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Query: UMLS:C0025362 (mental retardation)
 15,878 document(s) hit in 31,850,051 MEDLINE articles (0.00 seconds)

In this study we sought to determine whether interpersonal cognitive problem-solving skills could distinguish adjusted from nonadjusted classroom behavior among children with mild mental retardation. Discriminant analyses indicated that, irrespective of age or IQ, adjusted children had a larger number of relevant solutions to common problems as well as a higher ratio of aggressive solutions. Findings suggest that cognitive interpersonal skills may be as important, if not even more important, for this population as for youngsters without mental retardation.
Am J Ment Retard 1992 Jan
PMID:Interpersonal cognitive problem-solving among children with mild mental retardation. 173 51

This study was designed to determine whether children with mild mental retardation understand the concept of loneliness, whether their feelings of loneliness at school can be reliably assessed, and whether there are differences in loneliness between children with and without mental retardation. Results from a sample of 62 students with mild mental retardation and 62 students without retardation, ages 8 through 13, indicated that (a) high percentages of both groups understood what loneliness means, (b) a loneliness questionnaire yielded satisfactory internal reliability with both groups, and (c) boys but not girls with mental retardation reported significantly more loneliness than did children without mental retardation. Suggestions were made for future research on loneliness in school settings.
Am J Ment Retard 1992 Jan
PMID:Assessment of loneliness at school among children with mild mental retardation. 173 52

Although it is clear that appropriate social skills are related to job success, little agreement has been reached on how to define and measure social skills. In this article a definition of social skills was proposed that will begin to identify the components that need to be considered when teaching social skills to individuals with mental retardation in employment settings. In addition, three measurement approaches were discussed that further operationalize these components. Current social skills training research in employment settings was reviewed and discussed with respect to the measurement approaches proposed in this article.
Am J Ment Retard 1992 Jan
PMID:Toward defining and measuring social skills in employment settings. 173 54

We evaluated whether behaviors commonly taught to persons with mental retardation as part of three important social skills (following instructions, accepting criticism, and negotiating to resolve conflicts) were responded to favorably by other people. People with mental retardation who lived in the community and other people from the community participated in videotaped role plays involving each of the social skills. The performances of participants were scored according to behavioral checklists. Participants with mental retardation scored as well as other participants on following instructions and accepting criticism but lower on negotiating. Community members were asked to evaluate how well the participants did in the videotaped role-play situations. There were high positive correlations between the scores derived from the behavioral checklists and the evaluations of community members for both groups of participants.
Am J Ment Retard 1992 Jan
PMID:Social evaluation of behaviors comprising three social skills and a comparison of the performance of people with and without mental retardation. 173 55

The social support networks of 418 adults with mental retardation who live at home were found to be large, durable, active, and diverse in their composition. Family members predominated as members of these support networks. Differences were found in many network characteristics based on the gender and level of mental retardation of the adults. Males and those with the most severe mental retardation were found to be at risk for social isolation. Contrasts with the social support networks of adults in nonfamily settings were discussed.
Am J Ment Retard 1992 Jan
PMID:Social support networks of adults with mental retardation who live at home. 173 56

A historical overview of efforts to integrate social competence into a definition of mental retardation was provided. The existing AAMR definition was criticized for its incorporation of a muddled construct of adaptive behavior, which over-emphasizes psychopathology and underemphasizes social intelligence. A model of general competence was presented, and mental retardation was reconceptualized as a condition characterized by deficits in social, practical, and conceptual intelligence. Although such a conceptualization would be an improvement on the current definition, we argued that a definition of mental retardation based on social competence outcomes (i.e., need for support in playing critical social roles) would be preferable to a definition that is still tied too closely to psychometric criteria.
Am J Ment Retard 1992 Jan
PMID:Reconsidering the construct of mental retardation: implications of a model of social competence. 173 57

An account of nursing in the field of mental retardation was examined. Educational preparation, professional identity, workday, and salaries were discussed. The influence of attitudes towards persons with mental retardation on this nursing specialization was emphasized.
Ment Retard 1991 Oct
PMID:Historical look at nursing in the field of mental retardation in the United States. 174 39

The ability of children with moderate mental retardation to analyze orally presented sentences into words and words into syllables and phonemes was studied. The subjects, aged 10 to 15, were grouped by method of reading instruction. All of them could analyze spoken sentences into words and words into syllables equally well. However, subjects receiving code-emphasis reading instruction performed significantly better on the more difficult phoneme manipulation tasks than did subjects receiving whole-word instruction. Results suggest that code-emphasis reading instruction for some subjects with mental retardation should be used. Further research on linguistic analysis skills and the use of code-emphasis reading instruction in conjunction with linguistic awareness training with this population is warranted.
Ment Retard 1991 Oct
PMID:Language analysis skills of children with mental retardation. 174 40

In a study of 57 older parent caregivers of adult children with mental retardation, more than half had not planned for their child's future care. Income, race, child's gender and level of adaptive behavior, and degree of parental interaction with relatives and friends were significantly related to future care-planning activity.
Ment Retard 1991 Oct
PMID:Permanency planning by older parents who care for adult children with mental retardation. 174 42

Previous clinical trials using lithium with individuals who have mental retardation have not emphasized the incidence of side effects. During a 58-consecutive-week period at an outpatient clinic for adults with psychiatric illness and mental retardation or borderline intellectual functioning, 67% (10 out of 15) patients had side effects. The percentage is similar to reports of side effects during lithium treatment in the general population. Results suggest that adults with mental retardation who take lithium may be as prone to side effects as those in the general population.
Am J Ment Retard 1991 Nov
PMID:Side effects during lithium treatment for psychiatric disorders in adults with mental retardation. 175 31


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