101 |
Programming for auditory color discrimination with a profoundly retarded, severely distrubed [i.e. disturbed] adult maleStarkey, Charles Terry, January 1970 (has links)
Thesis (M.A.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
|
102 |
Social, personal and occupational adjustment of the mentally retarded a follow up study /Schmahl, Cecelia Mary, January 1971 (has links)
Thesis (M.S.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
|
103 |
A history of the education and treatment of the mentally retarded in Ohio, 1787-1920 /Levstik, Frank R. January 1981 (has links)
No description available.
|
104 |
Levels of community residential living and its relationship to adaptive behavior /Bennett, Francis Anthony January 1975 (has links)
No description available.
|
105 |
Development of a task analytic worksampling and training technique for use with moderately and severely retarded adults /Presnall, David M. January 1975 (has links)
No description available.
|
106 |
Attitudes toward institutional programming involving standards and the rights of the mentally retarded /Deutsch, Henri January 1975 (has links)
No description available.
|
107 |
An evaluation of the effectiveness of a personal problem solving training program for mildly and moderately retarded adults on their self-esteem, adaptive behavior and ability to generate alternative solutions /Pinkerton, Cecilia Anne January 1978 (has links)
No description available.
|
108 |
Teaching aides to encourage language use on the living units of an institution for the mentally retarded /Bunck, Theodore James January 1979 (has links)
No description available.
|
109 |
The effects of modeling and verbal cues on learning of retardates : a replication with mild and moderate retardatesPowers, James Robert January 1974 (has links)
This study investigated the effects of modeling behaviors and verbal cues on retardate learning. Subjects were required to complete nine performance items after receiving one of four treatments: observing a model and receiving verbal cues, receiving only verbal cues, observing the model only, or neither observing the model nor receiving cues (control group). The methods employed were essentially identical with the methods employed by Forehand and Yoder (1972) with the exception of an additional treatment group (verbal cue only). Subjects' ages and I.Q.s also differed in that the subjects for this study were adults who possessed I.Q.s ranging from 35 to 67, whereas Forehand and Yoder's subjects were children with I.Q.s ranging from 50 to 80. The results yielded no significant differences in the number of errors in performance or in the time required to complete the items.The correlation between errors in performance and task completion time did not reach significance. The results were discussed in conjunction with the work of Forehand and Yoder and a hypothesis relating I.Q. level to information utilization was proposed.
|
110 |
Communication in retarded adolescents : response to listener feedbackBerry, Galen W January 2010 (has links)
Digitized by Kansas Correctional Industries
|
Page generated in 0.2873 seconds