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This report discusses the outcomes of an action research project designed to assess the effectiveness of the involvement of parents of students with mental retardation in an intervention to help students retain academic, social, and daily living skills. The targeted population consisted of six elementary students of a large, Midwestern, mainly middle-class community. The problems of skill retention were noted through teacher/parent conferences, surveys, and testing. The results of the intervention found increasing repetition of learned skills at school without parent involvement did not improve students' retention; however, increasing repetition of learned skills at school along with parental involvement did improve students' retention. To expand parent involvement, phone calls were found to be more effective than sending notes because notes became lost, directions misunderstood, and parents had no immediate way to ask questions. Keeping in contact with the families on a regular basis also appeared to improve schoolwork along with behavior. Appendices include assessment materials. (Contains 14 references.) (CR)

Descriptors: Daily Living Skills, Elementary Education, Interpersonal Competence, Intervention, Learning Strategies, Mental Retardation, Parent Participation, Parent School Relationship, Parent Teacher Cooperation, Retention (Psychology), Skill Development

Autor: Kissamis, Christine A.


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