Descriptive Concepts for Preschool Retarded Children
A procedure for teaching descriptive concepts was implemented with four preschool retarded boys. The direct instruction method, teaching materials, and measurement procedures are detailed. All students learned correct responding to tasks used during teaching and developed concepts, as evidenced by p...
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| Veröffentlicht in: | Education and training of the mentally retarded 1974-01, Vol.9 (3), p.115-122 |
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| container_end_page | 122 |
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| container_issue | 3 |
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| container_title | Education and training of the mentally retarded |
| container_volume | 9 |
| creator | BELLAMY, G. TOM BELLAMY, TERRY T. |
| description | A procedure for teaching descriptive concepts was implemented with four preschool retarded boys. The direct instruction method, teaching materials, and measurement procedures are detailed. All students learned correct responding to tasks used during teaching and developed concepts, as evidenced by performance on novel tasks. Replication of the program with still younger retarded children was equally successful. The results are interpreted as support for the view that preschool retarded children can be taught many of the skills with which other children enter public schools. |
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The results are interpreted as support for the view that preschool retarded children can be taught many of the skills with which other children enter public schools.</description><identifier>ISSN: 0013-1237</identifier><language>eng</language><publisher>DIVISION ON MENTAL RETARDATION, THE COUNCIL FOR EXCEPTIONAL CHILDREN</publisher><subject>Cold water ; Concept Formation ; Elementary school students ; Exceptional Child Research ; Intellectual disability ; Mental Retardation ; Mild Mental Retardation ; Posttests ; Preschool Education ; Preschool students ; Pretests ; Special education ; Teachers ; Teaching Methods ; Yarns</subject><ispartof>Education and training of the mentally retarded, 1974-01, Vol.9 (3), p.115-122</ispartof><rights>Copyright 1974 Division on Mental Retardation, The Council for Exceptional Children</rights><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/23876178$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/23876178$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ107450$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>BELLAMY, G. 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The results are interpreted as support for the view that preschool retarded children can be taught many of the skills with which other children enter public schools.</description><subject>Cold water</subject><subject>Concept Formation</subject><subject>Elementary school students</subject><subject>Exceptional Child Research</subject><subject>Intellectual disability</subject><subject>Mental Retardation</subject><subject>Mild Mental Retardation</subject><subject>Posttests</subject><subject>Preschool Education</subject><subject>Preschool students</subject><subject>Pretests</subject><subject>Special education</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>Yarns</subject><issn>0013-1237</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1974</creationdate><recordtype>article</recordtype><recordid>eNo9zMtKAzEUgOEsFKzVN1DICwzk5Mwkk6WM9UZBKXVdcjmhKWMzJIPg21uouPoXH_wXbCEEYAMS9RW7rvUgBAqjzIK1j1R9SdOcvokP-ehpmiuPufCPcpJ9ziPf0GxLoMCHfRpDoeMNu4x2rHT71yX7fFpth5dm_f78OjysGwLZzw04wIjKQXDek1MuRBdcJNNLNK3sTOicjkFHEEpY3wGGEBVEIwWhjYBLdnf-Ukl-N5X0ZcvPbvUGQredOPH9mQ91zuXfJfZage7xF3yPSBo</recordid><startdate>19740101</startdate><enddate>19740101</enddate><creator>BELLAMY, G. 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TOM</au><au>BELLAMY, TERRY T.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ107450</ericid><atitle>Descriptive Concepts for Preschool Retarded Children</atitle><jtitle>Education and training of the mentally retarded</jtitle><date>1974-01-01</date><risdate>1974</risdate><volume>9</volume><issue>3</issue><spage>115</spage><epage>122</epage><pages>115-122</pages><issn>0013-1237</issn><abstract>A procedure for teaching descriptive concepts was implemented with four preschool retarded boys. The direct instruction method, teaching materials, and measurement procedures are detailed. All students learned correct responding to tasks used during teaching and developed concepts, as evidenced by performance on novel tasks. Replication of the program with still younger retarded children was equally successful. The results are interpreted as support for the view that preschool retarded children can be taught many of the skills with which other children enter public schools.</abstract><pub>DIVISION ON MENTAL RETARDATION, THE COUNCIL FOR EXCEPTIONAL CHILDREN</pub><tpages>8</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0013-1237 |
| ispartof | Education and training of the mentally retarded, 1974-01, Vol.9 (3), p.115-122 |
| issn | 0013-1237 |
| language | eng |
| recordid | cdi_eric_primary_EJ107450 |
| source | Jstor Complete Legacy |
| subjects | Cold water Concept Formation Elementary school students Exceptional Child Research Intellectual disability Mental Retardation Mild Mental Retardation Posttests Preschool Education Preschool students Pretests Special education Teachers Teaching Methods Yarns |
| title | Descriptive Concepts for Preschool Retarded Children |
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