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TRANSCRIPT
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- [email protected],
Dr. Sudha. A, Asst. Professor in Special Education, E-mail- [email protected]
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