75% Mnro than 7A°I ABS-MR: U.S. -27- 104. If you have ever worked with agypcategory of handicapped persons for personal gain (for example, for money or some other gain), what oppor- tunities did you have (or do you have) to work at something else instead; that is, soemthing else that was (or is) acceptable to you as a job? 1. No such experience 2. No other job was available 3. Other jobs available were not at all acceptable to me 4. Other jobs available were not quite acceptable to me 5. Other jobs available were fully acceptable to me 105. Have you had any experience with mentally retarded persons? Considering all of the times you have talked, worked, or in some other way had personal contact with mentally retarded persons, about how many times has it been altogether? 1. Less than 10 occasions 2. Between 10 and 50 occasions 3. Between 50 and 100 occasions 4. Between 100 and 500 occasions 5. More than 500 occasions 106. How have you generally felt about your experiences with mentally retarded persons? 1. No experience 2. I definitely disliked it 3. I did not like it very much 4. I liked it somewhat S. I definitely enjoyed it 3968 ABS-MR: U.S. -23- LIFE SITUATIONS This section of the booklet deals with how people feel about several aspects or life or life situations. Please indicate how you feel about each situation by circling the answer you choose. 107. It should be possible to eliminate 108. How sure do you feel about war once and for all your answer? 1. strongly disagree 1. not sure at all 2. disagree 2. not very sure 3. agree 3. fairly sure 4. strongly agree 4. very sure 109. Success depends to a large part 110. How sure do you feel about on luck and fate. your answer? 1. strongly agree 1. not sure at all 2. agree 2. not very sure 3. disagree 3. fairly sure 4. strongly disagree 4. very sure 111. Some day most of the mysteries of 112. How sure do you feel about the world will be revealed by your answer? science. 1. strongly disagree 1. not sure at all 2. disagree 2. not very sure 3. agree 3. fairly sure 4. strongly agree 4. very sure 113. By improving industrial and agri- 114. How sure do you feel about cultural methods, poverty can be your answer? eliminated in the world. 1. strongly disagree 1. not sure at all 2. disagree 2. 'not very sure 3. agree 3. fairly sure 4. strongly agree 4. very sure 115. With increased medical knowledge 116. How sure do you feel about it should be possible to lengthen your answer? the average life span to 100 years or more. 1. strongly disagree 1. not sure at all 2. disagree 2. not very sure 3. agree 3. fairly sure 4. strongly agree 4. very sure 3968 117. 119. 121. 123. 3968 -29- Someday the deserts will be con- 118. vertcd into good farming land by the application of engineering and science. 1. strongly disagree 2. disagree 3. agree 4. strongly agree Education can only help people 120. develop their natural abilities; it cannot change people in any fundamental way. 1. strongly agree 2 . ‘-agree 3 .clcsagree 4. strongly disagree 122. With hard work anyone can succeed. . strongly disagree . disagree . agree . strongly agree war—t Almost every present human problem 124. will be solved in the future. 1. strongly disagree 2. disagree 3. agree 4 . strongly agree ABS-’MR: U.S. How sure do you feel about your answer? not sure at all not very sure fairly sure very sure How sure do you feel about your answer? wat—t not sure at all not very sure fairly sure very sure How sure do you feel about your answer? not sure at all not very sure fairly sure very sure How sure do you feel about your answer? bWNr-I 0 not sure at all not very sure fairly sure very sure ABS-MR: U.S. -30- MENTAL RETARDATION .This section of the questionnaire deals with information about mental retardation. Please circle your answer. 125. Which of the following is a preferred method of educating mentally handicapped children: 1. to give the child work he can do with his hands (handicraft, weaving). ' 2. to place the child in a vocational training school 3. to make the program practical and less academic 4. to present the same material presented to the average child but allowing more time for practice. In educating the mentally handicapped (IQ 50-75) child, occupational 126 0 training should begin:: 1. upon entering high school 2. the second year of high school 3. the last year of high school 4. when the child enters school 127. The major goal of training the mentally handicapped is: 1. social adequacy 2. academic proficiency 3. occupational adequacy 4. occupational adjustment 128. Normal children reject mentally handicapped children because: 1. of their poor learning ability 2. of unacceptable behavior 3. they are usually dirty and poor 4. they do not "catch on" 129. The emotional needs of mentally handicapped are: l. stronger than normal children 2. the same as normal children 3. not as strong as normal children 4. nothing to be particularly concerned with 130. The proper placement for the slow learner (IQ 75-90) is in: 3968 wan—I O the regular classroom Special class vocational arts regular class until age of 16 and then dropped out of school 131. 132. I33. 134. 135. 136. 137. 3968 ABS-MR: U.S. -31- In school, the slow learner ususally: is given a lot of successful experiences meets with a great many failures is a leader is aggressive In grading the slow learner, the teacher should: be realistic,if the child is a failure, fail him grade him according to his achievement with relation to his ability not be particularly concerned with a grade grade him according to his IQ The studies with regard to changing intelligence of pre-school children indicate that: D‘hihbh‘ C intellectual change may be accomplished no change can be demonstrated change may take place more readily with older children the IQ can be increased at least 20 points if accelerated training begins early enough The development and organization of a comprehensive educational program for the mentally handicapped is dependent upon: wat—I O adequate diagnoses proper training facilities a psychiatrist parent-teacher organizations The mentally handicapped are physically: J-‘UNH markedly taller markedly shorter heavier about the same as the average child of the same age The mentally handicapped child: looks quite different from other children is in need of an educational program eSpecially designed for his needs and characteristics can never be self-supporting cannot benefit from any educational program The mentally handicapped individual usually becomes: ¥‘uah9hi a skilled craftsman a professional person a semi-skilled laborer unemployable 138. 139. 140. 3968 ABS-MR: U.S. -32- The educationally handicapped have: 1. 2. 3. 4. at least average intelligence superior intelligence only always have retarded intelligence may have somewhat retarded, average, or superior intelligence. The mentally handicapped have: 1. 2. 3 4. markedly inferior motor development superior motor development superior physical development about average motor development The reaction of the public toward the retarded child seems to be: DUNv—I O rejecting somewhat understanding but not completely accepting accepting express feelings of acceptance but really feel rejecting APPENDIX D INSTRUCTIONS AND EXPLANATIONS FOR THE ABS-MR (SPANISH) 200 201 INSTRUCCIONES No hay respuestas "correctas" o "incorrectas excepts en las 3 dltimas paginas. Ante todo, nos interesa conocer sus progias opiniones (o sus opiniones sobre las de los demés). Asi que no se preocupe; indique la que usted crea ser la mejor respuesta. No comente sus respuestas pues nos interesa conocer sus opiniones estrictamente personales. ‘\ Por favor, reSponda todas las preguntas. Tal vez encuentre que ninguna respuesta de las dadas en el cuestionario represents exactamente lo que usted piensa o siente; algunas veces la pregunta no tiene relacion con ustéd. En estos casos, escoja 1a respuesta que Egg se acerque a su Opinidn o a la situa- cion actual. Si usted quiere, escriba us comentario o critics a1 lado de la pregunta; sin embargo, contéstela. No indique mas de 222 respuesta por cada pregunta. Una pregunta con mas de una respuesta no se tendra en cuenta. Recuerde que solamente necesita encerrar en un circulo £1 nfimero de la respuesta escogida. No hay necesidad de encerrar toda la frase. Puede usar lapiz o tinta. Gracias PARA IDS NEGOCIANTES: Pnr favor, indique al principin de la primera pagina su ciudad de residencia actual y su campo especifico de trabajo. PARA L08 FAMILIARES: Por favor, indique al principin de la primera pagina su ciudad de residencia actual y su relacion especifica con su nifio subdotado, vgr. padre, madre, tic, hermana, abuela etc. 202 EXPLICACION DE LA ENCUESTA SOBRE EDUCACION Y RETARDO MENTAL El propdsito de este estudio es cl investigar las actitudes hacia la educacion en general y hacia las personas retardadas mentales entre varios sub-grupos de la poblacidn colombiana. Este estudiotforma parte de un extenSu proyecto de in— vestigacidn en varias culturas dirigido por el Dr. John E. Jordan de la Facultad de Educacidn de la Universidad del Estado de Michigan; en el se incluiran mues— tras de poblacion de Argentina, Bélgica, Colombia, Dinamarca, Estados Unidos, Francis, Holanda, Inglaterra, Mexico, Perfi, Polonia y Yogoeslavia. El Dr. Luis H. Perez, Jefe del Departamento de Psicologia de la Universidad del Valle, coopera en el estudio colombiano. Este pais ha sido escogido porque presenta una poblacidn muy diferente en lenguaje, cultura y patrones socialss a los de Europa, Asia y Es- tados Unidos donde estudios similares estan llevandose a cabo 0 ya han sido comple- tados. El cuestionario contiene 5 partes: l) Escala de Actitudes y Comportamiento; 2) Cuestionario Personal; 3) Cuestionario sobre Personas Incapacitadas; 4) Situaciones de la Vida, y 5) Preguntas sobre el Retardo Mental. La investigacidn se basa en la nueva teoria de facetas desarrolladas por el Dr. Louis Guttman del Instituto Israeli para la Investigacidn Social Aplicada, median- te la cual se miden y comparan las actitudes de un grupo cultural con las de otro. La muestra colombiana incluira 1.000 sujetos: 400 maestros de escuela primaria y secundaria, 200 hombres de negocios, 200 padres de retardados mentales y 200 pro— fesionales que trabajan con retardados mentales. Se espera que los resultados de este estudio provean, al menos, estos 6 beneficios~ 1.- Ayudar a1 desarrollo de un programa de educacidn especial 2.- Evaluar e1 apoyo de la comunidad hacia los programas de educacidn especial. 3.- Indicar el estado de satisfaccidn de los maestros, sus actitudes y conocimien- tos hacia el retardo mental. 4.— Proveer una informacidn correlacional en Colombia. Es decir, como difieren las actitudes hacia la educacién y hacia los retardadas mentales entre las per- sonas con diferentes ocupaciones, y niveles de educacidn, de diferentes regio— nes del pais ademas de otros factores demograficos, valores y experiencias pa— sadas. S.- Proveer comparaciones entre culturas. Se dice " La educacidn es una de las rutas que conduce al desarrollo nacional." Si esto es cierto, puede medirse el grado de compromiso de varios paises hacia la educacidn y su correlacidn con los indices de desarrollo econdmico y progreso? 6.— Desarrollar una medicion de las actitudes inter-culturales y validar las teo- rias que han servido de base a este estudio. 