Effectiveness of a Home-based Approach for Motor Skill Development in Mildly and Moderately Retarded Children
Author | : Jeffrey Whenan Walkley |
Publisher | : |
Total Pages | : 212 |
Release | : 1984 |
Genre | : Children with mental disabilities |
ISBN | : |
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Author | : Jeffrey Whenan Walkley |
Publisher | : |
Total Pages | : 212 |
Release | : 1984 |
Genre | : Children with mental disabilities |
ISBN | : |
Author | : Paul A. Maguire |
Publisher | : |
Total Pages | : 244 |
Release | : 1985 |
Genre | : Children with mental disabilities |
ISBN | : |
The purpose of this study was to determine if parents of students could improve the motor performance of their moderately and severely mentally retarded children through the implementation of the Data-Based Gymnasium (DBG) Instructional Model as a supplement to the school program. The DBG Instructional Model is an individualized system designed to provide successful physical education experiences for moderately and severely handicapped students (Dunn, 1980). A total of 45 children, ages 3-9, with moderate and severe mental retardation from the states of Oregon and Washington took part in this study. Each child was randomly selected to participate in one of three groups based upon baseline data gathered for the three tasks: underhand roll, catch, overhand throw. During the eight-week treatment period, subjects in experimental group one received DBG instruction in school and at home, subjects in experimental group two received DBG instruction in school only, and subjects in the control group participated in the physical education program offered in their respective special education settings. The analysis of covariance was used to test the null hypothesis. The .05 level of significance was selected for use in this study. The null hypothesis that there was no significant difference between children who received DBG instruction in the home and school (E1) and those who received school DBG instruction only (E2) or no DBG instruction (C) was rejected on the basis of an obtained F value of 33.847. Application of the Student-Newman-Keul's Multiple Comparison's procedure across groups (E1, E2, and C) revealed that E1 and E2 were not statistically different (E1 = E2) and that E1 and E2 were statistically different from the control group (E1 # C, E2 # C). An examination of the raw and adjusted mean gain data for E1, E2, and C groups revealed a trend favoring the utilization of parents with the implementation of home instruction as a supplement to the school program.
Author | : Russell Lang |
Publisher | : Springer Nature |
Total Pages | : 235 |
Release | : 2021-04-29 |
Genre | : Psychology |
ISBN | : 3030664414 |
This book examines strategies for teaching adaptive behavior across the lifespan to individuals with intellectual and developmental disabilities who regularly experience difficulty learning the skills necessary for daily living. It details evidence-based practices for functional life skills, ranging from teaching such basic hygiene as bathing, brushing teeth, and dressing to more complex skills, including driving. In addition, the volume describes interventions relating to recreation, play, and leisure as well as those paramount for maintaining independence and safety in community settings (e.g., abduction prevention skills for children). The book details existing evidence-based practices as well as how to perform the interventions. Key areas of coverage include: Basic hygiene as bathing, brushing teeth, and dressing. Advanced, complex skills, including driving, recreation, play, and leisure. Skills to maintain independence and safety in community settings, including abduction prevention skills for children. Teaching new technology skills, such as using mobile telephones and apps as well as surfing the web. Training caregivers to promote and support adaptive behavior. Use of evidence-based practices for teaching and supporting adaptive behavior for individuals with intellectual disabilities and autism. Adaptive Behavior Strategies for Individuals with Intellectual and Developmental Disabilities is an essential reference for researchers, professors, and graduate students as well as clinicians, therapists, and other scientist-practitioners in developmental psychology, behavioral therapy/rehabilitation, social work, clinical child and school psychology, child and adolescent psychiatry, pediatrics, and special education.
Author | : Bryant J. Cratty |
Publisher | : Lea & Febiger |
Total Pages | : 328 |
Release | : 1974 |
Genre | : Education |
ISBN | : |
Author | : Thomas John Hemmert |
Publisher | : |
Total Pages | : 322 |
Release | : 1978 |
Genre | : Children with mental disabilities |
ISBN | : |
Author | : M.G. Wade |
Publisher | : Elsevier |
Total Pages | : 305 |
Release | : 1986-07-01 |
Genre | : Psychology |
ISBN | : 0080866859 |
Based upon a conference held in Bethesda in 1985, this volume brings together the research and theoretical perspectives of experts in the developmental aspects of motor control, coordination, and skill in the mentally handicapped. This is accomplished within the context of cognition. Section I deals with the dynamics of controlling movement skill and the nature of the variables that mediate the learning of motor skills. Sections II and III examine the traditional area of research in motor behavior, i.e., the speed of information processing and reaction time paradigms. The last section discusses the issue of training to minimize the effects of mental retardation on motor behavior.
Author | : H. D. Bud Fredericks |
Publisher | : Charles C. Thomas Publisher |
Total Pages | : 88 |
Release | : 1972 |
Genre | : Education |
ISBN | : |
Author | : Vicki M. Johnson |
Publisher | : Syracuse University Press |
Total Pages | : 236 |
Release | : 1977-03-01 |
Genre | : Education |
ISBN | : 9780815621812 |
Ce document s'adresse aux parents et aux professeurs. Les quelques 265 activités que constituent ce guide sont applicables individuellement en classe ou à la maison et certaines peuvent s'appliquer à des petits groupes.