Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Terry Ackerman; submitted to the School of Education. Includes bibliographical references (p. 77-84).

Thesis (M.S.)--Brigham Young University. Dept. of Audiology and Speech-Language Pathology, 2006. / Includes bibliographical references (p. 67-74).

This study makes an examination of a training programme in an institution for the mentally handicapped. It outlines the history of this institution and traces the development of the training programme through its various stages, with special reference to the contribution which social work has made to the rehabilitative programme. The study makes an appraisal of this institution's existing programme in light of accepted principles and standards of practice, derived from an examination of relevant professional medical and social material in the field. Material studied included reports of the medical director of The Woodlands School, reports of the Provincial Supervisor of Psychiatric Social Work, and articles written in professional periodicals and books on the subject. Other material was obtained by personal observation of The Woodlands School's programme and by personal interviews with various staff members. The case material was obtained from the case records of the Social Service Department of The Woodlands School. These records cover a two-year period, 1951 through 1953. The conclusions of this study indicate that the services for the training and education of the mentally handicapped are seriously lacking in British Columbia with particular reference to social services. It is recommended that both lay and professional groups in British Columbia reassess their current programmes for the mentally handicapped in light of existing standards so that a more adequate understanding of needs in this area may be at their disposal. The need for greater expansion of rehabilitation services for the mentally handicapped is stressed. / Arts, Faculty of / Social Work, School of / Graduate

Previous studies on retardates with rigidity of boundaries phenomena have not been concerned with the presence of brain injury. The primary objective of this experiment was to ascertain the degree of difference in rigidity between brain injured and non-brain injured retardates.

The present study was designed to investigate the efficiency of a visual and tactile presentation of a design as compared to just a visual presentation to determine if the two-sense method helped the subjects in drawing the designs accurately in less trials.

It has not yet been demonstrated that music can be used therapeutically with profoundly retarded children. One way these children might be helped to respond to music, and therapeutically benefit from it, would be to use operant conditioning in an effort to enhance gross motor activity and then progressively shape responses until more complex behavior patterns are formed. Once these children can respond motorically in the presence of musical stimuli, continuation of responding may be possible by pairing motor activity with musical stimuli. This experiment investigated the effects of operant conditioning and music on the motor activity of profoundly retarded children in an effort to determine the therapeutic usefulness of music with such children.

The present study is an attempt to determine which of several different types of reinforcers is most effective in discrimination learning using institutionalized mentally retarded boys of different intellectual levels as subjects. If one type of reinforcement works more effectively in conditioning one level of institutionalized mentally retarded subject, then that type of reinforcement could be used to greater advantage in controlling behavior than some other, less effective kind of reinforcer.

No description available.

No description available.

No description available.