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Results for “Persons with Visual Disabilities”

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PubMed1985

In-service training in therapeutic recreation for persons with severe handicaps.

The majority of persons with severe handicaps have been excluded from most therapeutic recreation programs because they are less skill proficiency and more difficult to involve. In many cases recreation leaders are neither trained nor prepared to work with severely disabled individuals. The described in-service training project was successful in increasing recreation leaders' competency for working with persons who have severe handicaps. The project consisted of lectures, audio-visual presentations, simulations, role playing, and group discussion. It was found that the participants' self ratings of their competency in assessment, task analysis, writing individualized recreational objectives, using a behavioral approach, data collection, and program reevaluation were significantly increased (P less than .01). Their overall self evaluation was also increased. This in-service project was effective in promoting staff training and increasing opportunities for therapeutic recreation for persons with severe handicaps.

Persons with Disabilities↗
PubMed1983

Teaching TMR children to read using integrated picture cueing.

A rebus program was compared with a new picture-cue method for teaching TMR children to read. Two groups of 20 TMR children each participated in a 26-week course during which recognition and transfer to standard orthography were measured. The cued-word group was significantly superior in reading words in standard orthography both during training (75 percent compared with 25 percent transfer) as well as at the end of training (96 vs. 50 percent transfer). The results justify further exploration of the picture-cueing method both for retarded and for beginning readers in general.

Adolescent↗
PubMed1981

Sensorimotor functioning and prelinguistic communication of severely and profoundly retarded individuals.

The prelinguistic, nonverbal communicative behavior of 40 institutionalized severely and profoundly retarded children and adolescents functioning at various stages of Piaget's sensorimotor period was examined. Five scales of the Uzgiris and Hunt (1975) sensorimotor assessment were used to determine general level of sensorimotor functioning. A standard set of communication elicitation tasks was employed to examine the gestures used to communicate in both imperative and declarative contexts. More competent sensorimotor performance was associated with higher frequency of more sophisticated and symbolic forms of gestural communication, and subjects generally used more complex gestures to communicate in the imperative than in the declarative tasks. Applicability of the results to the design of future language-intervention programs and their implications for general theory concerning the relations between language and cognition and between normal and atypical development were discussed.

Adolescent↗
PubMed1977

Temporal extrapolation of unimodal and multimodal stimulus sequences in retarded and nonretarded persons.

Retarded adolescents, CA-matched nonretarded adolescents, and MA-matched nonretarded children attempted to match the repetition rate of 10-second stimulus sequences presented under four modality switching conditions and at two pusle frequencies. Error magnitudes were least for the CA-matched subjects and under the faster pulse rate increased from the no-switching to maximum-switching condition in all groups. Error increases from the no-switching to maximum-switching condition were preponderantly underestimations. No differences between groups were obtained for a switching condition in which the modality-sequence pattern was aperiodic. A hypothesis of longer psycholoical refractory periods in retarded adolescents was rejected in favor of one explaining their inferior performance on sequential enumeration and tracking tasks in terms of inefficient organizational abilities.

Acoustic Stimulation↗