ABSTRACT
A longitudinal study was conducted to determine the ability of the Uzgiris and Hunt scales to predict adaptive behaviour including, but not limited to, language. The Uzgiris and Hunt scales, six of the ABS domains and the Receptive-Expressive Emergent Language (REEL) scale were administered to 61 children who were severely or profoundly mentally retarded. The ABS domains and the REEL were readministered 4 years later. The findings generally supported earlier cross-sectional research and theory. However, this methodology permitted the finding that the earlier score on the ABS domain or REEL was by far the best single predictor of the later score on that same measure, an intuitively obvious, but nevertheless, important finding. The findings were interpreted regarding their implications for theory, practice and methodology.
Subject(s)
Intellectual Disability/diagnosis , Intelligence Tests/statistics & numerical data , Neuropsychological Tests/statistics & numerical data , Child , Female , Humans , Intellectual Disability/psychology , Intellectual Disability/rehabilitation , Language Development Disorders/diagnosis , Language Development Disorders/psychology , Language Development Disorders/rehabilitation , Male , Prognosis , Psychometrics , Psychomotor Disorders/diagnosis , Psychomotor Disorders/psychology , Psychomotor Disorders/rehabilitationABSTRACT
The similar-structure hypothesis and the two-group approach to mental retardation, proposed by Zigler (1967, 1969) and his colleagues, was investigated. Nonretarded, socioculturally mildly retarded, organically impaired retarded, and organically impaired moderately retarded children matched for MA were compared on moral and cognitive reasoning tasks. No differences were found between the nonretarded and socioculturally retarded subjects or between the two organically impaired groups. Differences were found between the organically impaired groups and the nonretarded and socioculturally retarded groups. When the effect of cognitive reasoning was partialled out of the moral reasoning scores, however, no differences were found among the four groups. The findings supported Ellis' (1963, 1969) difference theory as well as the similar-structure hypothesis but did not totally support Zigler's two-group position.
Subject(s)
Cognition , Intellectual Disability/psychology , Adolescent , Adult , Child , Child Development , Concept Formation , Humans , Intellectual Disability/etiology , Male , Morals , Psychological TheoryABSTRACT
The moral reasoning of four IQ/etiology groups was investigated: 19 organically abnormal moderately retarded, 19 organically abnormal mildly retarded, 19 mildly retarded due to psychosocial disadvantage, and 19 nonretarded individuals. In each group 12 Ss were preoperational and seven concrete operational. Moral reasoning was assessed by an instrument using moral dilemmas based on Kohlberg's procedures. The Slosson Intelligence Test was used to determine the IQs and mental ages of each S. Piagetian stage was determined with the standard conservation of number tasks. The findings indicated no overall significant differences between the mildly retarded and the nonretarded Ss or between the mildly retarded and the moderately retarded Ss, but differences were found between the moderately retarded and the nonretarded Ss. A significant interaction was found between the two independent variables, IQ/etiology and cognitive level. The results were discussed as supporting Zigler's development position and as damaging to Kohlberg's position.
Subject(s)
Intellectual Disability/psychology , Morals , Thinking , Adolescent , Adult , Child , Child Development , Cognition , Concept Formation , Humans , Intellectual Disability/etiology , Intelligence , MaleABSTRACT
The relationship of the Uzgiris and Hunt Scales of Sensorimotor Development with six of the AAMD Adaptive Behavior Scale (ABS) domains and the Receptive-Expressive Emergent Language (REEL) Scale was investigated. One significant canonical root was found. Three independent variables (vocal imitation, object permanence, and gestural imitation) and six dependent variables (ABS domains Language, Socialization, Independent Functioning, and Self-Direction and REEL-Receptive and REEL-Expressive) loaded highly on the canonical root. Regression was used to analyze these variables further. The results were interpreted as generally consistent with prior theory and research, although there were some difficult interpretations and contradictions of previous research.
Subject(s)
Child Development , Intellectual Disability/psychology , Language Development Disorders/psychology , Language Disorders/psychology , Social Adjustment , Child , Cognition Disorders/psychology , Female , Humans , Male , Psychological Tests , PsychometricsABSTRACT
Twelve nonverbal, hearing, retarded children were matched and then randomly assigned to sign language training, speech training, and placebo groups. Four of the subjects received speech training using the Bricker. Dennison, and Bricker (1976) program, and four subjects received sign language training using an adaptation of the Bricker et al. program. The results indicated no statistically significant difference between the verbal and sign language groups through the sign group and verbal group did learn significantly more than the placebo group. A closer examination of the findings indicated that although all four of the sign language subjects learned some signs, only two of the four speech training subjects learned to say words. The findings were interpreted as indicating that some nonverbal retarded children will benefit from sign language than speech training. Suggestions for the direction of future research are given.
