A 12 month education project was planned for 27 institutionalized, severely retarded children. The results of employing a skill center curriculum, in combination with behavior modification techniques, indicated significant progress in the areas of motor skills, vocabulary, communication, and social behavior.
Get full access to this article
View all access options for this article.
References
1.
DrillienC. M.School disposal and performance for children of different birthweight born in 1953-60. Archives of Diseases of Children, 1969, 44, 562–570.
2.
DunnL.M. (Ed.). Exceptional children in the schools, (2nd ed). N.Y.: Holt, Rinehart, & Winston, 1973.
3.
GrauntJ.Natural and political observations mentioned in a following index, and made upon the bills of mortality. Martin, Allestry, & Dicas, London, 1662.
4.
JordanT. E.The influence of age and social class on authoritarian family ideology. Multivariate Behavioral Research, 1970, 5, 193–201.
JordanT. E.Developmental and social influences from birth on school readiness in a metropolitan cohort. Paper presented to the American Educational Research Association, New Orleans, 1973. (a)
7.
JordanT. E.Technical note 29.1: Patterns of development associated with school readiness. University of St. Louis-Missouri, 1973 (b).
KoplyayJ.AID-4 interaction detection. Multiple Linear Regression Viewpoints, 1972, 3, 25–33.
10.
Projections of school and college enrollment: 1971 to 2000. Current Population Reports, Series P-25, No. 473, Washington, D.C., January, 1972.
11.
TarjanG., WrightS.W., EymanR.K., & KeeranC.V., Natural history of mental retardation: Some aspects of epidemiology. American Journal of Mental Deficiency, 1973, 77, 369–379.
