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Download full textGysbers, Norman E.; West, Lynda L. – 1975
Described is Project PRICE (Programing Retarded in Career Education), for educable retarded students from kindergarten through grade 12. Dealt with in three sections are a review of the literature and a discussion of such critical issues as the work ethic vs. the life ethic (concerning the major program emphasis in career education. It is…
Descriptors: Career Education, Curriculum Guides, Daily Living Skills, Exceptional Child Education
McIntosh, Sara; And Others – 1975
Presented as a part of Project PRICE (Programming Retarded in Career Education) for primary through secondary age educable retarded persons, are behavioral objectives for 22 competencies in the areas of daily living skills, personal social skills, and occupational guidance and preparation. It is explained that the competencies should comprise the…
Descriptors: Behavioral Objectives, Career Education, Curriculum Guides, Daily Living Skills
Hoffman, John L. – 1969
Presented is a longitudinal followup study some 4-10 years later of 569 mentally handicapped adults discharged from the Pineland Hospital and Training Center. Described are the setting in which the research was done (the institution, the field, and the State of Maine), relevant literature, the methodology of the data collection and analysis, and…
Descriptors: Adjustment (to Environment), Adults, Exceptional Child Research, Followup Studies
Peer reviewedBoruchow, Adrienne Warner; Espenshade, Marilyn Edge – Mental Retardation, 1976
Descriptors: Daily Living Skills, Exceptional Child Education, Exceptional Child Services, Interpersonal Competence
Peer reviewedPhelps, William R. – Adolescence, 1969
Research supported by the U.S. Vocational Rehabilitation Administration Research and Demonstration Grant 957 and the West Virginia Rehabilitation Division.
Descriptors: Aspiration, Background, Evaluation, Females
Peer reviewedMcGrew, Kevin S.; And Others – Exceptional Children, 1992
This study found significant relationships between measures of adaptive/maladaptive behavior and community adjustment in 239 adults with mild to severe mental retardation. Results provide evidence for the criterion-related validity of measures of adaptive/maladaptive behavior, and suggest the importance of such skills in community adaptation and…
Descriptors: Adaptive Behavior (of Disabled), Adjustment (to Environment), Adults, Behavior Problems
Peer reviewedIttenbach, Richard F.; And Others – Research in Developmental Disabilities, 1993
This study with three groups of young adults with mental retardation found that five variables contributed substantially to community adjustment: (1) number of limiting factors, (2) earned income, (3) number of support services, (4) living arrangement, and (5) number of daytime activities. (Author/DB)
Descriptors: Activities, Adjustment (to Environment), Education Work Relationship, Income
Koscierzynski, Sandy, Ed.; Karpen, Mary Lou, Ed. – 1977
The curriculum manual is designed to develop positive and healthy sexuality for mentally impaired individuals. Information on goals, objectives, special notes, suggested vocabulary, suggested activities, and resources is presented for units in primary education (realistic body image, toilet habits, sex differences, families, emotional self and…
Descriptors: Adjustment (to Environment), Curriculum Guides, Elementary Secondary Education, Emotional Development
Paintsville Board of Education, KY. – 1968
The curriculum guide is introduced by a history and identification information for the trainable mentally handicapped. Each area of instruction presents the importance of the unit, objectives, an outline of content, sources of information, evaluation techniques, and the work-study skills integrated into the unit. Areas included are self care,…
Descriptors: Curriculum Guides, Exceptional Child Education, Handicrafts, Language Acquisition
Georgia State Dept. of Education, Atlanta. Div. of Special Education. – 1969
Development of the following aspects in programing for the trainable is discussed: communication skills, motor coordination, emotional adjustment, self concept, self care and health, social adjustment, recreational activities, safety, moral and spiritual values, and aesthetic appreciation and economic usefulness. Curriculum activities presented…
Descriptors: Career Development, Communication Skills, Exceptional Child Education, Language Acquisition
Clark, Mary Jane; Clark, Kenneth – 1970
Organizational structure, educational objectives, and general information are presented on educational programs for the mentally handicapped in Denmark, Sweden, and Norway. The basic goal of Scandinavian programs for the mentally handicapped is normalization, with emphasis on social adjustment to prepare retardates for assimilation into community…
Descriptors: Daily Living Skills, Educational Facilities, Educational Objectives, Educational Programs
Peer reviewedStanfield, James Stephen – Exceptional Children, 1973
Descriptors: Community Role, Daily Living Skills, Exceptional Child Research, Graduate Surveys
Peer reviewedCrnic, Keith A.; Pym, Helen Armour – Mental Retardation, 1979
Seventeen mildly retarded group home residents (19-30 years old) were trained in independent living skills and placed in independent living situations. (Author)
Descriptors: Adjustment (to Environment), Daily Living Skills, Exceptional Child Research, Failure
Peer reviewedLynch, Patricia; Kellow, J. Thomas; Willson, Victor L. – Education and Training in Mental Retardation and Developmental Disabilities, 1997
A meta-analysis of 11 studies examined findings regarding adaptive behavior gains of deinstitutionlized adults with mental retardation when placed in community-based programs. Results found studies involving persons with severe mental retardation exhibited larger gains, and the adaptive behaviors most influenced by community placement are those…
Descriptors: Adaptive Behavior (of Disabled), Adults, Community Programs, Deinstitutionalization (of Disabled)
Peer reviewedKaplan, Steven P. – Journal of Applied Rehabilitation Counseling, 1988
A study of 25 individuals with serious traumatic brain injury showed that major adjustment problems at 13 months post-injury were psychosocial and family-oriented. Return to work/school was dependent upon individuals' ability to engage in socially appropriate interactions. The Portland Adaptability Inventory served as a reliable measure of problem…
Descriptors: Adaptive Behavior (of Disabled), Adolescents, Adults, Evaluation Methods