203 EXPLICACION DE LA ENCUESTA SOBRE EDUCACION Y RETARDO MENTAL El proposito de este estudio es el investigar las actitudes hacia 1a educacidn en general y hacia las personas retardadas mentales entre varios sub-grupos de la poblacidn colombiana. Este estudio forma parte de un extenso proyecto de in- vestigacidn en varias culturas dirigido por el Dr. John E. Jordan de la Facultad de Educacidn de la Universidad del Estado de Michigan; en el se incluiran mues- tras dc poblacidn de Argentina, Belgica, Colombia, Dinamarca, Estados Unidos, Francia, Holanda, Inglaterra, Mexico, Perd, Polonia y Yugoeslavia. El Dr. Luis H. Perez, Jefe del Departamento de Psicologia de la Uhiversidad del Valle, coopera en el estudio colombiano. La muestra colombiana incluiera 1.000 sujetos: 400 maestros de escuela primaria y secundaria, 200 padres de retardados mentales, 200 profesionales que trabajan con retardadas mentales y 200 negociantes. SE ESPERA QUE LOS RESULTADOS DE ESTE ESTUDIO PROVEAN, AL MENOS, ESTOS BENEFICIOS l. Conseguir una descripcidn de las actitudes diferentes de los padres hacia sus hijos subdotados y correlacionarlas con experiencias y valores 'personales y factores demograficos. 2. Evaluar el apoyo de varios grupos dentro de la comunidad (maestros, profesionales que trabajan con los retardadas mentales, negociantes) a programas de educacidn y rehabilitacidn. 3. Indicar las actitudes y conocimientos do 103 maestros hacia los retardadas mentales y su agrado en el trabajo con estos. 4. Conseguir informacidn sobre las actitudes de varios grupos con el fin de aprovecharlas como base de accidn.futura; es decir, dirigir programas para conservar actitudes favorables, cambiar actitudes desfavorables, 0 simple- mente diagnosticar e1 ambiente de la comunidad. 5. Hacer un estudio paralelo entre diferentes culturas o parses. 6. Estandardizar un sistema de medidas para evaluar actitudes inter-culturales y validar las teorias que han servido de base a este estudio. 204 EXPLICACION DE LA BNCUESTA SOBRE EDUCACION Y RETARDO MENTAL Se estima que 85 % de los retardados mentales pueden beneficiarse por entrenamiento y educacion especial. En vez de ser una carga pueden llegar a participar en la vida de la comunidad. Sin embargo, es necesardo e1 apoyo de la ciudadania para el éxito de un buen programs. El preposito de este estudio es investigar las actitudes hacia los retardados mentales (y hacia la educacidn en general) dentro de la comunidad. Este estudio forma parte de un extenso proyecto de investigacidn en varias culturas dirigido por el Dr. John E. Jordan de la Facultad de Edpcacidn de la Universidad del Estado de Michigan. El Departamento de Psicologiagde la Universidad del Valle coopera en el estudio colombiano. SE ESPERA QUE IDS RESULTADOS DE ESTE ESTUDIO, PROVEAN, AL MENOS, ESTOS BENEFICIOS: Evaluar e1 apoyo de varios grupos de la comunidad hacia los programas de educacidn y rehabilitacion. Obtener una descripcion de las actitudes diferentes de los padres hacia sus hijos subdotados. Ayudar al desarrollo de un programa de educacion especial. Obtener informacion sobre las diferentes actitudes hacia la educacion y los retardados mentales de acuerdo a niveles educativos, profesiones, y regiones del pafs. Llevar a cabo un estudio paralelo entre diferentes culturas o paises. Validar las teorias que han servido de base a este estudio. APPENDIX E ATTITUDE-BEHAVIOR SCALE: ABS-MR (SPANISH) 205 ABS-MR:C ESCALA DB ACTITUDES Y COMPORTAMIENTO—-MR For John E. Jordan BXPLICACIONES “cu..-“ Esfe folleto contiene afirmaciones que indican cdmo la gente piensa sobre ciertas cosas. En esta seccion se le pedira sefialar para cada una de estas afirmaciones como otras personas pjensan sobre los individuos retardados mentales en compara - cidn con aquellos que no lo son. Este es un ejemplo: EJEHPLO lo. 1. Posibilidad de tener ojos azules (:) menos posibilidades 2. mas o menos la misma 3. mas posibilidades Si otras personas creen que los individuos retardados mentaleg tienen ”1“ Eggggg§.2_§1b1l1dades que la mayoria de la gente den tener ojos azules, Ud. debe encerrar en un circulo'g1‘pfimero.1 como se indica arriba. Si otras _personas creen que los individuos Ietardados mentales tienen mas'pgg12111gades de tener ojos azules, Ud. debe'gggggggg_ en un circulo e1 namero ‘g, como se indica a continuacion: 1. Posibilidad de tener ojos azules 1. menos posibilidades . mae.o menos la misma mas posibilidades Después de cada afirmacidn sigue una pregunta sobre gué tan Egguro.§§£§ ‘gg. de 12 respuesta. Suponga que Ud. respondid la pregunta del ejemplo sobre los " ojos azules " marcando en: " mas g menos 1g misma ". Entonces debe Ud. indicar gué tan seguro estuvo Ud. de esta respuesta. Si Ud. 8e sentia se uro, debe encerrar.gg‘gn _circulo‘g1 numero‘g como se indica a continuacidn en el ejemplo 2. BJEMPLO 2o . 1. Posibilidad de tener ojos azules 2. Qué tan seguro esta Ud. de su respuesta? 1. menos posibilidades 1. no (g) mas o menos la misma 2. mas o menos seguro §. mas posibilidades (:3 seguro 3968 -2- 113-1-1411 Orientacione Seceidn I ABS-MReC En las afirmaciones que siguen, Ud. debe encerrar con un cIrculo e1 namero que indica c6mo otra§_persona§ comparan los individuos retardados mentales con los que no son retardados mentales, y luego indioar que tan seguro esta Ud. de su respuesta. For 10 general, las personas estan seguras de sus respuestas a algunas preguntas e inseguras de sus respuestas a otras preguntas. §§ imEortante res ondeg 39.9111 .118. 1W, we 211.331.83.322 2.9213195 11.3% .912 1.162 BEE—5.11.25?— ' Otras Eersona§ generalmente creen lo siguiente sobre los individuos retardados mentales com — parados con los que no lo son: 1. Bnergia y vitalidad W 2. Que tan seguro 1. menos enérgicos 2. mas o menos lo mismo 3. mas enérgicos 3. Capacidad para el trabajo escolar 4. 1. no 2. mas o menos 3. seguro Que tan seguro 1. menor capacidad 1. no 2. mas o menos lo mismo 2. mas o_menos 3. mayor capacidad 3. seguro 5.‘Memoria 6. Qué tan seguro 1. no tan buena 1. n0 2. mas o menos lo mismo 2. mas o menos 3. mejor 3. seguro 7. Interesado en practicas sexuales 8. no comunes 1. mas interesado 2. mas o menos lo mismo 3. menos interesado 9. Puede llevar un buen matrimonio 10. 1. menos capaz 2. mas o menos lo mismo 3. mas capaz 11.;Tendra demasiados nifios F , 31. mas que la mayoria E2. mas o menos lo mismo *3. menos que la mayoria 3968 Qué tan seguro 1. no 2. mas o menos 3. seguro Qué tan seguro 1. no 2. mas o menos 3. seguro 12. Qué tan seguro 1. no 2. mas o menos 3. seguro esta Ud. de seguro esta Ud. de seguro esta Ud. de seguro esta Ud. de seguro esta Ud. de seguro esta Ud. de seguro SL1 8L1 SL1 SL1 SU SL1 respuesta? respuesta? respuesta? respuesta? respuesta? respuesta? —3— ABS—I-MR Otras.pgg§ggg§ generalmente creen lo siguiente sobre los individuos retardados mentales com- parados con los que no son retardados: 13. 15. 17. 19, 21. 23. Fidelidad al (la) esposo (a) 14. 1 2 3 . menos fiel . mas o menos lo mismo . mas fiel Tendra cuidado de sus nifios 16. 1 2 . menos que la mayoria . mas o menos lo mismo 3. mejor que la mayoria Tiende a obedecer las leyes 18. 1 2 . tiende menos . mas o menos lo mismo 3. tiende mas Realiza un trabajo estable y . 20. confiable 1 2 3 . menos apto . mas o menos lo mismo . mas apto Trabaja fuertemente 22. 1 2 3 . no tanto . mas o menos lo mismo . mas que la mayoria Hace planes para el futuro 24. 1 2 . no es tan apto . mas o menos lo mismo . es mas apto 2S. Prefiere divertirse ahora en ~ 26. lugar do trabajar para el futuro 39 68 1 2 3 . mas que la mayoria de la gente . mas o menos lo mismo . menos que la mayoria de la gente Qué Qué Qué Qué H 0 CON 0 Qué tan seguro esta’Ud. no mas o menos seguro seguro tan seguro esta Ud. no mas o menos seguro seguro tan seguro esta Ud. no mas o menos seguro seguro tan seguro esta Ud. no mas o menos seguro seguro tan seguro esta Ud. no mas o menos seguro 'seguro tan seguro esta Ud. no mas o menos seguro seguro tan seguro esta Ud. no mas o menos seguro seguro de de de de de ABS-MR-C SL1 SL1 SL1 SL1 SL1 811 SLI respuesta? respuesta? respuesta? respuesta? respuesta? respuesta? respuesta? -4— gas-1-11:1 Qfggg personas generalmente creen lo siguiente sobre los individuos retardados mentales - comparados con los que no son retardadoa: ‘27. Propenso a ser cruel con los demas 28. Qué tan seguro 29. 31. 33. 35. 37. 3968 1. mas propenso 2. mas o menos lo mismo 3. menos propenso Los retardados mentales son sexualmente........ 1. mas libres que los demas 2. mas o menos lo mismo 3. menos libres que los demas Cantidad de iniciativa 1. menos que los demas 2. mas o menos lo mismo 3. mas que los demas Sostenerse economicamente 1. no 2. mas o menos 3. seguro 30. Qué tan seguro 1. no 2. mas o menos 3. seguro 32. Que tan seguro 1. no 2. mas o menos 3. seguro 34. Qué tan seguro 1. menos capaz que los demas 1. no 2. mas o menos lo mismo 2. mas o menos 3. mas capaz que los demas 3. seguro Los retardados-mentales prefieren 36. Qué tan seguro 1. estar solos 1. no 2, ester 8610 con gente normal 2. mas o menos 3. estar con toda clase de personas 3. seguro Comparandose con otros la educacidn 38.Qué tan seguro del retardado mental 1. no es muy importante 2. es mas o menos importante 3. es una meta social importante Les leyes para los retardados mentales 1. deben ser mas estrictas 2. mas o monos lo mismo 3. deben ser menos estrictas 1. no 2. mas o menos 3. seguro 40. Qué tan seguro 1. no 2. mas o menos 3. seguro esta Ud. seguro esta Ud. seguro esta Ud. seguro esta Ud. seguro esta Ud. seguro esta Ud. seguro esta Ud. seguro ABS-MR:C 81] SU SL1 SL1 SL1 SL1 SLl respuesta? respuesta? respuesta? respuesta? respuesta? respuesta? respuesta? ABS-MRtC —5- ABS-II-MR Orientaciones: Seccion II Esta seccién contiene afirmaciones de las maneras en que otras personas algunas veces se comportan con la gente. Se 1e pide indicar para cada unr de estas afirmaciones qné.p1ensang§neralmente otras personas sobre.§g§ .EElEEiQQS§ con los retardados mentales en las siguientes circunstancias. Debe Ud. indicar, luego, que tan seguro esta Ud. de su respuesta. 'Qt1a§.0§rggggs generalmente creen que las personas mentalmente retardadas deberian: 41. Jugar en los campos de juego de la 42. Qué tan seguro esta Ud. de su escuela con otros nifios que no son retardados mentales. 1. generalmente no es aprobado 1. no 2. indeciso 2. mas o menos seguro 3. generalmente es aprobado 3. seguro 43. Hacer visitas a las casas de otros 44. Qué tan seguro estd Ud. de Su nifios que no son retardados mentales 1. generalmente no es aprobado 1. no 2. indeciso 2. mas o monos seguro 3. generalmente es aprobado 3. seguro 4S. Ir a campamentos con otros nifios 46. Qué tan seguro esta Ud. de su que no son retardados mentales 1. generalmente no es aprobado 1. no 2. indeciso 2. mas o menos seguro 3. generalmente es aprobado 3. seguro 47. No recibir mas de una tarea a1 48. Qué tan seguro esta Ud. de su tiempo, puesto que aprenden muy poco 1. generalmente se cree 1. no 2. indeciso 2. mas o menos seguro 3. generalmente no se cree 3. seguro 49. Pasar la noche en las casas de 50. Qué tan seguro esta Ud. de su nifios que no son rotardados mentales 1. generalmente no es aprobado 1. no 2. indeciso 2. mas o menos seguro 3. generalmente es aprobado 3. seguro 3968 respuesta? respuesta? respuesta? respuesta? respuesta? -6- ABS-II-MR Otras personas generalmente creen que las personas mentalmente retardadas deberian: 51. Ir a fiestas con otros nifios que 52. Qué no son retardados mentales 1. generalmente no es aprobado 1. 