No description available.

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.

No description available.

This study seeks, through an analytical investigation of educational literature, to discover what has been done in the past and what is now being done in other sections of the country for retarded children in our school population.

No description available.

The study reported in this thesis was aimed at investigating taste preferences and caloric compensation in one to two year old children with non-organic failure to thrive (FTT) as compared to normally developing children of the same age. The sample studied included 28 cases with non-organic FTT, and 28 controls with normal growth. The study comprised two experiments. The first tested the child's relative preference for sucrose sweetened solutions versus water. The test session included six 60 second presentations of tastant at three levels of concentration n i.e. water, 0.2 Mol sucrose solution, and 0.4 Mol sucrose solution, with at least 30 second intervals between presentations. The second experiment measured caloric compensation, by testing the child's intake from a standard meal on two occasions, after a pre-load of no-calorie or high-calorie drink. In addition meal time behavioural observations were made, and information about the child’s feeding history was obtained from parent reports. All children regardless of whether they were failing to thrive or not preferred 0.2 Mol sucrose solution to 0.4 Mol sucrose and to water. The energy intake of children with FTT was lower than that of controls, and meal-time behaviours showed some differences between groups in both the child and parent behaviours. Unlike the controls the FTT children showed no caloric compensation, but showed a trend towards the opposite of compensation. Analysis of growth data showed that FTT in the sample studied was present from birth.

In light of the conflicting data regarding depth perception and the retardate, it was the purpose of this study to reinvestigate whether or not significant differences exist in depth perceptual abilities among mental retardates. A standard depth perception apparatus was utilized to test the groups of brain-injured, familial and idiopathic subjects.

The purpose of this study was first to determine what criteria could be used on a behavioral scale to evaluate the profoundly retarded, and then to acquire some data bearing on the reliability and validity of a scale based on such criteria.

The purpose of this investigation is to determine some of the variables related to parents' stated reasons for institutionalizing mentally retarded males. The variables to be studied are the age, education, and income of the parents and the age, level of retardation, and number of siblings of the child.

The purposes of the study were to determine the level of priority of importance of administrative problem areas and specific problem items preventing the implementation of special programs for the educable mentally retarded in Utah. The study was conducted using a survey of twenty-seven school districts in the state of Utah lacking a sequential program for the educable mentally retarded in grades one through six. A questionnaire was sent to 184 selected respondents, including school board chairmen, superintendents, and elementary principals. Responses were received from 92 percent of the original selection. The respondent was asked to rank each of the problem items according to one of five choices, major, moderate, average, minor, or no problem to implementation. Results were evaluated on the basis of agreement among the rankings of the respondents, the relationship of the rankings, priority of the administrative areas, priority of the problem items, and individual group rankings. Statistical treatment revealed significance at the .01 level for the level of agreement and relationship among the rankings of the administrative problem areas. Further treatment revealed the priority of administrative problem categories in order of major importance to be: (1) professional personnel, (2) pupil personnel; (3) supervision , (4) communications, (5) research, (6) finance, and (7) policy. Individual problem items used in the questionnaire were ranked by priority of importance as perceived by the respondents as a combined group as well as by individual groups. There were sixty-two problem items ranked in order of priority. The conclusions arrived at as a result of the analysis of the data included: (1) there was a high level of agreement among the perceptions of the administrators in ranking the importance of the problem areas and specific items , (2) the respondents as individual and combined groups perceived the category of obtaining and retaining qualified professional personnel as the major problem to implementation of the special program, (3) the individual problem of greatest concern was the obtaining of a qualified classroom teacher for the educable mentally retarded, (4) communications are needed to inform the parents, public, and school faculty to gain support for t he educational needs of the educable mentally retarded, (5) administrators recognize the need for early identification of the potential retardate, accurate diagnosis and educational placement as important to program implementation, and (6) it appeared that present school policies are adequate in meeting the needs of program implementation of the educable mentally retarded.