Instructional material is road map for the teachers to derive lot of clues and conclusions. It plays significant role in teaching and forming behaviour. The merits and demerits of a particular behavior can be explained by choosing proper instructional material. Ideas like anger, hatred, fear, confusion, urgency can be conveyed through Instructional materials to the learner at ease.

EFFECT OF INSTRUCTIONAL STRATEGIES FOR CHILDREN WITH MENTAL RETARDATION IN BEHAVIOR

MODIFICATIONMr. Ratan Sarkar, Ph.D Scholar, E-mail- ratansarkarju@gmail.com,

Dr. Sudha. A, Asst. Professor in Special Education, E-mail- sudhanairpramod@gmail.com

Ramakrishna Mission Vivekananda University Faculty of Disability Management and Special Education

SRKV Post, Perianaickenpalayam, Coimbatore-641020, Tamil Nadu, India

A comparative assessment of the six major problem behaviours of the

six cases were attempted for a comprehensive understanding of the

problem and results.

For intervention, fifteen activities of six categories were selected

primarily based on their potential to attract the attention of the children.

The scores given in the BASIC (MR) checklist in both pre test and post

test were taken as the quantification unit for the further statistical analysis.

The sum of scores of all the problem behaviours exhibited by the

respective child is taken as the indicator of overall problem behaviours.

In all the cases the null hypothesis (“There is

no change in scores”) is rejected suggesting

clearly that these kinds of activities have a

role in reducing the problem behaviour. For

the children Amrutha (P=0.0001), Dinesh

(P=0.0001) and Vaijayanthi (P=0.002) who

have more number and complex problem

behaviours have shown more significant

results. Prasanth (P=0.0908) was a child with

relatively less number and less intensive

problem and hence the variations observed in

his behaviour was not significantly evident.

Priyanka (P=0.008) and Selvakumar(P=003)

have shown moderately significant cases.

This study throws light on the

understanding about the problem behaviours

of selected children with mild mental

retardation.

Through this study, role of outdoor and

indoor activities in handling the problem

behaviours and significance of verbal and

physical prompts are highlighted.

The study can be enriched by using

advanced assistive technology in a

comprehensive manner using large sample in

integrated or inclusive set up.

Further intensive study can be conducted in

the similar topic including multi-specialists.

Further study including children with

moderate or severe mental retardation or with

other associated conditions may be

conducted.

This study throws light on the

understanding about the problem behaviours

of selected children with mild mental

retardation.

Through this study, role of outdoor and

indoor activities in handling the problem

behaviours and significance of verbal and

physical prompts are highlighted.

The study can be enriched by using

advanced assistive technology in a

comprehensive manner using large sample in

integrated or inclusive set up.

Further intensive study can be conducted in

the similar topic including multi-specialists.

Further study including children with

moderate or severe mental retardation or with

other associated conditions may be

conducted.

This study was conducted to know

the effect of some specific Instructional

Strategies in Behavior Modification

among Children with Mental

Retardation.

AIM OF THE STUDY

1. Aggarwal, J.C. (2001). Principles, Method and Techniques of Teaching (2nd Edition). Vikas Publishing House Pvt. Ltd. New Delhi.

2. Peshawaria, R. & Venkateshan, S. (1992). Behavioural Approach in Teaching Mentally Retarded Children. NIMH, Secunderabad.

3. Santrock, J.W.(2006). Educational Psychology. Tata McGraw-Hill Co.Ltd. New Delhi.

4. Sindhu, S. (2007). Teaching Strategies and Material Development. Kanishka Pulication, New Delhi.

5. McMillan, D.L. (1982). Mental Retardation in school and Society. 2nd Edition, Little Brown.

6. Misra, R.C. (2007). Class Room Behaviour. APH Publishing Corporation, New Delhi.

DISCUSSION

RESULTS

Table 4. Details of ‘t’ statistic for paired two samples for means.

Figure -2.Number of students in each type of activities.

ABSTRACT

NEED OF THE STUDY

The study has revealed the importance of

certain instructional strategies (treatment) for

behaviour modification.

It has revealed to what extent instructional

strategies can influence problem behaviour of

CWMMR.

It has thrown light on the need of different

approaches of instructions for children with

different problem behaviours.

The importance of prompts and motivation

for education of CWMMR is also highlighted

in this study.

The results revealed that different activities

create interest among the CWMMR and

reduce their problem behaviours.

The study has revealed the importance of

certain instructional strategies (treatment) for

behaviour modification.

It has revealed to what extent instructional

strategies can influence problem behaviour of

CWMMR.

It has thrown light on the need of different

approaches of instructions for children with

different problem behaviours.

The importance of prompts and motivation

for education of CWMMR is also highlighted

in this study.

The results revealed that different activities

create interest among the CWMMR and

reduce their problem behaviours.

Intervention package

Since most of the

instructional materials

are the invention of

teachers, the teachers

are the most suitable

persons to manipulate,

handle, adapt and get

the best use out of

them. The teachers are

not only experts in

designing innovative

material but they are

also very good in

observing children

who are heterogeneous

and occupy different

levels in their

academic achievement

and social behaviours.

0

1

2

3

4

5

6

7

Puzzles Yogasanas Kolam therapy Music therapy Play activities Art work

Num

ber o

f stu

dent

s

De

str

uc

tive

Te

mp

erT

Mis

Be

h

Re

pe

t

Od

dB

eh

Hy

pA

ct

SelvakumarVaijayanthi

PriyankaDinesh

PrasanthAmrutha

0

2

4

6

8

10

12

14

16

18

20

Total scores

Analysis of Problem behaviour

Figure 1. Intensity of problem behaviour of all children

0

0.5

1

1.5

2

2.5

vaijayanthi Dinesh Priyanka Selvakumar Amrutha Prasanth

Av

era

ge

sc

ore

Pre test

Post Test

Figure 3. Average score of pre and post tests of all cases

SL.

No

Name of the

Child

Number of PB

observed

(N)

t-statistic df P -Value

(one tail)

1 Selvakumar 11 3.4641 10 0.003

2 Vaijayathi 20 3.1985 19 0.002

3 Priyanka 5 4.0000 4 0.008

4 Dinesh 14 5.0780 13 0.0001

5 Prasanth 4 1.7321 3 0.0908

6 Amrutha 18 4.5074 17 0.0001