2. indeciso 2. 3. generalmente es aprobado 3. S3. Ser empleado para un trabajo 54. Qué solamente si no hay personas normales calificadas buscando ese trabajo 1. generalmente es aprobado 1. 2. indeciso 2. 3. generalmente no es aprobado 3. 55. Vivir en el mismo vecindario con 56. Qué personas que no son retardadas mentales 1. generalmente no es aprobado 2. indeciso 3. generalmente es aprobado 57. Salir con una persona que no es 58. Qué retardada mental 1. generalmente no es aprobado 1. 2. indeciso 2. 3. generalmente es aprobado 3. S9. Ir a cine con una persona que 60. Qué no es retardada mental 1. generalmente no es aprobado 1. 2. indeciso 2. 3. generalmente cs aprobado 3. 61. Casarsc con una persUna que no 02. Que es retardada mental 1. generalmente no es aprobado 2. indeciso 3. generalmente es aprobado 63. Ser esterilizados ( los hombres )64. Qué generalmente es aprobado 1ndec1so generalmente n6 es aprobado COMP“ o 3968 1 2 3 C'JNH tan seguro esta Ud. de cu respuesta? no mas o menos seguro seguro tan seguro estd Ud. de su respuesta? no mas o menos seguro seguro tan seguro esta Ud. do no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro SL1 SU 511 SL1 SL1 respuesta? respuesta? respuesta? respuesta? respuesta? -7- ABS—II-MR Otras personas generalmente creen que las personas mentalmente retardadas deberian- 65.Ser csterilizadas (las mujeres) 66. Qué tan seguro 1. generalmente es aprobado 2. indeciso 3. generalmente no es aprobado 67.Ser deseables como amigos 1. generalmente no es aprobado 2. indeciso 3. generalmente es aprobado 69.Ser considerados como que tienen70. Qué tan seguro sex appeal (atractivo sexual) 1. generalmente no 2. indeciso 3. generalmente si 71.Ser considerados peligrosos 1. generalmente si 2. indeciso 3. generalmente no 73.Manejar maquinas que perforan huecos en objetos 1. generalmente no es aprobado 2. indeciso 3. generalmente es aprobado 75.Confiarse1e dinero para gastos personales 1. generalmente no 2. indeciso 3. generalmente si hablar 1. generalmente no 2. indeciso 3. genoralmente 31 3968 esta Ud. de 1. no 2. mas o menos 3. seguro seguro 68. Que tan seguro esta Ud. de 1. no 2. mas o menos 3. seguro seguro esta Ud. de 1. no 2. mas o menos 3. seguro seguro 72. Qué tan seguro esta Ud. de 1. no 2. mas o menos 3. seguro seguro 74. Que tan seguro esta Ud. de 1. no 2. mas o menos 3. seguro seguro 76. Qué tan seguro esta Ud. de 1. no 2. mas o menos seguro 3. seguro 1. no 2. mas o menos seguro 3. seguro SL1 SL1 SL1 SU 811 SL1 ABS-MR-C respuesta? respuesta? respuesta? respuesta? respuesta? respuesta? 77.Trabajar en ocupaciones que puede78. Qué tan seguro esta Ud. de su respuesta? desempefiar aunque casi no pueda ABS-MR~C -8- ABS—II—MR Otras pgrsonas generalmente creen que las personas mentalmente retardadas deberian: 79. Obligarlos a arreglarselas 80. Qué tan seguro esta Ud. de su respuesta? completamente por si mismos 1. generalmente si 1. no 2. indeciso 2. mas o menos seguro 3. generalmente no 3. seguro 3968 _ 9- 115—1114111 Orientaciones: Seccidn III ABS-MRtC Esta seccion contiene afirmaciones de las maneras "correctas" o " morales " de comportarse con la gente. A Ud. se le pide indicar si personalmente esta o no de acuerdo con cada afirmacion en relacion como Ud. cree debe comportarse hacia— las Ud. de. su respuesta. En relacion con personas retardadas mentales, cree Ed. que es generalmente correcto o incorrecto; 81. Llevar a un nifio retardado mental 82. Qué tan seguro 83. 85. 87. 89. 3968 a campamentos con nifios normales 1. generalmente incorrecto 2. indeciso 3. generalmente correcto Permitir que un nifio retardado 84. mental vaya a cine con nifios normales 1. generalmente incorrecto 2. indeciso 3. generalmente correcto Permitir que un nifio retardado 86. mental pase la noche con un nifio normal 1. generalmente incorrecto 2. indeciso 3. generalmente correcto 1. no 2. mas o menos 3. seguro Que tan seguro 1. no 2. mas o menos 3. seguro Qué tan seguro 1. no 2. mas o menos 3. seguro Llevar a un nifio retardado mental 88.Qué tan seguro a una fiesta con nifios normales 1. generalmente incorrecto 2. indeciso 3. generalmente correcto 1. no 2. mas o menos 3. seguro El gobierno debe pager parte del 90. Qué tan seguro costo de la educacidn primaria para los nifios retardados mentales 1. generalmente incorrecto 2. indeciso 3. generalmente correcto 1. no 2. mas o menos 3. seguro eSta Ud o seguro esta Ud. seguro esta Ud. seguro esta Ud. seguro esta Ud. seguro de de de de de 811 SL1 SU SL1 SL1 ersonas retardadas mentales. Debe indicar luego qué tans seguro esta respuesta? respuesta? respuesta? respuesta? respuesta? ABS—MRtC - 10— ABS-III-MR En relacidn con personas retardadas mentales, cree Ud. que es generalmente correcto o incorrecto 91. El gobierno debe pagar todo el 92. Que tan seguro esta Ud. de su respuesta? costo de la educacion primaria para los nifios retardadas mentales 1. generalmente incorrecto 1. no 2. indeciso 2. mas o menos seguro 3. generalmente correcto 3. seguro 93. El gobierno debe pagar todo el 94. Qué tan seguro esta Ud. de su respuesta? costo de la educacion secundaria para los nifios retardados mentales 1. generalmente incorrecto 1. no 2. indeciso 2. mas o menoa seguro 3. generalmente correcto 3. seguro 95. El gobierno debe pagar parte de 96. Que tan seguro esta Ud. de su respuesta? de los costos médicos relacionados con la incapacidad 1. generalmente incorrecto 1. no 2. indeciso 2. mas o menos seguro 3. generalmente éorrecto 3. seguro 97. El gobierno debe pagar todos los 98. Qué tan seguro esta Ud. de su respuesta? costos médicos relacionados con su incapacidad 1. generalmente incorrecto 1. no 2. indeciso 2. mas o menos seguro 3. generalmente correcto 3. seguro 99. El gobierno debe darle dinero 100. Qué tan seguro esta Ud. de su respuesta? para alimentos y r0pa 1. generalmente incorrecto 1. no 2. indeciso 2. mas o menos seguro 3. generalmente correcto 3. seguro 101.Mezclarse libremente con personaslo2. Qué tan seguro esta Ud. de su respuesta? no retardadas mentales en las ~ fiestas 1. generalmente incorrecto 1. no 2. indeciso 2. mas o menos seguro 3. generalmente correcto 3. seguro 3968 En relacidn con personas retardadas mentales, cree Ud. que es generalmente correcto o incorrecto: 103. 105. 107. 109. 111. 113. 115. 3968 Salir con alguien que no es retardado mental . generalmente incorrecto indeciso generalmente correcto a1 cine con alguien que es retardado mental . generalmente incorrecto indeciso generalmente correcto Casarse con alguien que no es retardado mental 1. generalmente incorrecto 2. indeciso 3. generalmente correcto Ser soldado en el ejército 1. generalmente incorrecto 2. indeciso 3. generalmente correcto Proveer leyes especiales para su proteccion 1. generalmente incorrecto 2. indeciso 3. generalmente correcto Proveer ayuda especial para movilizarse en la ciudad 1. generalmente incorrecto 2. indeciso 3. generalmente correcto Esterilizar a los retardados mentales 1. generalmente correcto 2. indeciso 3. generalmente incorrecto - 11- 104. 106. 108. 110. 112. ABSflII-MR Que tan seguro 1. no 2. mas o menos 3. seguro Qué tan seguro 1. no 2. mas o menos 3. seguro Qué tan seguro 1. no 2. mas o menos 3. seguro Qué tan seguro 1. no 2. mas o menos 3. seguro Qué tan seguro 1. no 2. mas o menos , 3. seguro 114. 116. Qué tan seguro 1. no 2. mas o menos 3. seguro Que tan seguro 1. no 2. mas o menos 3. seguro esta Ud. de seguro esta Ud. de seguro esta Ud. de seguro esta Ud. de seguro esta Ud. de seguro esta Ud. de seguro esta Ud. de seguro 81] 8U 8U SL1 811 SD SL1 ABS-MR-C respuesta? respuesta? respuesta? respuesta? respuesta? respuesta? respuesta? ABS—MR-C - 12- ABS—III—MR En relacion con personas retardadas mentales, cree gg. que es generalmente correcto o - incorrecto. . - 117. Poner a todos los retardados 118. Qué tan seguro esta Ud. de su respuesta? mentales en clases separadas, aparte de los nifios normales 1. generalmente correcto“ 1. no 2. indeciso 2. mas o menos seguro 3. generalmente incorrecto 3. seguro 119. Reservar ciertos trabajos paral20. Qué tan seguro esta Ud. de su respuesta? los retardados mentales 1. generalmente incorrecto 1. no 2. indeciso 2. mas o menos seguro 3. generalmente correcto 3. seguro 3968 Orientaciones- Seccidn IV -13- ABS-IV-MR ABS-MRtC Esta seccién contiene afirmaciones sobre las maneras como la gente se comporta algunas veces con los demas. Se 1e pide a usted indicar para cada una de estas afirmaciones si usted pegsonalmente se comportaria hacia 188’22£22222E§SEE£EE22§ mentales de acuerdo con estas afirmaciones. Debe también indicar que n seguro esta usted de su respuesta. En relacion con una persona retardada mental, usted 2 121. 123. 125. 127. 129. 3968 Compartiria un asiento en el tren durante un largo viaje. 1. no 2. no sé 3. si Tendria a tal persona como companera de trabajo. 1. no 2. no 86 3. si Tendria a tal persona trabajando para Ud. 1. no 2. no sé 3. si Viviria en la casa o apartamento vecino. 1. no 2. no sé 3. 31 La invitaria a una fiesta en su casa 1. no 2. no sé 3. sI 122. Qué 1. 2. 3. 128. Qué 1. 2. 3 130. Qué tan seguro esta Ud. de su respuesta? no mas o menos seguro seguro tan seguro esta Ud. de su respuesta? no mas o menos seguro seguro '-u126, Que tan seguro esta Ud. de su respuesta? no mas o menos seguro seguro tan seguro esta Ud. de su respuesta? no mas o menos seguro seguro tan seguro esta Ud. de su respuesta? no mas o menos seguro seguro En relacién con una persona retardada mental Ested : 131. 133. 135. 137. 139. 141. 3968 Aceptaria una invitacion a cenar en su casa. 1. no 2. no Se 3. sI Iria a1 cine con esa persona 1. no 2. no sé 3. si Saldrian juntos 1. no 2. no sé 3. si Permitiria que su hijo o hija salieran con esa persona 1. no 2. no sé 3. si Permitiria que un hijo o hija SQ casara COD €88 persona 1. no 2. no sé 3. 31 Se sentiria sexualmente camodo con'él (ella) 1. no 2. no sé 3. 31 ~14— .ABS- IV-MR 132. Qué 1. 2. 3. 134. Qué 140. Qué tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. do no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro SU 811 SL1 SL1 SL1 SL1 ABS—MR~C respuesta? respuesta? respuesta? respuesta? respuesta? respuesta? ~15- ABS-IV—MR En relacion con una persona retardada mental‘ostgg' 143. Gozaria trabajando con los retardadas mentales. OONH O. ’35 14.00 0) (EA . J] 145. Cozaria trabajando con los rctardados mentales tantc como con otros incapacitados :1 O sé COMH .0 93:3 l-\O 147. Gozaria trabajando con los retardados mentales que también tuvieran problemas emocionales no no sé ’2" y... coNJH .0 149. Emplearia a los retardados mentales si usted fuera empresario 1. no 2. no sé n U ‘. 8:0. 151. Denearia tener en su clase a 152. Qué los retardados mentales si usted fuera un maestro 1. no 2. no 86 3. Si 153. Exijiria que los retardados mentales fueran esterilizados Oi usted tuviera autoridad para hacorlo 2 no 36 3968 144. Qué 1. 2. 3 146. Qué 1. 2. 3 148. Qué 1. 2. 3. 150. Qué 1. 2. 3 1. 2. 3. 