Need Assessment of Children with Mental Retardation using Ecological Inventories and Development of a Functional Skills training programme involving Parents
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Abstract of the thesis
The present study was about the assessment of children with mental retardation using ecological inventories and development and evaluation of functional skills training programs by involving parents. The main objectives of the study were: 1) to develop ecological inventories for children with mental retardation, 2) assessment of functional skills of children with mental retardation using ecological inventories, 3) development of functional tasks for the training of children with mental retardation, 4) teaching the functional tasks using the behavioural approach, and 5) evaluation the effectiveness of teaching functional skills tasks. This study helped to bridge the gap between the teaching and the application of information. It capitalized on the cognitive abilities of students by providing learning experiences which were concrete and practical rather than abstract and hypothetical.
Five children with mental retardation, their five siblings without mental retardation, their parents and their 5 teachers were involved in the development of ecological inventories and the development and evaluation of functional skills program. Ecological inventories of different environments and sub environments were constructed through a collection of information about functional skills tasks that the children are expected to perform in each environment and sub environment. The relative importance of each task such as high, medium and low was estimated with the consultation of parents using the Task Importance Rating Scale.
The ecological inventory of each child with mental retardation was used for the need assessment of his/her functional skills. Weakness and strengths of each child were determined through a rating of each sub-environment and skills expected in that sub-environment by the researcher on three performance levels with scores 0, 1 and 2. A series of interview sessions were conducted with parents with the purpose of educational programming of each child. Training tasks were developed for each child on basis of principles drawn from task analysis and behavior modification approaches. Intervention program was implemented with the help of parents, and home-based support was provided to parents. Most of parents reported that this program helped them to teach functional skills and set goals for their children. All teachers involved in the program reported their satisfaction toward program.
Researcher of the Thesis
- MUHAMMAD NAEEM MOHSIN
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