Diagnostic prescriptive perceptual training with mentally retarded children

D. A. Sabatino, J. E. Ysseldyke, J. Woolston

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

This study was designed to ascertain the extent to which the learning efficiency of mentally retarded children would be increased when the stronger of two perceptual modalities (auditory or visual) was matched to a unisensory auditory or visual perceptual curriculum. The study was conducted in two phases, an auditory perceptual training phase and a visual perceptual training phase. There were no significant differences in the adjusted mean scores between a Hawthorne group and the two groups receiving prescriptively matched unisensory visual and auditory perceptual curricula. All groups demonstrated significant gains on the criterion posttest measures. There were no significant interactions between measured perceptual strengths and the two types of perceptual interventions. In short, diagnostic prescriptive teaching utilizing the perceptual modality of greater measured strength (or weakness) failed to achieve initial teaching success.

Original languageEnglish (US)
Pages (from-to)7-14
Number of pages8
JournalAmerican Journal of Mental Deficiency
Volume78
Issue number1
StatePublished - Dec 1 1973

Fingerprint

Mentally Disabled Persons
Curriculum
Teaching
Learning
Efficiency
Diagnostics
Hearing
Prescriptive
Modality

Cite this

Sabatino, D. A., Ysseldyke, J. E., & Woolston, J. (1973). Diagnostic prescriptive perceptual training with mentally retarded children. American Journal of Mental Deficiency, 78(1), 7-14.

Diagnostic prescriptive perceptual training with mentally retarded children. / Sabatino, D. A.; Ysseldyke, J. E.; Woolston, J.

In: American Journal of Mental Deficiency, Vol. 78, No. 1, 01.12.1973, p. 7-14.

Research output: Contribution to journalArticle

Sabatino, DA, Ysseldyke, JE & Woolston, J 1973, 'Diagnostic prescriptive perceptual training with mentally retarded children', American Journal of Mental Deficiency, vol. 78, no. 1, pp. 7-14.
Sabatino, D. A. ; Ysseldyke, J. E. ; Woolston, J. / Diagnostic prescriptive perceptual training with mentally retarded children. In: American Journal of Mental Deficiency. 1973 ; Vol. 78, No. 1. pp. 7-14.
@article{982a94b85ba245d68ab312f4ae079a6c,
title = "Diagnostic prescriptive perceptual training with mentally retarded children",
abstract = "This study was designed to ascertain the extent to which the learning efficiency of mentally retarded children would be increased when the stronger of two perceptual modalities (auditory or visual) was matched to a unisensory auditory or visual perceptual curriculum. The study was conducted in two phases, an auditory perceptual training phase and a visual perceptual training phase. There were no significant differences in the adjusted mean scores between a Hawthorne group and the two groups receiving prescriptively matched unisensory visual and auditory perceptual curricula. All groups demonstrated significant gains on the criterion posttest measures. There were no significant interactions between measured perceptual strengths and the two types of perceptual interventions. In short, diagnostic prescriptive teaching utilizing the perceptual modality of greater measured strength (or weakness) failed to achieve initial teaching success.",
author = "Sabatino, {D. A.} and Ysseldyke, {J. E.} and J. Woolston",
year = "1973",
month = "12",
day = "1",
language = "English (US)",
volume = "78",
pages = "7--14",
journal = "American Journal on Intellectual and Developmental Disabilities",
issn = "1944-7515",
publisher = "American Association on Intellectual and Developmental Disabilities",
number = "1",

}

TY - JOUR

T1 - Diagnostic prescriptive perceptual training with mentally retarded children

AU - Sabatino, D. A.

AU - Ysseldyke, J. E.

AU - Woolston, J.

PY - 1973/12/1

Y1 - 1973/12/1

N2 - This study was designed to ascertain the extent to which the learning efficiency of mentally retarded children would be increased when the stronger of two perceptual modalities (auditory or visual) was matched to a unisensory auditory or visual perceptual curriculum. The study was conducted in two phases, an auditory perceptual training phase and a visual perceptual training phase. There were no significant differences in the adjusted mean scores between a Hawthorne group and the two groups receiving prescriptively matched unisensory visual and auditory perceptual curricula. All groups demonstrated significant gains on the criterion posttest measures. There were no significant interactions between measured perceptual strengths and the two types of perceptual interventions. In short, diagnostic prescriptive teaching utilizing the perceptual modality of greater measured strength (or weakness) failed to achieve initial teaching success.

AB - This study was designed to ascertain the extent to which the learning efficiency of mentally retarded children would be increased when the stronger of two perceptual modalities (auditory or visual) was matched to a unisensory auditory or visual perceptual curriculum. The study was conducted in two phases, an auditory perceptual training phase and a visual perceptual training phase. There were no significant differences in the adjusted mean scores between a Hawthorne group and the two groups receiving prescriptively matched unisensory visual and auditory perceptual curricula. All groups demonstrated significant gains on the criterion posttest measures. There were no significant interactions between measured perceptual strengths and the two types of perceptual interventions. In short, diagnostic prescriptive teaching utilizing the perceptual modality of greater measured strength (or weakness) failed to achieve initial teaching success.

UR - http://www.scopus.com/inward/record.url?scp=0015820213&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0015820213&partnerID=8YFLogxK

M3 - Article

VL - 78

SP - 7

EP - 14

JO - American Journal on Intellectual and Developmental Disabilities

JF - American Journal on Intellectual and Developmental Disabilities

SN - 1944-7515

IS - 1

ER -