154. Qué H o ODIN) 0 tan seguro esta Ud. no mas o menos seguro seguro tan seguro esta Ud. no mas o menos seguro seguro tan seguro esta Ud. no mas o menos seguro seguro tan seguro esta Ud. no mas o menos seguro seguro tan seguro esta Ud. no mas o menos seguro seguro tan seguro esta Ud. no mas o menos seguro seguro ABS-MR'C de su respuesta? de su respuesta? de su respuesta? de su respuesta? de su respuesta? de su respuesta? - 16- ABS- IV—MR En relacidn con una persona retardada mental‘gsted: 155. Separaria a los retardados 156. Que mentales del resto de la sociedad si usted tuviera autoridad para hacerlo m H o sé :3 0.3be :3 O 157. Creeria que el cuidado de las 158. Qué personas retardadas mentales es una evidencia del desarrollo social del pais 1. no 2. no sé 3. si 159. Proveeria,-si pudiera, clases 160. Que especiales para los retardados mentales en las escuelas regulares 1. no 2. no Se 3. si 3968 1 2 3 WNH ABS~MR3C tan seguro esta Ud. de su respuesta? no mas o menos seguro seguro tan seguro esta Ud. de su respuesta? no mas o menos seguro seguro tan seguro esta Ud. de su respuesta? no mas o menos' seguro Orientacioncs- Seccién V - 17- ABS—V—MR 'tr‘tfifi ABS-MR-C Esta secciOn contiene afirmaciones de sentimientos reales que la gente pueda tener hacia las personas retardadas mentales. A usted se le pide i.ndicar .322.§l€§§§ hacia las personas retardadas mentales comparadas con personas normales. Debe usted indicar luego que’tan seguro estd usted de su respuesta. .Qng‘siente'gsted‘gg realidag hacia personas retardadas mentales comparadas con otras que no son retardadas mentales. 161. 163, 165. 167. 3968 Desagrado 1. mas 2. mas o menos 3. menos Temor 1. mas 2. mas o menos 3. menos Terror 1. mas 2. mas o menos 3. menos Abominacidn 1. mas 2. mas o menos 3. nenos Consternacidn 1. mas 2. mas o menos 3. menos 10 10 lo 10 lo mismo mismo mismo mismo mismo 162. Qué 1. 2 3. 164. Qué 166. Qué 168. Qué OJNH o 170. Qué tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro 811 SD SL1 SL1 SU respuesta? respuesta? respuesta? respuesta? respuesta? - 18- ABS-V-MR -m:C-‘-— Oué siente lsted en _realidad hacia personas retardadas mentaJ.es comparadas con otras que 29 son retardadas mentales. 171. 173. 175. 177. 179. 181. Odio 1. mas 2. mas o menos lo 3. menos Repugnancia 1. mas 2. mas o menos lo 3. menos Desprecio 1. mas 2. mas o menos lo 3. menos Mucho desagrado 1. mas 2. mas o menos lo 3. menos Nausea 1. mas 2. mas o menos lo 3. menos Confusién 4 .. mas o“ 2. mas o menos lo 3. menos mismo mismo mismo mismo mismo mismo 172. Qué 1 2 3 174. Qué 1 2 3 176. Qué 1 2 3 178. Qué 1 2 3 180. Qué 1 2 3 182. Qué 1 2 3 tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro SU 811 SU 811 SL1 SU ABS—MR:C respuesta? respuesta? respuesta? respuesta? I respuesta? respuesta? - 19- ABS—V—MR qu—p Qpé sicnte asted en realidad hacia personas .- -vr-:---vr.;'-.a- .1-1...r'.~—- -. - m":- retardadas mentales comparadas con otras que no son retardadas mentales. 183' 185. 187. 189. 191. 193. 0 n ._.9/. ) Negativismo 1. mas 2. mas o menos 3. menos Comodidad 1. menos 2. mas o menos 3. mas Intranquilidad 1. mas 2. mas o menos 3. menos Incomodidad 1. mas 2. mas o menos 3. menos Descanso 1. menos 2. mas o 3, mas menos Tensién 1. mas 2. mas o 3. menos menos 10 lo 10 10 lo lo mismo mismo mismo mismo mismo mismo 184. Qué 1. 2. 3. 186. Qué 1. 2 3. 188. Qué 1. 2. 3. 190. Qué 1. 2. 3. 192. QUé 1. 2. tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. do no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro tan seguro esta Ud. de no mas o menos seguro seguro SH SH SH SU SU ABS-MRzC respuesta? respuesta? respuesta? respuesta? respuesta? respuesta? --20- W13 ‘Ou< “io'to usted en realidad hacia personas “ftlrdaflas mentales comparadas con otras que rzo .cx re.ardadas mentales. 195. Halo 196. Qué 1. mas 1. 2. mas o menos lo mismo 2. 3. menos 3. 197. Calma 198. Qué 1. menos 1. 2. mas o menos lo mismo 2. 3. mas r 3. 199- Pelicidad 200. Qué 1. memos 1- 2c mas o menos lo mismo 2. 3. man 3- ABS~KR'C tan seguro esta Ud. de su respuesta? no mas o menos seguro seguro tan seguro esta Ud. de su respuesta? no mas o menos seguro seguro tan seguro esta Ud. de su respuesta? no mas o menos seguro seguro Orientaciones: _ 21- 953711.318 Feccidn VI ABS-MR'C Esta seccion contiene afirmaciones sobre diferentes glases fig g§periengia§ .E9glcfi que usted ha tenido con personas retardadas mentales. Si la afirmacion es aplicable a usted cncierre e1 s; en un circulo; si no, debe encerrar e1 32. génerigngias o contactos con los retardados mentales: 201. 203. 205. 207. 209. Haber compartido un asiento en 202. un bus, tren, o avidn 1. no 2. inseguro 3. si Haber comido en la misma mesa 204. en un restaurante no inseguro si (9531‘ es Haber vivido en el mismo 206. vecindario 1.'no 2. inseguro 3. si Haber trabajado en el mismo 208. lugar 1. no 2. inseguro 3 Si Haber tenido a tal persona 210. ccmo jcfe o empleador Ha sido esta experiencia agradable o desagradable? no he tenido tal experiencia desagradable regular agradable pmmzé 0n Ha sido esta experiencia agradable o desagradable? 1. no he tenido tal experiencia 2. desagradable 3. regular 4. agradable Ha sido esta experiencia agradable o desagradable? no he tenido tal experiencia desagradable regular agradable 4503”?" 0.. Ha sido esta experiencia agradable o desagradable? . no he tenido tal experiencia . desagradable . regular . agradable JACOB)“ Ha sido esta experiencia agradable o dosagrndable? . no he tenido tal ex.e:iencia desagradnble regular agradable U 1:3 03 N H o J -22- ABS—VI-MR ABS-MR: C Experiencias o contactos con los retardados mentales. 211. 213. 215. 217. 219. 22]. Haber trabajado para ayudar a estas personas sin recibir pago por 0110 1. no 2. inseguro 3. si Toner conocidos asi 1. no 2. inseyuro 3. si Toner buenos amigos asi 1. no 2. inseguro 3. si Haber rogalado dinero, rcpas, etc., para personas asi 1. no 2. inseguro 3. si Tenor esposo (e8posa) asi H no inseguro Si .3 0: Y0 mismo soy asi .1 . l1() 2. insoguro 3. si 212. 214. 216. 218. 220. 222. Ha sido esta experiencia agradable o desagradable? 1. no he tenido tal experiencia 2. desagradable 3. regular 4. agradable Ha sido esta experiencia agradable o desagradable 1. no he tenido tal experiencia 2. desagradable 3. regular 4. agradable Ha sido esta experiencia agradable o desagradable? 1. no he tenido tal experiencia 2. desagradable 3. regular 4. agradable Ha sido esta experiencia agradable o desagradable? 1. no he tenido tal experiencia 2. dosagradable 3. regular 4. agradable Ha sido esta experiencia agradable o desagradable? 1. no he tenido tal experiencia 2. dosagradable 3. regular 4. agradable Ha sido esta experiencia agradable o desagradable? 1. no me aplica 2. desapradable 0:. 0 regular 4. agradable AB$¢flbC — 23w A8§erzMB :rperxemofies o contactos con los retardados mentales. 224. Ha sido esta experiencia agradable o desagradable? 1. no 1. no he tenido tal experiencia 2. ineeguro 2. desagradable 3. si 3. regular 4. agradable 225. Haber recibido pago por 226. Ha sido esta experiencia agradable trubajar con personas 351 0 desagradable? 1. si 1. no he tenido tal experiencia 2. no 2. desagradable . 3. regular 4. agradable 227. His hijos han jugado con nifios 228. Ha sido esta experiencia agradable si . o desagradable? 2. no 1. no he tenido tal experiencia 2. inseguro 2. desagradable 3. Si 3. regular . 4. agradable '319- His hijos han asistido a1 ' 230. Ha sido esta experiencia agradable colegjo non'nifios asi o desagradable? 1. no 1. no he tenido tal experiencia 2. inseguro 2. deoagradable 3. n 3- regular 4. agradable 231. Haber apoyado impuestos 232. H? sido esta experiencia agradable sdicionaleo para so educacidn o desagradeblo? T no 1. no he tenido tal experiencia 2. inocguro 2. deeagrndable 3. "2 C, regular 4. agradable "Pr—'m 1' vi WW. n. l Iii .s .11 ll.‘ __ __.4.- - 24. ABS-MR:C 5222.21.73.13 _§rperiogcia§ o contactos con los retardados mentales 233. Haber trabajado para conseguirles ocupacidn 1. no 2. inseguro 3. si Haber gozado sexualmente con tales personas 1. no 2. inseguro 3. si Haber estudiado sobre tales personas 237. 1. no 2. si Haber trabajado como maestro de tales personas. 1. no 2. si 234. 236. 238. 240. Ha sido esta experiencia agradable o desagradable? . no he tenido tal experiencia . desagradable regular . agradable sido esta experiencia agradable o desagradable? . no he tenido tal experiencia . desagradable . regular . agradable sido esta experiencia agradable o desagradable? . no he tenido tal experiencia . desagradable regular . agradable sido esta experiencia agradable o desagradable? . no he tenido tal experiencia . desagradable . regular . agradable ABS-MR! C H 20" CVPCT'ONIQIO PER.ONAL 1‘ o... :;.o‘ ‘ ‘ ". Esra oarte 1e] f013.eto Fr.-. ocbre muchas c0388. Para 103 PrOPC°1tOS de este o"vd 0, las we"? es_ t.a§ de todas Ja§ paranqaq son "mpor‘antes. payfg dgl CUCftiOWSrio SQ rcfiere a juformacién personal sobre usted. Puesto quo.§1‘cuoetiou 2:50 es Lomnlotampqte apopwma v confidenc1al usted puede ree‘ondeth Libr enonteutoo‘s .Las pr2guntas sin temor de séf identificado. Es fmportante per a el estudio Obtener _§u_r§§ DUESta para cada‘prePunta. Por favor lea ouidadocamento cada pregunta y no o_mit§.g§gggna. Conte ate Fn993§2§29.€2 un circulo la respuesta que us ted es :coja. 241. Por favor. indituo su sexo encerrando en un circulo el numero correcto' . 1 1 . mujer 2 . hombre 242. Por favor, indiquo su edad cemo sigue: 1 . menos de 20 afios 2 o 21 — 30 3 . 31 — 4O 4. 41 - 50 5. 51 y mas ‘3 a. x.) Abajo hay unas listas do diferen cos closes de escuelas o niveles educau cionales. Pu relacion con oat on diferentes niveles de educacidn, con cu_flJ ha tenido usted Ja mavor ex .orienc -a profesional 0 de trabaio 0 _de ougJ tiene_p ed mayor nonoc m: (nfo’ Fe sto no so refiere a su propia rtvc Clo” 3 no a so *roaauo rwoiosmnal o erperiencias relacione das con -- ..n—v . 7:1 (:(011 gar. . of 'no ruff to}. frtooriencia dqovef‘! T-inar13 ).._‘r;|_"‘f.‘. .H SCI-"31(1L1‘. in ABS-Mch _ 26- 244. Cuél es su estado civil ? 1 , casado 2 , soltero 3 . divorciado 4 , viudo 5 , separado 6 , union libre 245. Cual es su religidn ? 1 , prefiero no responder 2 . Catolico 3 . Protestante 4 . Judio S . otra o ninguna 246. Aproximadamente cuél es la importancia de su religion en su Vida diaria ? 1 . prefiero no responder t0 0 no tengo religion 3 . no muy importante 4‘. bastante importante 5 . muy importante 247“ Aproximademente que educacidn tiene Ud. ? 1 . 6 afios de escolaridad o menos ( O - 6 ) 2 - 9 afios de escolaridad o menos ( 6 - 9 ) 3 1 12 afios de escolaridad o menos ( 9 - 12) 17> algfin tiempo en la universidad 5 ~~ grado universitario 6 4 especializacion postgrado 3968 ABS-HR: C - 27- 248. Hay personas mas fijas en sus costumbres que otras. Como se cataloga Ud. ? 1 . encuentro que es muy dificil cambiar 2 . encuentro que es algo dificil cambiar 3 . encuentro que es mas o menos facil cambiar 4 . encuentro que es muy facil cambiar mis costumbres 249. Algunas personas creen que a1 criar los nifios, se deben ensayar nuevos métodos cuando sea posible. Otras creen que ensayar nuevos métodos es peligroso. COmo se siente Ud. sobre la siguiente afirmacidn ? " Cuando sea posible, deben ensayarse nuevos métodos para criar nifios." 1 . fuerte desacuerdo 2 . leve desacuerdo 3 - leve acuerdo 4 . fuerte acuerdo 250. Mucha gente ha discutido la planificacidn familiar para el control de la natalidad. C6mo se siente Ud. hacia una pareja de casados que practican ~ e1 control de la natalidad ? Cree Ud. que ellos estan haciendo algo bueno o malo ? Si Ud. tuviera que decidir, diria Ud. que ellos estan obrando correcta o incorrectamente?