Author: Theophila A. Baliukas
Publisher:
ISBN:
Category :
Languages : en
Pages : 148
Book Description
Motor Learning Gains of Trainable Mentally Retarded Children in an Individually Prescribed Instructional System
Author: Theophila A. Baliukas
Publisher:
ISBN:
Category :
Languages : en
Pages : 148
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 148
Book Description
The Motor Performance of Educable Mentally Retarded Children with Particular Reference to the Identification of Factors Associated with Individual Differences in Performance
Author: James Henry Widdop
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 488
Book Description
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 488
Book Description
The Effect of Teacher Type and Instructional Time on the Achievement of Selected Fundamental Motor Skills by Elementary Age Trainable Mentally Retarded Children
Author: Paul Glenn Vogel
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 292
Book Description
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 292
Book Description
Acquisition of Motor Awareness Related Tasks Between Kindergarten Children and Primary Mentally Retarded Children Through Individually Prescribed Instruction
Author: Mark Runac
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 1
Book Description
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 1
Book Description
Motor Learning and Performance in Mentally Retarded Children as Related to Age and Sex
Author: Janet Kathleen Kirby
Publisher:
ISBN:
Category :
Languages : en
Pages : 118
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 118
Book Description
Living Environments and the Motor Performance of Mentally Retarded Children
Author: P. Susan Hjelte
Publisher:
ISBN:
Category :
Languages : en
Pages : 184
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 184
Book Description
The Mentally Retarded Child and His Motor Behavior
Author: Thais R. Beter
Publisher: Charles C. Thomas Publisher
ISBN:
Category : Education
Languages : en
Pages : 216
Book Description
Publisher: Charles C. Thomas Publisher
ISBN:
Category : Education
Languages : en
Pages : 216
Book Description
The Effects of Supplemental Home Instruction by Parents Utilizing the Data Based Gymnasium Instructional Model on the Performance of Selected Motor Skills with Moderately and Severely Mentally Retarded Children
Author: Paul A. Maguire
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 244
Book Description
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.
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 244
Book Description
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.
Motor Activity and the Education of Retardates
Author: Bryant J. Cratty
Publisher: Lea & Febiger
ISBN:
Category : Education
Languages : en
Pages : 256
Book Description
Publisher: Lea & Febiger
ISBN:
Category : Education
Languages : en
Pages : 256
Book Description
Acquisition of Lateral Balance Between Trainable Mentally Retarded Children and Kindergarten Children in an Individually Prescribed Instruction Program
Author: Charles White
Publisher:
ISBN:
Category :
Languages : en
Pages : 124
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 124
Book Description