THE EFFECTIVENESS OF A SPECIFIC PROGRAM BASED ON LANGUAGE DIAGNOSIS IN OVERCOMING LEARNING DISABILITIES OF MENTALLY RETARDED-EMOTIONALLY DISTURBED CHILDREN. [Report No.: BR-6-8375

Autor/in	MINSKOFF, JOSEPH G.
Institution	Yeshiva Univ., New York, NY.
Titel	THE EFFECTIVENESS OF A SPECIFIC PROGRAM BASED ON LANGUAGE DIAGNOSIS IN OVERCOMING LEARNING DISABILITIES OF MENTALLY RETARDED-EMOTIONALLY DISTURBED CHILDREN. [Report No.: BR-6-8375
Quelle	(1967), (182 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Children; Emotional Disturbances; Exceptional Child Research; Language; Language Ability; Language Handicaps; Learning; Learning Disabilities; Mental Retardation; Psycholinguistics; Remedial Programs; Remedial Reading; Speech Handicaps; Speech Therapy + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Gefühlsstörung; Languages; Sprache; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Lernen; Learning handicap; Lernbehinderung; Geistige Behinderung; Psycholinguistik; Förderprogramm; Leseförderung; Language handicps; Entwicklungsproximale Sprachtherapie; Logotherapie
Abstract	THE OBJECTIVES OF THIS STUDY WERE TO--(1) INVESTIGATE AND DESCRIBE THE LEARNING CHARACTERISTICS OF A GROUP OF MENTALLY RETARDED, EMOTIONALLY DISTURBED CHILDREN, AND (2) TEST THE EFFECTIVENESS OF A PSYCHOLINGUISTIC APPROACH TO THE REMEDIATION OF LEARNING DISABILITIES BY COMPARING THREE GROUPS--AN EXPERIMENTAL REMEDIAL TREATMENT GROUP, A COMPARISON REMEDIAL TREATMENT GROUP, AND A NON-TREATMENT GROUP. IN THE DESCRIPTIVE ASPECT OF THE STUDY, 32 EDUCABLE MENTALLY RETARDED, EMOTIONALLY DISTURBED CHILDREN (MEAN CHRONOLOGICAL AGE OF 12-6, MEAN MENTAL AGE OF 7-4, AND MEAN IQ OF 61) WERE GIVEN A DIAGNOSTIC BATTERY BASED ON AN EXTENDED MODEL OF PSYCHOLINGUISTIC FUNCTIONING. THE GROUP DID NOT EVIDENCE AN OVERALL DEFICIT IN THE ENTIRE AUTOMATIC-SEQUENTIAL LEVEL OF PSYCHOLINGUISTIC FUNCTIONING, A DEFICIT WHICH HAD BEEN POSITED IN OTHER RESEARCH AS TYPICAL OF THE RETARDED. EMOTIONAL DISTURBANCE AS WELL AS GROSS HETEROGENEITY IN THE GROUP'S PERFORMANCE WERE SEEN AS FACTORS PRECLUDING OBTAINMENT OF A SINGLE, GENERALIZED (I.E. TYPICAL) DEFICIT. IN THE REMEDIATION ASPECT, 15 OF THESE CHILDREN, MATCHED IN TRIADS BASED ON OBTAINED PSYCHOLINGUISTIC CHARACTERISTICS, WERE RANDOMLY ASSIGNED TO THREE GROUPS. EXCLUDING THE NON-TREATMENT GROUP, SUBJECTS WERE TUTORED INDIVIDUALLY FOR 30 SESSIONS. ALL 15 SUBJECTS WERE RETESTED ON THE 17-TEST DIAGNOSTIC BATTERY. THE EXPERIMENTAL GROUP, RECEIVING REMEDIATION BASED ON A LEARNING DISABILITY (I.E. PSYCHOLINGUISTIC) APPROACH, SHOWED GREATER GAINS IN DISABILITY AREAS AND OVERALL LEVEL OF PSYCHOLINGUISTIC FUNCTIONING THAN THE OTHER TWO GROUPS. THE NON-TREATMENT GROUP SHOWED GREATER GAINS THAN THE COMPARISON GROUP WHICH HAD RECEIVED TRADITIONAL REMEDIATION. THE PSYCHOLINGUISTIC APPROACH TO REMEDIATION OF LEARNING DISABILITIES WAS SEEN AS EFFECTIVE INASMUCH AS THE FACTOR OF ATTENTION WAS CONTROLLED BY INCLUSION OF A COMPARISON TREATMENT GROUP. FOURTEEN TABLES AND 77 REFERENCES ARE INCLUDED. (AUTHOR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01