Subject(s)
Intellectual Disability/complications , Language Development Disorders/therapy , Language Disorders/therapy , Language Therapy , Manual Communication , Sign Language , Child , Female , Humans , Intellectual Disability/psychology , Intelligence , MaleSubject(s)
Behavior Therapy/methods , Eating , Education of Intellectually Disabled , Child , Female , Humans , MaleSubject(s)
Child Development , Intellectual Disability/psychology , Psychological Theory , Adolescent , Child , Child, Preschool , Cognition , Humans , Infant , Infant, NewbornSubject(s)
Cardiology , Dentistry , Adult , Anti-Bacterial Agents/therapeutic use , Aortic Diseases , Arrhythmias, Cardiac , Bacteria/isolation & purification , Blood Circulation , Cardiac Surgical Procedures , Cardiomyopathies , Coronary Disease , Diagnosis, Oral , Endocarditis, Bacterial/etiology , Endocarditis, Bacterial/microbiology , Endocarditis, Bacterial/prevention & control , Focal Infection, Dental/complications , Heart/anatomy & histology , Heart Defects, Congenital/classification , Heart Diseases/diagnosis , Heart Failure , Heart Valve Diseases , Hemorrhage/etiology , Humans , Hypertension , Mouth/microbiology , Pericarditis , Rheumatic Heart Disease , Shock , Thromboembolism , Vascular DiseasesABSTRACT
The relationships of moral maturity, cognitive reasoning, MA, and CA were investigated with three IQ groups. The subjects were 20 moderately retarded, 20 mildly retarded, and 20 nonretarded individuals matched for MA. The findings indicated that moderately retarded individuals are at lower levels of cognitive reasoning and moral maturity than MA-matched mildly retarded and nonretarded individuals. The findings also indicated a stronger relationship between moral maturity and cognitive reasoning than between MA and moral maturity or MA and cognitive reasoning. The findings were discussed in terms of the positions of Kohlberg and Gilligan (1971) and Taylor and Achenback (1975).
Subject(s)
Cognition , Intellectual Disability/complications , Intelligence , Morals , Adolescent , Age Factors , Child , Down Syndrome/complications , Humans , Intellectual Disability/etiology , Male , Rubella/complications , Syphilis/complicationsABSTRACT
The reliability and validity of the Uzgiris and Hunt (1975) scales of sensorimotor development were examined with severely and profoundly retarded children. The subjects were 63 severely or profoundly retarded children between 42 and 126 months of age. Thirty of the subjects were living in residential facilities, and 33 were living at home and attending day schools. All of the subjects were assessed on all six scales of the Uzgiris and Hunt instrument. Interexaminer and test-retest reliabilities were computed. Scalogram analyses were also computed for all but the Schemes scale. The findings were that the scales were reliable and, as theorized by Piaget, ordinal with the present sample. These findings were interpreted as indicating that these scales could be used reliably and validly with severely and profoundly retarded children. This was discussed in terms of the present and potential uses of these scales.
Subject(s)
Cognition , Intellectual Disability/diagnosis , Intelligence , Psychological Tests , Child , Child, Institutionalized , Child, Preschool , Female , Gestures , Humans , Imitative Behavior , Male , Object Attachment , Verbal Behavior , Visual PerceptionABSTRACT
The relationship of Stage 6 of Piaget's sensorimotor period and the acquisition of meaningful expressive language was investigated. The sample consisted of eight profoundly retarded children who exhibited some meaningful expressive language and eight profoundly retarded children who exhibited none. Chronological ages of the children ranged from 47 to 98 months. A strong relationship was found between meaningful expressive language and Stage 6 functioning as tested by the Uzgiris and Hunt (Note 1) instrument. The findings were discussed in terms of supporting Piaget's theory that cognitive structures exist which are prerequisites for the development of language.
Subject(s)
Child Development , Intellectual Disability , Language Development , Age Factors , Child , Child, Preschool , HumansABSTRACT
This study was designed as an attempt to train EMR and intellectually average adolescents to achieve the stage of formal thought. The sample consisted of 120 white male subjects from secondary public schools. Sixty met the EMR criteria and 60 met the criteria for average intelligence. Thirty of each of these were of middle SES and 30 of low SES. Lister's (1970) training procedure was used. The results indicated that three was only negligible transfer. The results also indicated that the training was effective in helping the subjects' competence on the trained tasks. A significant interaction between SES and intelligence was also found. This finding was discussed in terms of the utility of the IQ test as a useful diagnostic tool with all SES levels.
