This study was conducted to examine the effects literacy-based behavioral interventions have on improving the behavior of students with intellectual disability. A second purpose of this study was to determine if literacy-based behavioral interventions could be an effective intervention strategy when used simultaneously with a group of students…

The purpose of this study is to compare the assessment results of social skills of students with mental retardation by their teachers and mothers through relational model by using descriptive statistics. The research group in this study consisted of mothers and teachers of 562 children with mental retardation aged between 6 and 12 who enrolled in…

Student-teacher relationships of 37 children with moderate to borderline intellectual disability and 61 with typical cognitive development were assessed from child ages 6-8 years. Student-teacher relationship quality was moderately stable for the typical development group, but less so for the intellectual disability group. At each assessment these…

To identify factors associated with student placement in classes for the educable mentally retarded, comparisons on socioeconomic, behavioral, and achievement variables were made between a group of 17 regular class Ss with IQs less than 80, and three groups of special class Ss. (Author)

Individual and group contingencies in controlling undesirable behaviors in 26 educable mentally handicapped children (median age 9 years) in two special classrooms were compared. (Atuhor)

Teacher ratings on the Aberrant Behavior Checklist were collected on 666 students with mental retardation attending special classes. Classroom placement and age had significant effects on subscale scores, whereas sex failed to affect ratings. The study concludes that the original scoring method, developed for individuals in residential facilities,…

The level of behavior problems in 406 students (ages 4-19) with intellectual disability was compared in "segregated" and "integrated" settings in New South Wales (Australia). A significantly greater number of behavior problems occurred in segregated settings after controlling for age, sex, and range of intellectual disability.…

The 1930 White House Conference revealed the fact that approximately 22 out of every 100 children in the United States need special attention either in the form of medical and surgical treatment, professional supervision of feeding and exercise, or instruction under the direction of highly specialized teachers. It was revealed at that conference…

The White House Conference on Child Health and Protection has recently pointed out how inadequately this country is providing educational opportunities for exceptional children. One-half million gifted children, another half million retarded children, three-quarters of a million children exhibiting serious behavior problems, three hundred thousand…