- 1 . siempre es incorrecto 2 . generalmente es incorrecto 3 . probablemente sea correcto 4 5 siempre correcto 251. La gente tiene ideas diferentes sobre lo que se debiera hacer sobre la automatizacion y otras nuevas maneras de hacer las cosas. Como_§§ siente Ud. hacia la siguiente afirmacion ? ——v- " L1 automatizacién y procedimientos similares modernos deben ser respal- dadas ( en el gobierno, los negocios y la industria ) puesto que eventual- mnnte creen nuevos oficios y elevan e1 nivel de Vida." 1 . fuerte desacuerdo £0 . leve desacuerdo 3 . leve acuerdo 4 , fuerte acuerdo 252. 253. —28- El dirigir un pueblo, una ciudad o cualquier otra organizacion gubernamental, es un oficio importante. Cdmo se siente Ud. hacia 1a siguiente afirmacidn ? " Los lideres politicos deben ser cambiados regularmente, aunque estén desempeiando bien su cargo". 1,‘ fuerte desacuerdo 2, leve desacuerdo 3 leve acuerdo 4. fuerte acuerdo Algunas personas consideran que un mayor presupuesto debe ser destinado por el gobierno departamental para la educacion, aunque el hacer esto implique un aumento en los impuestos que Ud. page. Como se siente Ud. ’ hacia esto ? lo fuerte desacuerdo 2° leve desacuerdo 3. leve acuerdo 4. fuerte acuerdo 254. Algunas personas consideran que'un mayor presupuesto debe ser destinado 255. 3968 por el gobierno pacional para la educacidn, aunque e1 hacer esto impli- que un aumento en los impuestos que Ud. paga. Como se siente Ud. hacia esto? - 1. fuerte desacuerdo 2. leve desacuerdo 3. leve acuerdo 4. fuerte acuerdo La gente tiene diferentes ideas sobre la planeacion de la educacion en su pais. Cuél de las siguientes ideas cree Ud. es la mejor? 1-~ 1a planeacidn educacional debe ser primordialmen- te dirigida por la iglesia 2. la planeacidn educacional debe ser encomendada enteramente a los padres 3. ' la planeacion educacional debe ser dirigida primordialmente por cada ciudad o entidad del gobierno departamental 4; la planeacion educacional debe ser dirigida primordialmente por el gobierno nacional 5.» la planeacion educacional debe ser dirigida conjuntamente por la iglesia y el gobierno nacional ABS-szc -29- 256. Respecto a su religidn, hasta que punto observa Ud. las normas y regulaciones de ella ? 1. prefiero no responder 2. no tengo religidn 3. 3 veces 4. generalmente 5. casi siempre 257. Es mas facil para mi seguir reglas, que hacer las cosas por mi mismo? 1. fuerte acuerdo 2. leve acuerdo 3. leve desacuerdo 4. fuerte desacuerdo .QyESTIONARIO 2 .HP Esta parte del cuestionario trata de sus experiencias y contactos con perso- nas incapacitadas. Tal vez Ud. haya tenido mucho contacto con personas inca- pacitadas o haya estudiado sobre ellas. O :1 contrario, Ud. tal vez ha tenido poco o ningdn contacto con personas incapacitadas, y tal vez nunca ha pensado sobre ellas. 258. A continuacidn hay una lista de tipos de incapacidad. En relacidn a estas incapacidades, con cual ha tenido Ud. 1a mayor experiencia real ? 1. ciegos y parcialmente ciegos 2. sordos, parcialmente sordos 0 con defectos de lenguaje 3. paraliticos o personas con espasmos (temblores) 4. retardados mentales 5. problemas sociales o emocionales 6. sin experiencia 7. mutilados . En las pregfintas siguiefitéEIHUEPTE 259 51 263 {nclfiida, Ud. debe referirseY ..... 3“}8 categoria de las_personas incapacitadas que Ud. acaba de indicar. 1 ——f v Kl—.- --‘~.,--...-_- .a- ”0....“ '.._.. u .4- . -...— -- L 3968 ABS-MR-C -30- 259. Las preguntas siguientes tratan sobre la clase de experiencias que Ud. ha tenido con la categoria de las personas incapacitadas que Ud. indicd en la pregunta anterior. Si Ud. ha tenido mas de una categoria de experiencia, por favor escoja la respuesta con el nfimero mas alto. he leido o estudiado sobre personas incapacitadas por medio de libros, cine, conferencias u observaciones un amigo o familiar es incapacitado he trabajado personalmente con personas incapacitadas como maestro, consejero, voluntario, cuidando nifios etc. yo mismo tengo un defecto bastante serio 260. Teniendo en cuenta todas las veces que Ud. ha hablado, trabajado, 0 de alguna otra manera tenido contacto personal con la categoria de personas incapacita— das como las mencionadas en la pregunta 258 mas o menos cuantas veces ha teni— do esas experiencias en total? 1. 2. 3. 4. 5. menos de 10 ocasiones entre 10 y 50 ocasiones entre 50 y 100 ocasiones entre 100 y 500 ocasiones mas de 500 ocasiones 261. Cuando Ud. ha estado en contacto con esta categoria de personas incapacitadas _gué tan facil hubiera sido en general para Ud. haber evitado estar con estas personas incapacitadas? 3968 no pude evitar el contacto generalmente podria haber evitado esos contactos personales solamente con gran dificultad generalmente podria haber evitado esos contactos personales solamente con dificultad generalmente podria haber evitado esos contactos personales con algunos inconvenientes generalmente podria haber evitado esos contactos personales sin ninguna dificultad o inconveniencia ABS-MR7 C .— 31... 262. Durante sus contactos con esta categoria de personas incapacitadas, tuvo Ud. alguna ganancia‘gggfigigl, tal como recibir paga, adquirir -Wuv creditos académicos o alguna otra ganancia ? 1. no, nunca he recibido dinero, créditos ni ninguna otra ganancia material 2. si, me han pagado por trabajar con personas incapacitadas 3. 51, he adquirido créditos académicos u otra clase de ganancia material 4. si, he recibido paga y también créditos académicos 263. §3 15 Egg pggggg por trabajar con personas incapacitadas, mas o menos qué porcentaje de sus entradas se deriva de su trabajo con esas perso- nas incapacitadas? 1. no hay experiencia de trabajo 2. menos del 25% 3. entre el 26 y el 50% 4. entre e1 51 y 75% 5. mas del 76% 264. Si alguna vez ha trabajado Ud. con ggalggigr categoria de personas incapacitadas para Obtener ganancia personal ( por ejemplo, dinero u otra ganancia ) que oportugiggggs tuvo Ud. ( o tiene ) de cambiar de trabajo, es decir, de realizar algo que fuera ( 0 sea ) otra ocupacion aceptable para Ud. ? 1. no he tenido tal experiencia 2. no se podia conseguir otro trabajo 3. otros trabajos pg eran aceptables en absoluta para mi 4. otros trabajos no eran mpy aceptables para mi 5. otros trabajos eran totalmente aceptables para mi 3968 265. 266. 3968 ABS-Mth -32- Ha tenido Ud. alguna experiencia con personas retardadas mentales? Teniendo en cuenta, todas las veces que Ud. ha hablado, trabajado 0 de alguna otra manera tenido contacto personal con retardados mentales, mas o menos cuéntas veces en total ha tenido Ud. esas experiencias ? 1. menos de 10 veces 2. entre 10 y 50 veces 3. entre 50 y 100 veces 4. entre 100 y 500 veces 5. mas de 500 veces Cdmo se ha sentido Ud. , en general, en sus experiencias con perso— nas retardadas mentales? 1. no he tenido experiencias 2. ciertamente me disgustaron 3. no me gustaron mucho 4. me gustaron un poco 5. ciertamente gozé esas experiencias ABS-MR2C ~33— SITUACIONES DE LA VIDA Esta secciOn del folleto trata c6mo se siente la gente acerca de varios aspectos o Situaciones de la Vida. Indique por favor Como se sicnte Ud. sobre cada situacidn, encerrando en un circulo 1a respuesta que Ud. elija. 267. Deberia ser posible eliminar 268. Que tan seguro esta Ud. do so ros- la guerra de una vez para 51- puesta? empre l. fuerte desacuerdo 1. no 2. desacuerdo 2. no muy seguro 3. acuerdo 3. bastante seguro 4. fuerte acuerdo 4. muy seguro 269. E1 éxito depende en gran par- 270. Que tan seguro esta Ud. de su res— te de la suerte y el destino puesta? 1. fuertc acuerdo 1. no 2. acuerdo 2. no muy seguro 3. desacuerdo 3. bastante seguro 4. fuerte desacuerdo 4. muy seguro 271. Algfin dta la mayoria de 105 272. Que tan seguro esta Ud. de su res- misterios del mundo sera re- puesta? velada por la ciencia 1. fuerte desacuerdo 1. no 2. desacuerdo 2. no muy seguro 3. acuerdo 3. bastante seguro 4. fuerte acuerdo 4. may seguro 273. La pobreza puede eliminarse 274. Que tan seguro esta Ud. de su res- del mundo mediante e1 mejora— puesta? miento de metodos industria- les y agricolas l. fuerte desacuerdo 1. no 2. desacuerdo 2. no muy seguro 3. acuerdo 3. bastante seguro 4. fuertc acuerdo 4. muy seguro 275. Con el aumcnto del corocimien— 276. Quo tan seguro esta Ud. do so res— to médico, o1 promedio dc du- puesta? raciOn do la vida podra alar- garso a 100 afios 0 mas 1. Fuerto desacuerdo 1. no 2. desacuerdo 2. no muy seguro 3. acuerdo 3. bastante seguro 4. fuerto acuerdo 4. muy seguro 39688 -34- ABS-MR:C 277. Algdn dIa los desiertos se conver- 278. Qué tan seguro esta Ud. de su 279. 281. 283. 3968 tiran en buena tierra de labranza, mediante 1a aplicacidn de la inge- nierIa y la ciencia. fuerte desacuerdo desacuerdo acuerdo . fuerte acuerdo gawk" 00 La educacidn $610 puede ayudar a la gente a desarrollar sus capaci- dades naturales; no puede cambiar fundamentalmente a las personas 1. fuerte acnerdo 2. acuerdo 3. desacuerdo 4. fuerte desacuerdo Cualquiera puede triunfar si - trabaja fuertemente 1. fuerte desacuerdo 2. desacuerdo 3. acuerdo 4. fuerte acuerdo Casi todos los problemas humanos actuales seran resueltos en el ~ futuro 1. fuerte desacuerdo 2. desacuerdo ‘3. acuerdo 4. fuerte acuerdo 280. 282. 284. respuesta? 1. no 2. no muy seguro 3. bastante seguro 4. muy seguro Qué tan seguro esta Ud. de su respuesta? 1. no 2. no muy seguro 3. bastante seguro 4. muy seguro Qué tan seguro esta Ud. de su respuesta? _ 1. no 2. no muy seguro 3. bastante seguro 4. may seguro Qué tan seguro esta Ud. de su respuesta? . no no muy seguro bastante seguro . muy seguro thH o ABS-MR? C - 35- RETéRDO MENTAL .. 4‘-.. - Esta seccidn del cuestionario trata de la informacidn sobre el retardo mental. Por favor encierr§.g§ BE circqlg su respuesta. 285. Cual de los siguiente métodos es el mas preferido para educar a nifios incapacitados mentales: darle al nifio trabajos manuales (artesanias, tejer). poner al nifio en una escuela de entrenamiento voca- cional . elaborar un programa practico y menos académico darle el mismo material que se presenta a1 nifio nor- mal, pero permitiendole mas tiempo para practicar POP" 00 “>03 0 286. Al educar a1 nifio incapacitado mental ( I; Q. 50 - 75), e1 entrenamiento educacional debe empezars 1. al entrar al bachillerato 2. en el segundo afio de bachillerato 3. en el filtimo afio de bachillerato 4. cuando e1 niflo entra al colegio 287. E1 propdsito principal del entrenamiento a1 incapacitado mental es: 1. adaptacion social 2. proficiencia academica 3. adecuarlo ocupacionalmente 4. ajuste ocupacional 288. Los nifios normales rechazan a los nifios mentalmente incapacitados porque: 1. poca capacidad de aprendizaje 2. an comportamiento es inaceptable 3. generalmente son sucios y pobres 4. no aprenden con facilidad 289. Las necesidades emocionales de los incapacitados mentales son: 1. mayores que las de los nifios normales 2. las mismas de los nifios normales 3. menores que las de los nifios normales 4. no hay que preocuparse de ellos ' ' “ ‘ 7 s . I "\ 290. El lugar adecuado para el que aprende con lentitud (I. Q. 75 — 9O ) es: . e1 salon de clase de los normales una clase especial an artes vocacionales . la clase de los normales hasta los 16 afios y luego debe salir del colegio. $0.1M.“ 0 3968 ABS-MR:C -36— 291. For 10 general, en el colegio el que aprende lentamente: 1. se le proporcionan bastantes experiencias de éxito 2. encuentra muchos fracasos 3. es un lider 4. es agresivo 292. En las calificaciones del que aprende con lentitud, e1 maestro: 1. debe ser realista, si e1 nifio es un fracaso, rajarlo 2. debe calificarlo de acuerdo con sus realiza- ciones respecto a sus capacidades. 