Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Objectives
Hypothest%
1. There would be significant difference in reducing of Behavior
Problems in response to Behavior Modification Therapy in
Mentally Challenged Children.
2. There would be significant difference in reducing the problem
behavior in response to behavior modification techniques in
Mentally Challenged Children of different levels of retardation.
3. There would be significant difference in reduction of behavior
problems in response to behavior modification techniques in
Mentally Challenged Children of different age groups.
4. There wouldbe significant difference in reducing problem behavior
in response to Behavior Modification Therapy in Mentally
Challenged Children in the 2 genders (male and female).
5. There would be significant difference in reduction of behavior
problem in response to Behavior Modification Therapy in
Mentally Challenged Children living in Rural and Urban areas.
6 . There would be significant difference in reduction of behavior
problem in response to Behavior Modification Therapy in
Mentally Challenged Children based on the order of birth of the
child.
7. There would be significant difference in reduction of behavior
problem in response of Behavior Modification Therapy in
mentally challenged children based on number of children in the
family.
8. There would be significant difference in reducing problem
behavior in response to Behavior Modification Therapy in
mentally challenged children of Literate and Illiterate parents.
9. There would significant difference in reduction of behavior
problem in response to Behavior Modification Therapy in
Mentally Challenged Children of parents with different
occupational statues.
10.There would be significant difference in reducing the behavior
problems in response to Behavior Modification Techniques in
Mentally Challenged children belonging to Nuclear and Joint
families.
11, here' *r~!!d be significant difference in reduction of behavior
problems in response to Behavior Modification Therapy in
Mentally Challenged Children who are attending special schools.
Chapter - 4
MATERIAL AND METHODS
METHODS AND MATERIAL
Research Design:
In the present study descriptive research was used. Descriptive research
is a fact finding investigation with adequate interpretation. (Krishna Swarny,
1996). It is designed to gather descriptive information and provide information
for formulating more sophisticated studies. The cardinal purpose of descriptive
research is to provide an accurate description or picture of the status or
characteristics of a situation or phenomenon. The focus is not on how to ferret
out cause and effect relationships. But rather on describing the variables that
exist in a given situation and describing the relationships that exist among those
variables. Educators, Psychologists sometimes conduct descriptive research to
learn about the abilities, opinions, beliefs, behaviors, and demographics (age,
gender, ethnicity and education) of people (Johnson, 2008).
Ares of Study:
The study was conducted in Child Guidance Centre, Ramanthapur,
Hyderabad Sadhana School for Special Children, Nacharam, Hyderabad; rural
areas of Ranga Reddy (Dist). Nearly 942 children with mental retardation and
developmental disabilities were assessed and 180 children were randomly
selected for the study. The age range was limited to 5 to 15yrs. Mild, moderate
and severely retarded children were chosen for the study.
The Socio-DemographicCharacteristics of the sample
The sample characteristics are further reported in Table-2. The study
consists of 52.8 children belongs to 5-10 years age group and 47.2 percent of
children belongs to 11-15 years age group. Majority of the subjects were
females (55.6) and the remaining males (44.4). Regarding locality for the
present study children belongs to rural area 50 percent and urban area 50
percent. Majority of the subjects were mild level mental retardation 38.9
percent, 33.3 percent belongs to moderate level of mental retardation and 27.8
percent belongs to severe level of mental retardation. The details of order of
birth shows that majority of the subjects 49.4 percent second birth order, 43.3
percent were first birth order, 5 percent were third birth order and 2.2 percent
of children are forth birth order. Regarding number of children to their parents
majority of children are 63.3 percent two children only, 16.1 percent three
children, 12.8 percent were only one child, 6.1 percent are four children and 1.7
percent are five children to their parents. The educational status of children
mothers in the present study indicates that 75.6 percent of children mothers
illiterate people and 24.4 percent of the children mothers are illiterate.
Regarding father education background 88.3 percent of children fathers are
literate and 11.7 percent of children fathers are illiterate. The occupational
status of children mothers in the present study indicate that 56.7 percent of
mothers are house makers, 21.1 percent are doing jobs, 11.1 doing business and
11.1 are doing labor work. Regarding father occupational status 62.8 percent
are doing job, 26.7 percent doing business and 10.6 percent are doing labor
work. Majority of the subjects are staying in nuclear families that are 78.3, only
21.7 percent were in joint families. Regarding educational level of subjects of
the present study majority of the children are school going 71.1 percent
remaining 28.9 percent of children are not going to school.
