Observing interactions in the severely mentally handicapped

Beveridge, Michael; Berry, Paul

doi:10.1177/003452377701700102

Cited by 7 publications

(2 citation statements)

References 3 publications

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“…Thus if a subject was observed first on Thursday, he or she would be observed last on Friday. The reason for this was to obtain a more accurate sample of the subject's behavior pattern as suggested in the literature (Beveridge & Berry, 1977). Frequency and duration of social interactions and activity involvements with staff members and peers were recorded.…”

Section: Methodsmentioning

confidence: 99%

Effects of a Leisure Education Program on Activity Involvement and Social Interaction of Mentally Retarded Persons

Anderson

Allen

1985

Adapted Physical Activity Quarterly

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A 9-week leisure education program to increase activity involvement and social interaction of institutionalized mentally retarded adults was investigated. A disproportional stratified (by residential unit) random sampling technique was employed to select 40 subjects from a total population of 243 mentally retarded persons. Subjects were randomly assigned to treatment and control groups. The hypotheses were that there would be no significant increase in activity involvement or social interaction of the subjects who participated in the treatment. Four ANCOVAs were conducted utilizing frequency and duration as the dependent variables for both social interaction and activity involvement. Length of institutionalization was the covariate. The grouping variables were treatment/control and level of retardation. The findings revealed the treatment had a significant effect only on frequency of activity involvement.

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Section: Methodsmentioning

confidence: 99%

Effects of a Leisure Education Program on Activity Involvement and Social Interaction of Mentally Retarded Persons

Anderson

Allen

1985

Adapted Physical Activity Quarterly

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“…RECENT studies have highlighted the relatively low level of spontaneous social behaviour shown by severely subnormal children in a classroom situation (Beveridge, Spencer and Mittler, 1978;Beveridge and Berry, 1977). These studies focused in particular on the act of initiating a social interaction and argued that putting together many skills into a meaningful social act is a crucial development towards overcoming mental handicap.…”

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confidence: 99%

Teachers' Responses to Severely Mentally Handicapped Children's Initiations in the Classroom

Beveridge

Hurrell

1980

Child Psychology Psychiatry

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SUMMARY This study investigates teachers' responses to initiations of interaction by severely mentally handicapped children who were rated as extremely excitable or inhibitable. The teachers' responses were categorised according to whether they maintained the interaction, expanded the ideational content of the child's initiation, and whether they did so verbally or non‐verbally. Results showed that teachers maintained significantly less initiations than they non‐maintained. Furthermore, the type of response given by the teachers was related to the child's being excitable or inhibitable as well as to the teacher's own personality as measured by the Eysenck Personality Inventory.

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Evaluation of the Integration of Severely Handicapped Students in Regular Education and Community Settings

Brinker¹,

Thorpe²

1984

ETS Research Report Series

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The Education for All Handicapped Children Act (P. L. 94–142) requires that all children have access to free appropriate public education in the least restrictive environment. As this law is applied to severely handicapped (SH) students, the requirements of an appropriate education may compete with the requirements of education in the least restrictive environment. The question addressed by this report is whether integration of SH students into regular schools can constitute a “least restrictive setting” without seriously compromising the appropriateness of the education offered. This project provided an initial empirical basis for considering the impact of integration in terms of educational improvement of SH students and attitudes of nonhandicapped (NH) students toward the handicapped. In addition, the evaluation was designed to examine factors at various levels of the educational process which might facilitate integration. These factors included information from the state district, school, teacher, and individual student assessments. Subjects were 245 severely handicapped students from 14 school districts located in 9 states. All students were in integrated school or community settings in which nonhandicapped students were present between 3 and 16 hours per week. The criterion for degree of integration was the observed rate of interaction between SH and NH students in schools evaluated. Multiple linear regression analysis was used to determine which information best predicted the rate of interaction between SH and NH students. Subsequently, the rate of interaction between SH and NH students was used to predict the proportion of educational objectives met by SH students. Finally, NH students' attitudes toward the handicapped in schools which were not integrated were compared to NH students' attitudes in integrated schools. Results indicated that severely handicapped students had more social opportunities for interacting with other students in integrated settings in comparison to these same students' opportunities when in segregated settings. NH students responded to more social bids from SH students in comparison to responses by other SH students. The best predictors of social behavior of SH students was the interactive behavior of other students. The rate of social interaction with nonhandicapped students accounted for a statistically significant (p < .025) proportion of objectives met on SH students' Individualized Educational Plans (IEP) when those SH students' functional abilities were statistically controlled as a covariate. NH students in integrated schools had more positive attitudes toward handicapped students in comparison to NH students from nonintegrated schools which were comparable in size, resources and SES. However, when attitudes measured at the beginning of the year were controlled statistically, it was found that NH students in integrated schools had less positive attitudes at the end of the year if SH students interacted more with other SH students when they were in integrated settin...

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Observing interactions in the severely mentally handicapped

Cited by 7 publications

References 3 publications

Effects of a Leisure Education Program on Activity Involvement and Social Interaction of Mentally Retarded Persons

Effects of a Leisure Education Program on Activity Involvement and Social Interaction of Mentally Retarded Persons

Teachers' Responses to Severely Mentally Handicapped Children's Initiations in the Classroom

Evaluation of the Integration of Severely Handicapped Students in Regular Education and Community Settings

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