3. no debe preocuparse por sus calificaciones 4. debe calificarlo de acuerdo a su cuociente intelectual ( I. Q) 293. Los estudios sobre el cambio de inteligencia de nifios pre—escolares demuestran que: 1. puede ser realizado un cambio intelectual 2. no se puede demostrar ningfin cambio 3. e1 cambio se efectda mas facilmente con nifios de mas edad 4. el cuociente intelectual puede aumentarse por lo menos 20 puntos si un entrenamiento acelera- do empieza suficientemente temprano. 294. El desarrollo y organizacién de un programa educacional extenso para los incapacitadas mentales depende de: un diagndstico adecuado adecuadas facilidades de entrenamiento un psiquiatra . una organizacidn de padres y maestros 903“)?" .0 295. Los incapacitados mentales son fisicamente: . mucho mas altos . mucho mas bajos . mas pesados . aproximadamente lo mismo que los nifios normales de ou edad 296. B1 nifio incapacitado mental: 1. parece bastante diferente de los otros nifios 2. necesita un programa educacional especialmente disefiado para sus necesidades y caracteristicas 3. nunca puede mantenerse a si mismo 4. no puede beneficiarse dc ningfin programa educa- cional. 3968 ABS-MR: C -37- 297. La persona incapacitada mental generalmente llega a ser: 1. un artesano muy habil 2. un profesional 3. un trabajador semi-calificado 4. una persona que no se puede emplear 298. Los incapacitados educacionalmente tienen: 1. por lo menOs una inteligencia promedio 2. inteligencia superior solamente 3. siempre una inteligencia retardada 4. pueden tener una inteligencia superior, promedia 0 un poco retardada 299. Los incapacitados mentales tienen~ . un desarrollo motor notablemente inferior . un desarrollo motor superior . un desarrollo fisico superior . un desarrollo motor mas o menos promedial (normal) $9310" 300. Las reacciones del pfiblico hacia el nifio retardado parecen ser: 1. de rechazo 2. elguna comprension pero no aceptacidn en total 3. de aceptacion 4. expresion de sentimientos de aceptacidn pero realmen— te deseando e1 rechazo 3968 APPENDIX F SUBJECTS' COMMENTS FROM THE ABS-MR 243 SUBJECTS' COMMENTS FROM THE ABS-MR This Appendix contains the translated comments which subjects completing the Attitude—Behavior Scale on Mental Retardation wrote on the pages of their copies. Their comments are presented not only as a matter of curiosity to the reader, but as a potential source of information from which future item refinements can be made. These comments 121‘ ' .".'l VWT-"JI. . k ’.'.I. 1 also provide a limited gauge of the subjects' interpretation of a given item and their reaction. The comments follow the sequence of the questionnaire; references to Levels or items, or to ately Level Level Level Level Level specific item choices, have been indicated as accur- as possible. 1, item 5 (memory), response 3 (better) "For some things bad--like information" 1, item 7 (unusual sex) "Man or woman?" (Comment appeared on two question- naires.) 1, item 9 (good marriage), response 2 (about the same) "If he's brought up properly" 1, item 11 (many children) "Depends on degree of retardation" l, item 13 (faithful), response 2 (about the same) "If he's brought up properly" 244 Level 1, Level 1, Level 1, Level 2 Level 2, Level 2, Level 2, 245 item 19 (steady work) "If manual" "In a type of work appropriate for their intelligence" item 33 (self-support) "If we rehabilitate him" item 35 (MR prefer) response 1 (to be by themselves) "Not always" "In some cases" response 3 (to be with all people equally) "When they are little" "I believe the answers would be more precise if they were tied to concrete situations. For example, in the case of working with mental retardates, an attitude may differ for helping them have confidence in themselves from that of giving them spending money." item 45 (camping trips) "We don't go camping in Colombia." item 63 (sterilized--males) "Stupid question" "Should be clarified further through conferences" item 65 (sterilized—-females) "The same" "It is not approved because of lack of documenta- tion on this subject." "It is not permitted to do this kind of sterili- zation on men or women." Level 2, Level 3, Level 3, Level 3, Level 3, Level 3, 246 item 79 (provide--self) "Colombian law appoints a guardian." item 81 (camping trip) "We don't go camping in Colombia." response 2 (undecided) "It should be right, but not in our parts." response 3 (usually right) "What degree of mental retardation?" "If the retardation is slight" "Depends on the education of the children and on the care" item 91 (elem. educ. cost), response 1 (usually wrong) "In the case of parents with limited resources" item 93 (sec. educ. cost) "Depends on the economic condition" (Comment appeared on two questionnaires) "According to our program I don't believe there are retardates who take secondary courses." item 95 (medical cost--govt. part) "If he's poor" response 3 (usually right) "If other means are not available" item 97 (medical cost--govt. all) "If the person is without resources" (Comment appeared on two questionnaires.) response 2 (undecided) "Depends on the economic resources of the family" Level 3, Level 3, Level 3, Level 3, Level 3, 247 item 99 (food, clothing--govt.) response 1, (Usually wrong) "Depends on the economic resources of the family" response 2 (undecided) "When the retardate is too poor and has no resources" response 3 (usually right) "To the dispossessed" item 101 (parties), response 2 (undecided) "Depends on the acceptance or rejection of other children" response 3 (usually right) "So long as they don't use liquor" item 103 (date non-MR) "Depends on the degree of retardation" response 3 (usually right) "If she is someone who accepts him" "They don't do it in our parts" item 109 (soldier) "Depends on the degree of retardation" "Colombian laws prohibit it" item 115 (sterilize MR) "This would be criminal Nazism" "Despite the fact that I am Catholic and the Church does not permit it, there are many who disagree here" response l (usually right) "Although the Catholic Church does not permit me to think so, I believe that it should be done in order to avoid future problems, because the Church speaks of planning in general, but it does not provide the norms." mnn‘rufi «1‘51” (ATV Level 3, Level 3, Level 4, Level 4, Level 4, Level 4, 248 "This should always be done when children with some hereditary traits come into the world" item 117 (separate classes) "The most capable can be taught with normal children" "All right, if they don't know they're separated because of their retardation" "After attaining the necessary maturity, they can be placed in common classes" item 117 (separate classes), response 1 (usually right) "What degree of mental retardation?" item 121 (share seat) "The sociable thing to do--but a bother" "If he is family" item 123 (fellow worker) "Depends on degree of retardation" "Depends on mental capacity and activities" "Not in all activities—-necessary to specify-- nothing intellectual" item 125 (employee) "Depends on the work" response 2 (don't know) "In order to help him" response 3 (yes) "For some jobs" "Depends on the job" item 127 (next door), response 2 (don't know) "Depends on their behavior" Level 4, Level 4, Level 4, Level 4, Level 4, 249 item 129 (party) "Depends on the other guests and their attitudes toward the mentally retarded" response 2 (don't know) "What kind of group?" "Depends on their state of rehabilitation" response 3 (yes) "Depends on the guests" (Comment appeared on two questionnaires) item 133 (movies) response 2 (don't know) "Not 'seriously'" item 137 (progeny--date) "Depends on the degree of retardation" "Depends on the daughter" response 1 (no) "Not frequently" response 3 (yes) "Depends on my child's age-—and knowing where they are--and why" "Depends on the individual retardate" item 141 (sexually comfortable) "One cannot answer this question a-priori" item 143 (working with MR) "One cannot answer this question a-priori" "To help them?" "As a teacher?" response 2 (don't know) "Superior, inferior, or equal basis?" response 3 (yes) "Depends" 4 01.,- I. “1‘: .fl h'fil.‘ .63 . Q4112: Level 4, Level 4, Level 4, Level 4, Level 4, 250 item 145 (MR vs other) "One cannot answer this question a-priori" "To help them?" response 2 (don't know) "On what basis?" item 147 (MR/emotion) "One cannot answer this question a-priori" response 2 (don't know) "As an educator?" item 149 (hire MR) "Depends on the activities he may have had to develop and the degree of retardation" "Depends on the degree of retardation" response 2 (don't know) "Depends on what you may want-~sometimes they are more efficient" reSponse 3 (yes) "Employer of what?" "So long as the work is appropriate for the retardate" item 151 (MR in class) "But not with normal children" "If that were my field of specialization" item 153 (MR sterilized) "And don't ask this criminal stupidity!" "Depends on the case" (Comment appeared on two questionnaires.) response 3 (yes) "In order not to perpetuate the traits" 251 "Despite the fact that I am Catholic and the Church does not permit it, there would be many who disagree here." Level 5 "Love?" "Part V should be more specific in the social area--in the masochistic area etc." Level 5 item 161 (disliking) ‘ "Depends if he is physically deformed" Level 5 item 167 (loathing) ‘ "Don't understand this question" Level 5 item 171 (hating) ‘ "I don't hate anyone" "Must I hate?" Level 5 item 173 (revulsion) ‘ "Depends on physical appearance" "If physically disfigured" Level 5 item 177 (distaste) ‘ "Depends on his behavior" Level 5 item 181 (confused) ‘ "I would say 'worried' by their mental condition" "Feel sorry for them" Level 5 item 183 (negative) \ "I want to help them always" Level 5 item 183 to 200 ‘ "None of the following. I cannot be happy with such a problem, let alone be calm and happy. These questions are absurd because of the lack of humanity." Level Level Level Level Level Level 5. 252 item 199 (happy) "Depends on degree of retardation" 6, item 201 (shared seat) 6. 