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ERIC Number: ED002981
Record Type: RIE
Publication Date: 1959
Pages: 1
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
TEACHING METHODOLOGY FOR BRAIN-INJURED AND HYPERACTIVE CHILDREN, A DEMONSTRATION-PILOT STUDY.
CRUICKSHANK, WILLIAM M.; AND OTHERS
AN INVESTIGATION WAS MADE OF THE EFFECTIVENESS AND VALUE OF A CONTROLLED CLASSROOM ENVIRONMENT, ESPECIALLY PREPARED MATERIALS, AND HIGHLY STRUCTURED TEACHING METHODS UPON LEARNING PROBLEMS AND SCHOOL ADJUSTMENT OF MENTALLY RETARDED, EMOTIONALLY DISTURBED CHILDREN, WITH OR WITHOUT CLINICALLY DIAGNOSED BRAIN INJURY. CHILDREN WHOSE EMOTIONAL DIFFICULTIES ARE CHARACTERIZED BY MENTAL RETARDATION AND HYPERACTIVE AGGRESSIVE BEHAVIOR AND CHILDREN WITH MENTAL RETARDATION AND KNOWN OR SUSPECTED BRAIN INJURY BETWEEN THE AGES OF 7 AND 11 YEARS WERE STUDIED. A THOROUGH CASE STUDY OF EACH CHILD WAS MADE. A CONTROL GROUP OF ENDOGENOUS CHILDREN AND HYPERACTIVE CHILDREN WITHOUT NEUROLOGICAL INDICATIONS OF BRAIN INJURY, TAUGHT BY CONVENTIONAL METHODS, WAS USED. THE TWO EXPERIMENTAL GROUPS WERE IN AN EDUCATIONAL SITUATION DESIGNED IN GENERAL ALONG THE LINES DESCRIBED BY STRAUSS AND LETHTINEN. EXPERIMENTAL GROUP ONE INCLUDED CHILDREN WITH CONCLUSIVE EVIDENCE OF BRAIN INJURY AND MENTAL RETARDATION AND CHILDREN WITH MENTAL RETARDATION AND HYPERACTIVE AGGRESSIVE BEHAVIOR WITHOUT EVIDENCE OF BRAIN DAMAGE. GROUP TWO INCLUDED CHILDREN WHOSE CASE HISTORIES AND BEHAVIOR ARE TYPICAL OF THE BRAIN INJURED, BUT WITHOUT NEUROLOGICAL INDICATIONS OF BRAIN INJURY, AND CHILDREN WITH MENTAL RETARDATION AND HYPERACTIVE AGGRESSIVE BEHAVIOR WITHOUT NEUROLOGICAL INDICATIONS OF BRAIN DAMAGE. ACHIEVEMENT IN LEARNING WAS DEMONSTRATED IN BOTH GROUPS. THE STUDY SHOWED, HOWEVER, STATISTICALLY SIGNIFICANT DIFFERENCES IN GAIN FOR THE EXPERIMENTAL GROUP. (GC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Syracuse Univ., NY.
Identifiers: NEW YORK; New York (Syracuse)