Search

Numerous studies demonstrate that visual cues combined with trainer instruction enable individuals with mental retardation to complete simple to complex tasks. The actual effect of the visual cues upon target behavior is unclear. Few investigators have used picture reading pretests to determine initial picture reading skills prior to the introduction of trainer instruction. In this study we compared the effects of trainer demonstrations to four visual cue conditions across easy, moderate, and difficult task performance of secondary-aged students with mental retardation. The results indicated that photographs and line drawings were more effective than demonstrations with mild and moderate mental retardation groups working complex tasks. There were no differences between visual cues and demonstration conditions across task levels for students with severe and profound mental retardation.

Sex differences in three communication behaviors consistently found to be more common among females than males — smiling, gazing at one's partner, and sentence complexity — were examined through analysis of interviews with 78 institutionalized mentally retarded adults. While females were significantly more likely than males to smile or laugh, and tended to use longer, more complex sentences, the commonly observed sex difference in gazing failed to generalize to a retarded sample. These findings clarify limits on the generalizability of sex differences beyond college students and other “normal” populations.