6, 6, 6, "Only with my son" item 219 (husband/wife) "Son" item 227 (children play) "I'm not married, nor do I have children" response 1 (no) "Not applicable to me" item 229 (children/school), response 1 (no) "Not applicable to me" item 237 (studied about) "A little" (Comment appeared on two questionnaires.) Personal questionnaire, item 248 (self-change) "Which ways?" responses 1 and 3 (difficult, somewhat easy) "Number 1 generally, but number 3 in teaching" Personal questionnaire, item 250 (birth control) "Don't know" "Depends on the economic, social, and moral situation" "Depends on how such practices psychologically and physically affect the individuals" response 1 (always wrong) "Resources are not limited by the great number of inhabitants, but rather because of bad distribu- tion of wealth which nature provides-~and also because of ignorance" 253 response 3 (always right) "I hope the USA helps solve birth control in Colombia" Personal questionnaire, item 252 (political leaders) response 1 (strongly disagree) "Not if they're honest" response 2 (slightly disagree) "Here one should take the community into account" Personal questionnaire, item 253 (aid education/local) "Reduction of the defense budget is the solution rather than increasing the tax budget for education" Personal questionnaire, item 254 (aid education/national) "I believe the government can make cuts in the bureaucracy--Congress and the Assembly-~in order to direct this money for education, but without increasing taxes very much" Personal questionnaire, item 255 (educ. planning) "Educational planning should be primarily directed by teachers" "None" response 2 (parents) "Who have received a good education" "Both" (Indicated to apply to responses 2 and 3) Personal questionnaire, item 257 (follow rules) "This question is ambiguous; it depends whether it refers to daily attitudes, family obliga- tions, social obligations, etc. "Depends on the rules" responses 1 and 4 (agree strongly, disagree strongly) "In work, number 1; in personal matters, number 4" 254 HP Contact "I lack the knowledge to answer any of these questions" HP, item 259 (nature) "Had no experience" response 2 (friend or relative) "Was" HP, item 260 (amount) "I am not (can't) answering. The retardate is my grandson. If you give me other questions, perhaps I would answer them" HP, item 262 (gain, response 2 (paid) "Very little" Life situations, item 273 (poverty eliminate), response 3 (agree) "Also depends on education, or rather man's understanding for his fellow man" Life situations, item 281 (work succeed) "This is a question of method" Life situations, item 283 (problem solved) "We don't know" response 3 (agree) "Psychology properly applied (with due respect to statesmen and religious leaders) will be the only science capable of saving the world“ MR Knowledge, item 285 (educating) "What degree of mental retardation?" "Depends on the type of retardation" "Depends on the type of retardation and abilities" MR MR MR MR MR MR MR 255 response 3 (program) 'Number 3 should have number 1 as its goal-" Knowledge, item 286 (occup. trng.) "Should begin before" (the child enters school) "Before entering high school" Knowledge, item 287 (educ. goal) "Depends on the degree of mental retardation" Knowledge, item 288 (rejection of MR) "Not always so" "They don't know them and therefore don't understand them" Knowledge, item 289 (emotional needs) "Depends on the degree of retardation" response 3 (not as strong) "Depends on the deficiency" Knowledge, item 290 (slow learner/placements) "Not sure" Knowledge, item 294 (comprehensive program) "Development and organization are two different things" Knowledge, item 295 (physically) "One can't generalize so" "According to my experience, I can't classify them into any of these numbers" "One cannot respond since the type of cause of retardation is not specified (mongolism, cere- bral palsy, etc.)" MR Knowledge, item 296 (MR child), response 1 (looks different) "Some" 256 MR Knowledge, item 297 (MR becomes) "What degree of retardation?" response 1 (skilled) "Depends on whether the nation is interested and concerned or not" MR Knowledge, item 298 (educationally handicapped) "What is this--'educationally handicapped'?" MR Knowledge, item 299 (motor development) "Depends on the syndrome" "These items do not present objective possibilities" APPENDIX G ABS-MR: BASIC VARIABLE LIST BY IBM CARD AND COLUMN 257 258 mm «m s~ sus .umns< coflmsamm .sm 5 0 mm mm «H sus .uomsH cofimsamm .om mum 3 2 2 Ta 6.505 628.. .mm w... mm Hm OH sud mom .sm m. mos pm 4m sufi soflcm m2 .mm moa pm mm sus ucsosa m2 .NN m 40H mm mm sus umuaa mm .HN u moa mm Hm sua msoocH mm .om m sea mm mm sus sso>a mm .ma w OOH mm mm sus sauces am .mH osaumma ~m-om mmnwm s mammazoas m2 .sa JV «ma oaa.moa mm.mm mm 03 umuam mm.sm s .ucHuusomoflmmm .mH Aw MNH moa.soa m~.mm mm 03 amass mm.mm s .3coounsomosuum .mH om ss.mv om-mH ms 06 nmuam mm.sm m cosuoa ma mmw as s.m sauma ms 03 “sham mm.sm m aHHmmm .NH ah” esa VNH.NNH sfi-ma me on umuflm mm.sm s Hanapmsuomsm .HH u 4 ONH sm.~m Haum ms on “muss mm.sm m coHpmsHm>m Hugo: .oa m.m om vs.ms snm ms op Hmuam mm.sm N m>samauoz .m “we ow s.m sum me on umuam mm.sm H mmsuomumum .m as ms.as omuma we on umuam mm.mm m coauoa .3 v mm m.a sauma vs on nmuam mm.mm m aflammm .m o.+ mma mma.amfi 4H-~H «s on “spas mm.mm s Hmosumauomsm .4 mflw mas mm.Hm Hflum vs 03 umuam mm.mm m coflumsam>m ammo: .m mm“ as mv.as sum vs on “muss mm.mm m m>spmeuoz .N uny mm on nmufim m.H sum vs on sonas mm.mm H mmsuomumpm .H .+a Epr comm CESHOU cumu Hwanmflnm> zz:qoo oza omau zmH wm equ mammHm<> onmm .mzumma .cwupflu3 mommuam Emumonm Housmsoo wocwm cmcflmumu 259 Ewummm mcflquESc poo cmuuwfio mamuoan m u mama “H u mHmEmmm mam H V GSHMN/ " >V mlamm u m mwcmH3ocM u M muemm u N l m mmm n a mammamcm H as com: uOZN low .Hooc museums coflussw swam mz-mm¢ no smmmma mcoc mcoc om nla A.msooov omsouw .nv m” mcoc mcoc m mud .oc cumo .mv nus woo: woo: hum 51H .0: uommnsm .mv wvw moo: comm v.m via A.Ecmv msouo .we en“ one: momm N.H bla coflumz .mw A .2: mm om TH 58 mm .3 m mm mm mm TH .3838 mm .3 am mm mm 3 TH .Hflmanncosmflmm .3 es 3 mm NH 7H 353m Hmuflmz .mm mm mm Hm Ha Fla .Hm> uomucou .cm .mm N. am an m sud mxom .mm W mm sm mm TH €283 6m .3 m so vm mm via cam Hmumcmm .mm n mm X. Hm TH 3a 133 .3 m mm mm mm nua .umcc4 oasm .mm Dad .8 mm om Ta 6me H8338 .3 mm 8 mm 3 TH 5335354 .2 mm om mm ma bud Houucou cuuflm .om .49 mm mm 2 TH mcflmmm 320 .mm w. 3 mm 3 TH 69.26 3% .mm m. u APPENDIX H DEVELOPMENTAL CHARACTERISTICS OF THE MENTALLY RETARDED 260 .ucoE Icouw>cm cmHHonucoo ca Hm>ma Hammad Hmfiflcwe m ou maaflxm cow» nomuoumlmamm moam>mc cmo “cofimw>umm5m muwamsoo Hops: mocm Icmucwmelmamm ou waam 261 .mcflcwmup beam: owumEmummm Eoum musmonm «musnmn spasms HmpcmEmHm ca cmcflmup on cmo “mumowcsEEoo .mHHme cowumoflasasoo on no mapped «mam: Imamm CH mcflcamuu Eoum uflmonm ou magmas madmuw loom “HmEHQHE mH nommmm (Huumm musnfluucoo um: ou summa Ho xamu cmu “ucmEmon>mo HomoE Hoom mum>mm .mwmnum ano .mwomam HmHHHEmm Icoom Ho Hmfioom UHHE CH mcoam Hm>muu Hops: cm£3 mocmcflmm ou cumma mmE «mpomh coflmfl>umm5m wumuocoe cam coflmfl>uom5m momma than UHEmomom as Hm>ma sues cmmmcma on cmo «mGOwuHocoo commuamnm momma ccoomm ccommo “mamclmamm as mcflcflmuu Hops: xuo3 cmaaflxm mwmnmoum on mamxfiacs Eoum mnemoum «ucwfimoam>mc IHEmm no cmaaaxmcs “maaflxm Hmcofipmmsooo uouos uflmm “mmmcmumzm CH mocmcmucflma com HmHOOm CH one HmHOOm uoom «mumoHcSEEoo smamm m>mflcom am: Icflmuu 80am uflmoum cmu 0p cumma Ho xamp cmo mumumcoz .mmmupm OHEocoom no HmHOOm HmSmscs nomad =manmoscm= cmc3 mocmumflmmm cam .muHEHOMcoo Hmfloom .mmm Hmuma Hepcs HmEHoc mocmcflmm coma me usn cumzou cmcflsm on cmu Eoum cosmfismcflumflc poo unommsmlmamm ESEHGHE .mcmou muma ma Hm>mH cmumo «mmmum wouOEHHOmcmm ou mumsqmcm maaflxm mcmum cuxflm hamume CH coeumcnmpwu HmEHcHE Hmcoflumoo> cam HmHUOm laxoummm on as mHHme “mHHHMm cosumOHcsEEoo m>mH£om hHHmSms cmu OHEmcmom gamma cmu cam Hmfloom moam>mc cmo UHHE womsqmcm cowumoscm cam mawcflmua ucmamoam>mo cam coaumusumz cowumcnmumm Hmcoflumoo> cam Hmfloom omlm mod Hoonom mlo 0mm Hoonomlmnm Hmucmz um>o was Hm passe mo mmumma H Dmamfiamm wqqflfizmz mmB m0 mUHBmHmMBU¢m¢mU Adezmzmoqm>mo 262 . §OCXG5 @UHDO m H .mumo mcflmusc .mamntmamm CH .mumo mcflmusc momma “mumolmamm mcflcflmup cwuHEHH no momma “mmmum HouoE cmuHEHH mum> m>mfl£om HmEHCHE ou ccommmu IflHOmcmm ca mCHGOHuocdm mmE “ucmEQon>mc amE uucmmmum name How muflommmo HmEHcHE commmm cam HouOE oEom Imoam>mc HouoE oEom “cowumcumumu mmouo ccsowonm APPENDIX I GLOSSARY 263 GLOSS ARY l ‘Approximation--see "simplex approximation." Attitude--"Delimited totality of behavior with respect to something" (Guttman, 1950, p. 51). Content--situation (action, feeling, comparison, circum- stances) indicated in an attitude item; generally corresponds to "lateral struction." Definitional statement-~specification of characteristics proper to an item of a given level member, typically stated in phrase or clause form. Definitional system--ordered group of definitional state- ments or of the corresponding Level members; typi- cally either the group constituting a "semantic path" or the complete group of 12 Level members in the "semantic map." Directionality--characteristic of an item, sometimes called positive or negative, determining agreement with the item as indicating favorableness or unfavorableness toward the attitude object. E1ement--one of two or more ways in which a facet may be expressed; in the present system, all joint facets are dichotomous, expressed in one. Facet--one of several semantic units distinguishable in the verbal expression of an attitude; in the present system, five dichotomous facets are noted within the joint struction. Facet profile--see "struction profile." Interest group--any group that, on the basis of one or more shared attitudes, makes certain claims upon other groups in the society for the establishment, 1Credit is given to Maierle (1969) for most of the work in developing this glossary. 264 265 maintenance, or enhancement of forms of behavior that are implied by the shared attitudes. Fundamentally, interest groups are the represen- tation of homogeneous interests seeking influence. In the present study they are functionally some- what equivalent to "occupational groups." Joint struction--see also "struction," "lateral struction"-- "operationally defined as the ordered sets of . . . five facets from low to high across all five facets simultaneously" (Jordan, 1968a, p. 76); that part of the semantic structure of attitude items which can be determined independently of specific response situations. Lateral struction-~see also "struction," "joint struction"-- that part of the semantic structure of attitude items which is directly dependent on specification of situation and object; a more precise term than "content." Level--degree of attitude strength specified by the number of strong and weak facets in the member(s) of that Level; in the present system, six ordered Levels are identified: Level 1 is characterized by the unique member having five weak facets; Level 2, by members having four weak and one strong facet . . . Level 6, by the unique member having five strong facets. Level member--one of one or more permutation(s) of strong and weak facets which are common to a given Level; in the present system, 12 Level members have been identified: three on Level 2, four on Level 3, two on Level 4, and one each on Levels 1, 5, and 6. Map--see "semantic map." Member-~see "Level member." Path--see "semantic path." Profile--see "struction profile." Reversal--change in a specified order of Levels or of correlations, involving only the two indicated Levels or correlations. Semantic--pertaining to or arising from the varying mean- ings, grammatical forms, or stylistic emphasis of words, phrases, or clauses. Semantic map--two dimensional representation of hypothesized relationships among six Levels and among 12 Level members. 