Tools Used:
1. SeguinFormBoard,
2. Gessell Drawing Test
3. Developmental Screening Test,
4. Vineland Social Maturity Scale,
5. Binet Karnet Test of Intelligence,
6 . Behavioral Assessment Scales for Indian Children with Mental
retardation.
The 1' and 2nd tools were used for the purpose of rapport building with
the developmentally disabled children and 3rd to 5'" were used assess the
intelligence of the mentally challenged children and the 6'h tool was used to
assess the problem behavior of the child.
Age Range: For normal children between the ages 3 % to 1Oyrs. It can be used
upto adult level for Mentally Challenged.
Test Administration: Pile up the blocks in three heaps at the back of the board
according to a standard arrangement as indicated. The subject is asked to insert
these blocks into the corresponding recesses as quickly as possible, using only
one hand at .a time. Give three trials and time each trial with a stop watch.
Recording and scoring: Record the time (in seconds) taken for each trial in
the record sheet. Score is bases on the shortest time taken for three trials.
Convert the scores into equivalent MA by referring SFB norms, Compute
Intelligence Quotient (IQ) by the ratio of MA over CA multiplied by 100.
IQ=MA/CAX100
Tester
Child
In order to find out, whether the Gesell drawing test can be utilized as a
' rough quick and reasonably accurate measure of intelligence in the mentally
challenged children, test was given to 54 mentally retarded children, who were
referred for intelligence testing. 30 Of them were given Seguin Form Board test
also and the rest 24 were given Vineland Social Maturity Scale (Nagpur
adaptation) in addition to Gesell drawing test. A high degree of correlation was
found between the tests and the results in terms of I.Q. were also compared (t-
test applied). Its relative simplicity quickness and accuracy speaks for its
usefulness in the battery of intelligence tests.
Introduction
Gesell and his coworkers (Gesell, 1949) used the ability of the child to
imitate or copy various forms like line, circle, cross, square etc as an index of
maturation. For example average child of 11 months could imitate vertical
stroke; of 2 yrs vertical and circlular strokes; 3yr a child could copy a circle
and imitate a cross; at 4 could copy a cross etc. (Bakwin and Bakwin, 1960).
Purpose:
The Developmental Screening Test is designed for the purpose of
measuring mental development of children from birth to 15yrs of age. Larger
number of items at the early age levels permits assessment of very young
children. Italicized items on the schedule cover Speech and Language
development, The test provides for a brief and fairly dependable assessment
without requiring the use of performance tests. Appraisal can be done in a semi
structured interview with the child and parent or person well acquainted with
the child. In its present form the DST can be repeatedly used for assessment.
The 1.Q. calculator incorporated in the plastic test folder helps in ready
computation of I.Q. from M.A. and C.A.
Originally 124 items were derived from earlier schedules and studies out
of which finally 88 items were settled upon by the frequency of their
appearance in the various sources consulted.
ADMINISRTATION:
Description of the material: Developmental schedule consists of a
simple chart with items on it. These items are descriptions of behavior that may
be observed in an infant or elicited in a child, The items are arranged age wise
from 3mnts to 15yrs. 1" group of items describe the type of behavior that a
baby fiom birth to 3mnts may show for example, birth cry present, rolling over
ect. Items are arranged at 3, 6,9, rnnts;l,l '/z, 2yrs. And then onwards at every
one year level till 15yrs. The items progressively depict grater level of physical
and social maturity and independence.
METHOD OF ASSESSMENT:
The tester starts with the item closest to chronological age of the child to
establish a 'Basal Age'. This is the age at which all items are likely to be
passed or the behavior described is likely to be present. Gradually tester moves
through upper age levels. Each item could be evaluated either by observing the
child (eg. Head is steady, walks) or by asking the parent (comb hair by self) or
by asking the child (repeat 3 digits). The items marked with asterix* in the
form indicate items related to language development.
Description of the Tool: The items of the scale are arranged in order of
normal average life age progression (Life Age Means [LA] are in parentheses
following item numbers under "Detailed Instructions") and are numbered in
arithmetical sequence from 1 to 117. They have also been separated in year
groups according to the average age scores obtained for scale as a whole. The
method combines both the year scale and point scale principles. The
arrangement facilitates the interpretation of total scores in terms of year values
from the blank itself without need of conversion tables. Each item of the scale
has been given a categorical designation.
