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Results for “Adolescent, Institutionalized”

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At least 271 records · Page 15Linked to original sources
PubMed1982

Extension of the use of measures of cognitive style to moderately-severely retarded trainees in a field setting.

This study investigated the feasibility of using measures of cognitive tempo with 66 institutionalized moderately-severely retarded adolescents and adults in the field settings of three Activity Centres--one rural and two urban. The Matching Familiar Figures Test and the Porteus Maze Tests could, with characteristic modifications, be administered to this type of population, the typical response being slow and error-prone. Either one or both could contribute usefully to the prediction of work performance in the groups concerned, but would have little to offer over and above conventional individual tests of general intelligence.

Adolescent↗
PubMed1975

Adaptive Behavior Scale as a screening measure for special-education placement.

The utiltiy of the Adaptive Behavior Scale in the special-education placement of 126 institutionalized mentally retarded children and adolescents was examined. An investigation of relationships among Adaptive Behavior Scale (Part 1) scores, Wide Range Achievement Test scores, and IQ scores revealed a significant relationship between Adaptive Behavior Scale scores as well as between IQ scores and achievement test scores. Adaptive Behavior Scale and IQ were the most effective scores in providing significant discrimination between the special-education training levels. Adaptive Behavior Scale subdomain percentage scores were discussed as criteria for a computer-assisted placement of mentally retarded students in a special-education program.

Adolescent↗
PubMed1975

Experimental evaluation of sensorimotor patterning used with mentally retarded children.

In the present study, a sensorimotor "patterning" program used with 66 institutionalized, mentally retarded children and adolescents was evaluated. The subjects were randomly assigned to one of three groups: (a) Experimental 1 group, which received a program of mobility exercises including patterning, creeping, and crawling; visual-motor training; and sensory stimulation exercises; (b) Experimental 2 group, which received a program of physical activity, personal attention, and the same sensory stimulation program given to the first group; or (c) Passive Control group, which provided baseline measures but which received no additional programming as part of the study. Experimental 1 group subjects improved more than subjects in the other groups in visual perception, program-related measures of mobility, and language ability. Intellectual functioning did not appear to be enhanced by the procedures, at least during the active phase of the project. The results were discussed with reference to other researchers who have failed to support the patterning approach, and some reasons were suggested for the differences between the present and past investigations.

Adolescent↗
PubMed2001

[The experience of institutionalized children].

The aim of this study was to know the experience of the institutionalized child and was guided by the theoretical referential of the "Symbolic Interactionism" and by the methodological referential of the "Grounded Theory". The data had been collected in two stages: the first one understood group activities and second stage consisted of personal interviews. The results had shown that the institutionalization occurred for abandonment and reject of the parents or for legal decision as a measure of child protection, having as context the poverty of its family. The child's experience is conflicting in relation to being institutionalized, because while he/she perceives the necessity of material gain, they miss their family, their home, their friends, and simply life outside.

Adolescent↗
PubMed1999

High performance liquid chromatography method for the determination of pyridoxal-5-phosphate in human plasma: how appropriate are cut-off values for vitamin B6 deficiency?

OBJECTIVES: Application of a HPLC (high performance liquid chromatography) method, using cyanide derivatisation, to the determination of plasma pyridoxal-5-phosphate (PLP) concentrations as an indicator of vitamin B6 adequacy. SETTING: The study was performed at the Institute of Food Research, Norwich, UK. Blood samples were taken at the Institute, at Health Centres, or in the volunteer's home. SUBJECTS: 51 adolescent, 131 adult, 68 non-institutionalized elderly and 44 aged (>73 y) volunteers were recruited from local authority schools, local Health Centres and General Practitioners. RESULTS: The mean PLP recovery was 92.8%. The intra- and inter-assay coefficients of variation were 2.8% and 5.2% respectively. Mean PLP concentrations for males and females, respectively, were: adolescents (13-14 y), 36.4 and 43.5 nM; adults (20-64 y), 39.2 and 40.0 nM; elderly (68-73 y), 34.8 and 35.3 nM; aged (>73 y), 57.8 and 49.0 nM. Percentages of subjects with PLP concentrations <34.4 nM were over 26% in all population groups. Mean vitamin B6 intakes (microg/g protein intake), as assessed by weighed dietary records, were all above reference nutrient intakes (15 microg/g protein). CONCLUSIONS: An HPLC method, using cyanide derivitisation, has been applied to the determination of plasma PLP. Comparisons of results for local population groups with current cut-off values for plasma PLP, show large numbers of volunteers at risk of vitamin B6 deficiency although this is not reflected by vitamin B6 intakes calculated from food tables. The 34.4 nM cut-off value for value for plasma PLP, indicating deficiency, is questioned.

Adolescent↗
PubMed1979

Transformational deficits in cognition of schizophrenic children.

This study examined schizophrenic children for cognitive deficits in logical thinking, symbolic imagery, and conservation. Evaluation revealed persistent failure of the aberrant subjects to achieve at the level of age expectancy. Comparison with nonpsychotic, institutionalized children demonstrated no effect due to institutionalization. By mid-teens not one of the subjects had accomplished formal operations and very few were able to master concrete operations. Implications for development and treatment were discussed.

Adolescent↗
PubMed1979

Language differences between institutionalized and noninstitutionalized retarded children.

The linguistic performances of 15 noninstitutionalized and 15 institutionalized retarded children were compared on usage of grammatical categories and structure of spoken language (Length--Complexity Index) and for underlying subskills (Illinois Test of Psycholinguistic Abilities). Differences were not found between the groups for usage of grammatical categories or structures but were found for subskills of Auditory Reception. Auditory Sequential Memory, Verbal Expression, and Auditory Closure. Further analysis by multiple stepwise regression indicated that noninstitutionalized and institutionalized retarded children may be differentiated by examining a number of linguistic variables. The grammatical structure of language appeared less affected by environment than were the semantic and auditory elements.

Adolescent↗