266 Semantic path--ordered set of Level members, typically six, such that each member has one more strong facet than the immediately preceding member and one less strong facet than the immediately following member. Semantic possibility analysis--linguistic discussion of the implications of the five dichotomous joint facets identified in the present system; of 32 combina-. tions, only 12 are considered logically consistent. Simplex--specific form of (correlation) matrix, diagonally dominated and decreasing in magnitude away from the main diagonal; see Table 8 for comparison of equally spaced and unequally spaced diagonals. Simplex approximation--matrix which approaches more or less perfectly the simplex form; existing tests (Kaiser, 1962; Mukherjee, 1966) reflect both ordering of individual entries and sizes of differences between entries and between diagonals. Strong(er)--opposite of weak(er)--term functionally assigned to one of two elements, to a facet expressed by its strong element, or to a Level member characterized by more strong facets than another Level member; the strong-weak continuum is presently examined as unidimensional. Struction--see also "joint struction," "lateral struction"-- semantic pattern identifiable in any attitude item, or the system of such identifications. Struction profile--specification, typically indicated by small letters and numerical subscripts, of the com- bination(S) of weak and strong elements or facets in a Level member or a set of Level members; or of combinations of lateral elements or facets. Transposition--change in a specified order of Levels or correlations involving a change in position of one Level or correlation and the corresponding one-place shift in the position of following or preceding Levels or correlations. Weak--opposite of "strong" (see "strong"). REFERENCES 267 REFERENCES Allan, W. S. On hiring the handicapped: The heart of the problem. Journal of Rehabilitation, 1962, 28 (2), 19-20. Allport, G. W. & Ross, J. M. Personal religious orienta- tion and prejudice. Journal of Personality and Social Psychology, 1967, 5 (4)? 432-443. Anastasi, A. 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Zinnes, J. L. Scaling. In P. H. Mussen and M. R. Rosenzweig, (Eds.), Annual review of psychology, Palo Alto, Ca.: Annual Reviews Inc., 1969, Vol. 20, 447-478. 282 Zuckerman, M., Oltena, M. & Monashkin, I. The parental attitudes of mothers of schizophrenics. Journal of Consulting Psychology, 1958, 22, 307-310. Zuk, G. H. The religious factor and the role of guilt in parental acceptance of the retarded child. Ameri- can Journal of Mental Deficiency, 1959, 64, I39-I47. Some Guttman references, arranged by major tOpics, plus a few related references: (1) Regression Algebra 1. Guttman, L. A note on the derivation of formulae for multiple and partial correlation. Annals math. Stat., 1938’ 9’ 305-3080 2. Guttman, L. Multiple rectilinear prediction and the resolution into components. Psychometrika, 1940, 5, 75-100. 3. Guttman, L. & Cohen, J. Multiple rectilinear prediction and the resolution into components: II. Psychometrika, 1943, 8, 169-184. Related References None (2) Reliability Theory 4. Guttman, L. A basis for analyzing test-retest relia- bility. Psychometrika, 1945, 10, 255-282. 5. Guttman, L. The test-retest reliability of qualitative data. Psychometrika, 1946, 11, 81-95. 6. Guttman, L. Reliability formulas that do not assume experimental independence. Psychometrika, 1953, 18, 225-239. 7. Guttman, L. Reliability formulas for noncompleted or speeded tests. Psychometrika, 1955, 20, 113-124. 8. Guttman, L. A special review of Harold Gulliksen, Theory of Mental Tests. Psychometrika, 1953, 18, 123-130. Related References None 283 (3) Factor Analycis and Image Theory 9. Guttman, L. General theory and methods for matrix factoring. Psychometrika, 1944, 9, 1-16. 10. Guttman, L. Multiple group methods for common-factor analysis: Their basis, computation, and interpre- tation. Psychometrika, 1952, 17, 209-222. 11. Guttman, L. Image theory for the structure of quanti- tative variates. Psychometrika, 1953, 18, 277-296. 12. Guttman, L. Some necessary conditions for common factor analysis. Pcychometrika, 1954, 19, 149-162. 13. Guttman, L. The determinacy of factor score matrices with implications for five other basic problems of common-factor theory. British Journal of Statisti- ccl Psychology, 1955, 8, 65-81. 14. Guttman, L. "Best possible" systematic estimates of communality. Psychometrika, 1956, 21, 273-286. 15. Guttman, L. Successive approximations for communali- ties. Research Report No. 12, University of California, Berkeley, California, 1957, 13. 16. Guttman, L. A necessary and sufficient formula for matric factoring. Psychometrika, 1957, 22, 79-82. 17. Guttman, L. Simple proofs of relations between the communality problem and multiple correlation. Psychometrika, 1957, 22, 147-158. 18. Guttman, L. To what extent can communalities reduce rank? Pcychometrika, 1958, 23, 297-308. 19. Guttman, L. What lies ahead in factor analysis. Educ. Psychol. Measuremt., 1958, 18, 497-515. 20. Guttman, L. Metricizing rank-ordered or unordered data for a linear factor analysis. 1951, 21, 257-268. Related References R1. Dwyer, P. S. The evaluation of multiple and partial correlation coefficients from the factorial matrix. Psychometrika, 1940, 5, 211-232. R2. Dwyer, P. S. The contribution of an orthogonal multi- ple factor solution to multiple correlation. Psychometrika, 1939, 4, 163-172. R3. R4. R5. R6. R7. R8. R9. (4) 284 Frisch, R. Statistical confluence analysis by means of complete regression systems. Oslo, 1934. Harris, C. W. Some Rao-Guttman relationships. Psychometrika, 1962, 27, 247-263. Heerman, E. F. The geometry of factorial indeterminacy. Kaiser, H. F. Image analysis. In: Harris, C. W. (Ed.) Problems in measuring change. University of Wisconsin Press, 1963. Kaiser, H. F. Psychometric approaches to factor analysis. Paper read at the Invitational Conference on Testing Problems, Educational Testing Service, Princeton, 1964. Rao, C. R. Estimation and tests of significance in factor analysis. Psychometrika, 1955, 20, 93-111. Roff, M. Some prOperties of the communality in multi- ple factor theory. Psychometrika, 1936, 1 (June) 1-6 (91-97). Early Scaling, Mainly Scalogram Analysis 21. 22. 23. 24. 25. 26. 27. Guttman, L. The quantification of a class of attri- butes. In P. Horst, et al. The prediction of personal adjustment. New York: Soc. Sc. Res. Council, 1941, 319-348. Guttman, L. A revision of Chapin's social status scale. Amer. Sociol. Rev., 1942, 7, 362-369. Guttman, L. A basis for scaling qualitative data. Amer. Sociol. Rev., 1944, 9, 139-150. Guttman, L. Questions and answers about scale analysis. Research Branch, Information and Education Division, Armed Service Forces. Report D-2, 1945. Guttman, L. An approach for quantifying paired compar- isons and rank order. Annals Math. Statist., 1946, 17, 144-163. Guttman, L. On Festinger's evaluation of scale analysis. Psychol. Bulle., 1947, 44, 451-465. Guttman, L. The Cornell technique for scale and intensity analysis. Educ. Psychol. Measuremt., 1947, 7, 247-280. 285 28. Guttman, L. & Suchman, E. A- Intensity and a zero point for attitude analysis. Amer. Sociol. Rev., 1947, 12, 57-67. 29. Guttman, L. The third component of scalable attitudes. (abs.) Int. J. Opin. and Att. Res., 1950, 4, 285-287. 30. Guttman, L. The basis for scalogram analysis. In S. A. Stouffer, et a1., Measurement and prediction. Princeton, New Jersey: Princeton Univ. Press, 1950, 60-90. 31. Guttman, L. The principal components of scale analy- sis. In S. A. Stouffer, et a1., Measurement and prediction. Princeton, New Jersey: Princeton Univ. Press, 1950, 312-361. 32. Guttman, L. The problem of attitude and opinion measurement. In S. A. Stouffer, et a1., Measure- ment and prediction. Princeton, New Jersey: Princeton Univ. Press, 1950, 45-69. 33. Guttman, L. On Smith's paper on "randomness of error" in reproducible scales. Educ. Psychol. Measurement, 1953, 13, 505-511. 34. Guttman, L. The principal components of scalable attitudes. In Lazarsfeld (Ed.) Mathematical think- ing in the social sciences. Glencoe, ill.: The Free Press, 1954. Related References R10. Edgerton, H. A. & Kolbe, L. E. The method of minimum variation for the combination of criteria. Psychometrika, 1936, 1, 183-188. R11. Horst, P. Obtaining a composite measure from a number of different measures of the same attribute. Psychometrika, 1936, 1, 53-60. R12. Wherry, R. J. An approximation method for obtaining a maximized multiple criterion. Psychometrika, 1940, 5, 109-116. R13. Wilks, S. S. Weighing systems for linear functions of correlated variables when there is no dependent variable. Psychometrika, 1938, 3, 23-40. (5) 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 286 Radex and Facet Theory Guttman, L. & Foa, U. G. Social contact and an inter- group attitude. Publ. Opin. Quart., 1951, 15, 45-53. Guttman, L. Scale analysis, factor analysis and Dr. Eysenck. Int. J. Opin. and Att. Res., 1951, 5, 103, 120. Guttman, L. Two new approaches to factor analysis. Project Nonr-713(00), Ann. tech. rep., Internat. Publ. Opin. Res., and Israel Inst. Appl. Soc. Res., 1953. Guttman, L. A new approach to factor analysis: The Radex. In P. F. Lazarsfeld (Ed.) Mathematical thinking in the social sciences. Glencoe: The Free Press, 1954, 258-348. Guttman, L. An outline of some new methodology for social research. Publ. Opin. Quart., 1954-55, 18, 395-404. Guttman, L. La methode radex d'analyse factorielle. In L'analyse factorielle et ses applications. Paris: Editions du Centre National de la Recherche Scientifique, 1955, 209-219. Guttman, L. A generalized simplex for factor analysis. Psychometrika, 1955, 20, 173-192. Guttman, L. Empirical verification of the radex structure of mental abilities and personality traits. Educ. Psychol. Msmt., 1957, 17, 291-407. Guttman, L. A faceted definition of intelligence. In Scripta Hierosolynitana, 1965, The Hebrew University, Jerusalem, Israel, (in press). Guttman, L. The structure of interrelations among intelligence tests. In Proceedings of the invita- tional conference on testing, ETS, 1964, 25-36. Related References R14. Dubois, P. An analysis of Guttman's simplex. Psychometrika, 1960, 25, 173-182. 287 (6) The "Nonmetric Breakthrough" 45. Guttman, L. A definition of dimensionality and dis- tance for graphs. (Unpubl. mimeo), 1964. 46. Guttman, L. A general nonmetric technique for finding the smallest Euclidean space for a configuration of points. Psychometrika, in press. (announced for 1965?) 47. Guttman, L. Order analysis of correlation matrices. In R. B. Cattell, Handbook of multivariate exp. psychology. Rand McNally, 1965. 48. Guttman, L. The structuring of sociological spaces. Trans. 4'th World Congress of Sociology, Int'l. Sociol. Assoc., 1961, 3, 315-355. 49. Guttman, L. A structural theory for intergroup beliefs and action. Amer. Soc. Rev., 1959, 24, 318-328. Related References R15. Foa, U. G. New developments in facet design and analy- sis. Psych. Rev., 1965, 72, 262-275. R16. Foa, U. G. The structure of interpersonal behavior in the Dyad. In Criswell, Solomon and Suppes (Eds.), Mathematical methods in small group pro- cesses. Stanford: Stanford Univ. Press, 1962. R17. Kruskal, J. B. Multidimensional scaling by optimizing goodness of fit to a nonmetric hypothesis. Psychometrika, 1964, 29, 115-129. R18. Kruskal, J. B. Multidimensional scaling: .A numerical method. Psychometrika, 1964, 29, 1-27. R19. Lingoes, J. C. Multiple scalogram analysis: A set- theoretic model for analyzing dichotomous items. Educ. Psychological Msmt., 1963, 23, 501-524. R20. Lingoes, J. C. & Guttman, L. An IBM-7090 program for Guttman-LingoesInultidimensional scalogram analysis, I. (undated mimeo, probably 1965 or 1966.) R21. Shepard, R. N. The analysis of proximities: Multi- dimensional scaling with an unknown distance func- tion. Psychometrika, 1962, 27, 125-140, 219-246. "I1'1111111111111111.1715