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The development of language skills of severely educationally subnormal children in a hospital settingAshdown, Robert William January 1980 (has links)
No description available.
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An examination and evaluation of primary nursing care and treatment provided for medium stay patients at Broadmoor Special HospitalAdams, Ruth Nanette January 1999 (has links)
No description available.
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From mental handicap hospital to community provisions : a study of changing service patterns and the production of client welfareLeedham, Ian January 1989 (has links)
No description available.
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Some experiments with technology for the profoundly mentally handicappedLovett, S. January 1987 (has links)
No description available.
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A study of the possible factors pertaining to the failure of 48 patients to respond to the recommendation for psychiatric treatment as recommended in the evaluation clinic, psychiatric clinic, University of Alabama Medical College, Birmingham, Alabama between January 1, 1960 - June 30, 1960Dye, Phyllis E. Unknown Date (has links)
No description available.
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Role Performance of Employment Counselors for Mentally Retarded in Kaohsiung CityLiu, Chin-hsiang 03 June 2005 (has links)
The analysis of data collected from 15 employment counselors from Chietze Coordination Association, Tiausepan Association, Tzebezen Coordination Association, Southern Hsinlu Welfare Foundation, Seehaner Welfare Foundation, and Luyue Chietze Center displayed a different phenomenon from our expectation¡C The employment counselors can play a pivotal role in employment opportunity development for mentally retarded. However, the current job target of the employment counselors is obviously emphasized on personal counseling rather than on the development of employment opportunity¡CIn addition to work attitude and job allocation, our observations also included job stress, work satisfaction, work alienation, and work commitment¡C But, these variables were not significantly differentiated by gender, age, education, study majors, relevant certificates, work experiences, vocational training, and seniority. Relatively speaking¡Awomen and those graduated from counseling and guidance and relevant fields were more likely to emphasize on personal counseling, while men and those graduated from other fields were more likely to employment opportunity development. Finally, seniority and education were found to motivate work satisfaction and commitment.
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Predicting out-of-home placements of children and adolescents with serious emotional disturbance (SED)Yoo, Seo-koo, Haynes, Dennis T., Springer, David W., January 2003 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisors: Dennis T. Haynes and David W. Springer. Vita. Includes bibliographical references. Also available from UMI.
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Mental health clients' preferences for spiritually oriented treatmentRuth, Melissa Ann Brightstar. January 2000 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.
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A comparison between the social and total self-concept of students in a school's emotional disturbance program and students not in the emotional disturbance programTauschek, Kari L. January 2001 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.
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Learning and instructional success in people with a mental handicapStrand, Stephen Charles January 1989 (has links)
Learning - the process by which new skills and behaviours are acquired - is a central concept in the understanding of mental handicap. Discrimination learning Is specifically identified as an essential pre-requlslte for the acquisition of a variety of more complex behaviours and skills. Many studies have reported that severely mentally handicapped persons show a relative inability to profit from unstructured learning experiences, and frequently fail to learn discriminations trained through simple differential reinforcement (trial-and-error training). Programmed training procedures are identified as important vehicles to facilitate the discrimination learning of severely mentally handicapped children. An initial study is reported that confirms the superiority of programmed over trial-and-error discrimination training, and demonstrates this superiority is maintained over a series of similar discrimination tasks. The results also demonstrate that stimulus fading procedures can be successfully implemented using micro-computer technology, and that 'errorless' learning can be effected through the sequencing and fading of trainer prompts. However, programmed procedures are not invariably effective in teaching discriminations to developmentally impaired persons, and failures to learn following programmed training are not infrequently reported. In a series of studies, some of the basic procedural parameters underlying diverse programmed techniques were evaluated as determinants of the development (or lack of development) of appropriate stimulus controL Increasing the salience of S+, whether through manipulation of S+ or S-, was shown to be more effective than increasing the salience of S-. Further, congruence between prompt and training cue dimensions was shown to be a significant variable affecting the outcome of training. The effectiveness of programmed procedures was also shown to interact with task difficulty. Finally, wide individual differences in learning within the population of severely mentally handicapped persons have frequently been reported, and were also observed in the present research. In a final study, individual differences in some basic cognitive abilities and aspects of classroom behaviour were assessed and shown to be significantly correlated with discrimination performance. The results are related to the literature on compound conditioning (e.g., Kamin, 1968) and theories of discrimination learning (Terrace, 1966; Rescorla & Wagner, 1972; Zeaman and House, 1963, 1979), and suggest the importance of attentlonal processes in discrimination learning. Lastly, some educational implications of the results are discussed.
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