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DESIGN AND
PROCEDURE
CHAPTER HI
procedure of the present study has been presented in this chapter. This
chapt sr deals with the description of the design employed, sample selected,
tools jsed, procedure adopted for data collection and statistical techniques
The present study was carried out in three stages. At the pre-testing
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*
Table 3.1.1
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For enveloping the Individualized Training Programme for the subjects a
systematic process was being followed in the whole study as presented in
Table 3.1.2
Table 3.1.2
▼ 1 Y
Current Level Goal planning Procedure - Instructional
Performance methods, Learning
materials and Aids
1
T ▼
I
Implementation of Individualized
Training Programme
I ~
Evaluation of Objectives
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3.2 Variables Involved
3.3 Sample
The sample of the present study comprised of eighty mentally
who have been selected from about 400 mentally handicapped children
mild )y the school authorities at the time of admission in the Institutes. Out of
experimental group. The subjects for both experimental and control group
were selected from separate institutes so that their feelings may not get hurt.
In the present study, the following tools have been used for collection of data.
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3.4.1 Case History Performs
In the present study, the case history performa was prepared by the
Religion etc.
etc.
normally or delayed.
etc.
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Behaviour at play, Leisure time activities, Special likes and dislikes
etc.
(NIMH - FACP)
childr 3n. In the present study, checklist of secondary level (11-14 years) was
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skills of the subjects.
programmer can enter the subjects assessment information (entry level) and
the progress periodically (at every quarter) for about three academic years.
Number of the items for assessment covered in each area i.e. personal,
Table 3.4.1
1 Personal 16
2 Uocial 18
3 Academic 33
4 Occupation 36
individual student, (The space left does not restrict to only 8 items. It could be
more or less depending on the need and utility of the items for a given
student, if required add those items and enter performance level), in coding,
NA is given to mark items which are not applicable to certain children. Items
marked NA should be deleted while totaling items in that section. Thus items
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for each child can be specifically added or deleted and accordingly number of
Each item should be read carefully and from the performance scale
given in the checklist, code is selected which best describes the student’s
place. Yes (+) means the child can perform the item with no help. Occasional
cueing (C) means, the child need to be given clues which require ‘thinking’ by
the child to perform the given task. For example, to wash hands and face
“look at your hands”, “are they clean", “what should you do” and so on. For
the same item, Verbal Prompting (VP) will be, telling the trainee, “rinse
hands”, “pick up soap”, “apply" and so on. Physical Prompting (PP) for this
item s physically helping the child to rinse hands, helping to apply soap and
so on. No (-) would mean, one has to completely do the task for the child.
Not Applicable (NA) refers to the non suitability of the item to the child. No
Scoring
Items marked ‘Yes’ or (+) are counted as a point for quantifying into
scores. Similarly specific items added to the checklist should be included for
calculating. At the end, a table is given to note the progress of individual child
in all the areas periodically after evaluation which may be transferred directly
on to a progress report.
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3.4.3 Development of Individualized Training Programme
appropriate education and training for every child with mental retardation.
4. Procedure
a) Instructional Methods
5. Evaluation of Objectives
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Table 3.4.2
Components of Individualized Training Programme
I
r r
i i
Stages of Principles of Steps Teaching
Learning Teaching followed in Strategies
Teaching
- Acquisition - Simple to Concepts - Task analysis
- Fluency complex - Prompting
- Matching
- Maintenance - Known to - Modeling
- Identification
- Seneralization unknown - Shaping
- Naming
- Concrete to - Chaining
Abstract - Reinforcement
- Whole to - Fading
part
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1. Current Level of Performance in Specified Skills
skills of the subjects were assessed by the investigator with the help of
The child performing a specific activity was observed and then it was
noted down exactly what he did without adding any interpretation to it. This
required the skill and efficiency of the investigator. It was necessary that the
took a week in a natural setting. Some information was gathered from his
parents also. Here again, the precision with which the information was noted
down depends on the efficiency of the investigator to elicit and analyze the
information.
functioning was accurately observed and noted, annual goals were set up for
the child.
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2. Goa! planning- Setting Annual Goals
instructions to be carried out during the year. To make such a prediction, the
6. Parental involvement
Keeping these points in mind, the annual goals for the concerned child
were specified by the investigator. After this the short term instructional
goals into smaller units so that specific strategies can be worked out to meet
these objectives in a given period of time. In order to train the child to move
from one level of performance to the next level, the Individualized Training
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Programme should have the short term objectives which would sequentially
describe skills between where the child currently is and where he should
move in one year i.e.' rom the current level to the level to reach the annual
goal. Therefore, the short term objective must be sequential with specifically
stated desired behaviour and criteria and role of the teacher and the student
criteria for mastery. This helped the investigator to clarify exactly what was
expected from the student and what he would do. For instance, when asked
by the end of 3 months (dead line) and so on. This is totally observable and
mea5 urable.