This 'intelligence scale is age graded and covers ages from three to ten
years, then twelve years, fourteen years, sixteen years, nineteen years and
twenty two years respectively. The whole test scale comprises of seventy eight
main test items range at each age level from one to three. This test is to be
individually administered on each subject. The test items are specific to each
, age level. Administer of the test is started at the third age level and terminated
in that age level where the subject fails in all the items of that particular age
level. As slight modification in this study, the alternatives, items were also
administered, though it was not taken for calculation of mental age unless
particular main tests were not suitable to individual case.
In this study, since the test scale was administered in a group of mild
and moderately mentally retarded individuals between the ages ranges of seven
to 40 years respectively.
SCORING PROCEDURE:
Scoring was done in this test in the terms of calculating the basal age
and terminal age. The basal age was determined as that age level, wherein the
subject has passed all the test items. The terminal age was determined as that
age level, wherein the subject has failed all the test items. The calculation of
the mental age was done as follows. After calculating the subjects basal age,
additional two months credit was given to each test item passed subsequently
therefore till the tenth year level, and 4 months credit is given to each item
passed in the age levels of twelve, fourteen and sixteen and thereafter, six
months credit is given to each item passed in the age level of nineteen to
twenty two year age level respectively. However, in the present study, there is
no scope for the present sample population to pass these items or reach these
levels.
PART A: The items included in Part A of the scale help to assess the current
level of skilled behavior in the child.
All the items in the scale have been written in clearly observable and
measurable terms in order to avoid conhsion in understanding each item. The
items included in the scale have been selected in such a way that they can be
targeted for teaching the children with mental handicap in the school 1
classroom setting.
The BASIC-MR Part B consists of 75 items grouped under the
following 10 domains:
1. Violent and destructive behaviors.
2. Temper tantrums.
3. Misbehaves with others.
4. Self injurious behaviors
5. Repetitive behaviors
6 . Odd behaviors
7. Hyperactive behaviors
8. Rebellious behaviors
9. Antisocial behaviors
10.Fears
The number of items within each domain varies. There are specific
quantitative scoring procedures, record booklet, profile sheets and a report card
included in the Scales. There are provisions for periodic assessment of each
child for every quarter or three months and to calculate raw score, which can be
converted into cumulative percentages and graphic profiles.
. PROCEDURE:
a) If the stated problem behavior presently does not occur in the child mark
never (n) and give the score of 0.
b) If the stated problem behavior presently occurs once in a while or now
and then it is marked occasionally (0) and given the score of 1.
c) If the stated problem behavior presently quite often or habitually it is
marked frequently (f) and given the score of 2.
d) The scores of the problem behaviors in each domain were calculated and
the cumulative percentages obtained.
a) Choosing the problems behavior, which are easy to manage as this will
help us to gain confidence in managing more difficult problem behavior
later.
b) Choosing problem behaviors which are dangerous in nature for self or to
others.
B - Stands for behaviors, i.e., what happens during the problem behavior.
Results from the baseline assessment of the behavior will help to analyze the
"during" factors contributing to the problem behavior, i.e., it will answer the
following question. How many times does the problem behavior occur or for
how long does the problem behavior occur.
-
C Stands for Consequences of the behaviors, i.e., the factors which follow
immediately after the behavior. Analysis of "after" factors includes answering
the following questions.
a) What is the reaction of the people around the child immediately after the
occurrence of problem behavior?
b) What effects does the problem behavior have on the given child on
others?
c) Does the child benefit or gain something by indulging in the problem
behavior?
For ex., if the child has fear of dog, initially let him pass by the dog
from a long distance while you hold his pass by the dog from a long distance
while you hold his hand and while he is eating a chocolate or whatever he likes.
Then, bring him closer to the dog while he gets an opportunity to observe a
model with the dog. Eventually, take him closer to the dog, and if the dog is
friendly, get him to touch it with his hands.
DIFFERENTIAL REINFORCEMENT
The basic principles of this approach are altering the environment before
the problem behavior occurs and teaching appropriate behavior as an effective
strategy for reducing problem behavior.
The key concept that defines positive behavior support is remediation of
deficient context, like environmental conditions and behavioral repertoires.
Environmental conditions such as lack of choice, inadequate teaching
strategies, m i n i i l access to engaging materials and activities and poorly
selected daily activities should be modified according to the child's needs. In
the behavioral aspects the child's communication skills, self management skills
and social skills developed which in turn helps us in behavior modification.