Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references.

Thesis (M.Ed.), Memorial University of Newfoundland, 2000. / Includes bibliographical references.

Thesis (Ph. D.)--University of Southern California, 1963. / Photocopy of typescript original. Includes bibliographical references (leaves 150-157).

Thesis--Ohio State University. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 45-46).

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Bibliography: leaves 117-120.

No description available.

No description available.

There has been a growing trend towards integrating persons with disabilities into community life. Mathematics is important to the success of such an initiative, but very little attention has been given to this area. This paper presents the results of a four-year study examining the strategies used by intellectually disabled children when adding numbers. / At the beginning of the study, all subjects could count to 10 and recognize numbers to 10, but most could not add. Subjects were evaluated each year on their ability to solve addition problems with sums no greater than nine. Subjects were divided into three groups based on first year results. Those in group 1 demonstrated no knowledge of addition, group 2 used the erroneous strategy of adding one to an addend, and group 3 included children with Down Syndrome who used a variety of strategies. / Over the next three years, subjects, in general, progressed in a manner similar to nondisabled children with regard to strategies, the order in which they were developed, error patterns, and the order in which number pairs were memorized.

The purpose of this study was to investigate the effects of a behavioral training program on the simple toy play responses of three adolescents with severe and profound mental retardation. Also investigated were possible differences in the difficulty in initial acquisition and generality of the five toy functions chosen: direct push, build, pull, indirect electronic push, and wind. Two toys in each functional category were used. Using a multiple baseline across subjects design, each subject was scored on appropriate toy play during each session. Baseline sessions consisted simply of presenting the toy to the, subject and requesting him/her to play with it. During treatment sessions, the training sequence consisted of a verbal stimulus, a verbal instruction, modeling, shadowing, partial graduated guidance, and full graduated guidance. All subjects received positive reinforcement (i.e., verbal and physical praise with or without edibles) following every appropriate response. Because all subjects reached the prespecified mastery level of each of the 10 toys, it was concluded that the training sequence was an efficient technology in teaching toy play responses. In addition, the relative difficulty among and generality within functions was discussed.

This thesis has attempted to determine psycholinguistic differences between inner-city retarded children and suburban retarded children. The instruments used in this study are: The Illinois Test of Psycholinguistic Abilities and The Peabody Picture Vocabulary Test. The subjects used in this study are forty eight-year-old educable mentally retarded children attending special classes in the Indianapolis Public Schools: twenty children from the inner-city and twenty children from suburban schools. Language differences between the two groups are demonstrated.In addition, there is a description of language differences of four subgroups: girls, boys, black children, white children.