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4. Procedure - Instructional Methods, Learning Materials and
Aids
procedure i.e. how a task / activity was taught to the subjects. After setting
subject to involve hirn actively in learning the skills / activity and it was also
a) Instructional Methods
learning experiences. The materials used were appropriate to the child and
basic plan and skill programme to suit the students need, it was explicitly
written.
subjects:
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Stages of Learning
I. Stages of Learning
Acquisition
any skill in this stage, there must be consistency in the teaching pattern. The
same activity should be repeated, the same prompts should be given and the
Fluency
keep children’s motivation high during this essential stage of learning, regular
feedt ack and rewards for tneir progress should be given. It is important that
difficulties.
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Maintenance
newly acquired skill without the original task training procedures, he is said to
probably involves the student in further appropriate practice work that can be
Generalization
other than those in which it was trained. The term is also used to refer to the
occt rrence of behaviour similar to but different from the learned behaviour
mind.
Simple to Complex
Always start with a step which the subject is able to do. The success
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Known to Unknown
know the current level of children (i.e. what content of the curriculum the child
has learnt already) we need to assess the child. Based on the assessment
data, content for teaching may be selected. However, pull the thread from
what he/she already knew and connect to what he/she is expected to learn.
Concrete to Abstract
Whole to Part
Another principle is let the child first learn about the object/concept as
Matching
learns to match or group objects. To match or group objects, the child may
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based on the characteristics. The characteristics may be of size, colour,
Identification
Once the child learns to match, the next step is Identification. The
same principles and procedures should be followed in this step also. During
identification, if the child shows wrong object, the correct name of that object
was repeated and then shown and say the name of the one which the
Naming
simple activity where the child is asked to name the object/picture, when
shown and asked ‘what is this’? or ‘How is this called’. Some times, mentally
handicapped children who are non-verbal may not reach this stage. Their
planning for a child. Due to the intellectual impairment, children with mental
retardation have less capacity to learn skills and to maintain and generalize
special strategies and techniques need to be used with children with mental
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retardation and sometimes individualization of strategies and techniques is
Task analysis
whole, but when presented the task in small steps, they are able to make
task analysis. It is the analysis of a task into simpler steps and arranging
terminal goal. It describes an end point of what must be learned but not the
methodology.
Prompting
the task. As the student learns to perform the task, the temporary prompt is
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#
Modeling
behaviour in the child. Modeling prompts are slightly more intrusive than
verbal prompts because the teacher must demonstrate the correct response.
The model responses are not limited to human performances. The model can
Shaping
Then the criterion for reinforcement will be shifted to the next step. Shaping
Chaining
chaining is used, the components cf the chain are acquired in reverse order.
The last component is taught first and other components are added, one at a
time. When Forward chaining is used, the teacher starts with the first link in
the chain, trained it to criterion, and then goes on to the next. The student
may be required to f arform all the steps previously mastered each time, or
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each step may be separately trained to criterion and then the links made.
Reinforcement
following a response that increases the future rate and/or probability of the
Fading
kinds is done i.e. the gradual decrease in the strength of visual cues (in the
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pictures/flash cards, audio-visuals, puppets, charts, software packages, play
material, etc. are used by teachers in the classroom during teaching. It has
been r oted in the literature that teaching materials and aids promote multi-
for instruction. Learning aids made learning more meaningful and facilitated
learning of a task / activity. The teaching aids used with one student in
another students.
systematic procedure . As per Whittery (1950) 'Data are the things we think
with. They are the raw material of reflection until by comparison, combination
again they serve as basic material for further and higher thinking. It also
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reliable and valid as possible’.
given below:
Pre-testing Stage
admission. The general background information which was collected from the
and consent was taken from the Heads of the concerned institutes as well as
the parents of the subjects. In this regard, special care had also been taken
so that the feelings of the subjects as well as their parents may not get hurt.
all the 80 mentally handicapped children who were further equally divided
into two groups i.e. experiment group and control group. The subjects of both
the groups have been taken from the separate institutions intentionally so
that tie subjects belonging to control group may not feel ignored as no
Indivi fualized Training Programme was developed for them. All the subjects
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of both the groups were assessed in all the four areas i.e. personal, social,
ac; demic and occupational skills with the help of Functional Assessment
Checklist for Programming (FACP). The scores thus obtained for each skill of
History Performa and the assessment of the subjects of both the groups in all
the four areas i.e. personal, social, academic and occupational skills.
were made aware of the objectives and nature of the experiment training to
same chapter. The needs, requirements and priorities were also taken into
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Training Programme, it was implemented on each subject of experimental
the subjects of control group and hence, no special training was given to
them. The medium cf training was Hindi. Training was given to each subject
of experimental group for two hours daily in all the areas i.e. personal, social,
academic and occupational skills, half an hour for one area per day and their
performance was recorded every month. This procedure was continued for
six months. Appropriate and accurate learning materials and aids were
prepared and used for training according to the target behaviour of the
subjects.
Post-testing Stage
the groups was again evaluated and recorded in all the four areas with the
check whether the subjects of experimental group have achieved the pre
The mean gain scores were also recorded for both the experimental and
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3.6 Statistical Techniques Used
order to fulfill the objectives of the study, the following statistical techniques
were employed for data analysis: Mean, Standard Deviation and t-test. As
the hypotheses of the present study were null, two tailed test was employed
for testing the significance of difference between the mean scores of all the
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