This study analyzed the changes of behavior of moderately and severely mentally retarded children as an effect of using a visual-imitative instructional method incorporated to teach Industrial Education Psychomotor Tasks. It was hypothesized that visual instruction followed by imitation was appropriate for teaching psychomotor skills and would evoke positive changes of behavior in moderately and severely retarded children. Results indicated that severely retarded children can learn psychomotor tasks through imitation. Implications for future research are discussed.
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