ERIC Number: ED071248
Record Type: RIE
Publication Date: 1971-Sep
Reference Count: 0
Investigation of Systematic Instructional Procedures to Facilitate Academic Achievement in Mentally Retarded Disadvantaged Children. Final Report.
Washington Univ., Seattle. Child Development and Mental Retardation Center.
Investigators applied the techniques of precision teaching (systematic arrangement of instructional cues, the technology of programed learning, careful management of reinforcement contingencies, and continuous measurement of performance) to improve the academic performance of disadvantaged children who had been labeled mentally retarded. The program also aimed at developing an effective and replicable reading and math program incorporating principles of precision teaching and errorless learning procedures. The project was organized into a 2 year program with experimental and control group classrooms. Analysis of the Wide Range Achievement Test results showed that mean grade gains in reading and math were approximately three times higher for the experimental classes than for the control groups. The experimental classes returned eight of the original 24 students to regular classes, while the control classes returned none out of a possible 24 students. Results were thought to confirm the hypothesis that a high percentage of children from an economically depressed area are labeled mentally retarded for socio-environmental reasons and that such children are capable of acquiring basic skills given a learning environment which maximizes pupil performance. Presentation procedures, academic materials, and evaluation and contingency management procedures were explained in detail. (GW)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Washington Univ., Seattle. Child Development and Mental Retardation Center.