| Material Information
||The Effect of institutionalization on the social behavior and language of mentally retarded children
||xii, 130 leaves : illus. ; 28 cm.
||Montague, James Clark, 1935-
||Subjects / Keywords:
||Speech thesis Ph. D
Children with mental disabilities -- Language ( lcsh )
Children -- Institutional care ( lcsh )
Dissertations, Academic -- Speech -- UF
||bibliography ( marcgt )
non-fiction ( marcgt )
||This investigation compared 20 institutionalized and
20 non-institutionalized retarded children on various language
and non-language measurements. The language measurements
included a computer content analysis utilizing the
General Inquirer with the associated Harvard III Dictionary.
A developmental sentence type syntactical analysis, employing
a system developed by Laura Lee, was used to compare the
children on the structural elements of their expressive verbal
language. Non-language comparisons included the Vineland
Social Maturity Scale, Two-Factor Index of Social Position,
and the I Feel - Me Feel self-perception scale.
In analyzing the non-language variables it was found
that the institutionalized retardates scored significantly
higher on the Vineland scale. These differences in Vineland
scores may result more from a problem in informant reliability
than in any inherent advantages for retardates in either
an institution or community environment. The T\>/o-Factor Index of Social Position revealed that the social position
of the institutionalized children's surrogate parents was
significantly higher than the social position of the natural
parents of the community-based retardates. For the I Feel -
Me Feel self-perception scale no significant differences
were found between groups or sexes.
The computer content language analysis revealed. certain
significant differences with respect to the content categories
specified by the Harvard Dictionary. The statistical analysis
indicated that the non-institutionalized retardates had
more words in the content categories of female role , community, higher status , family and authority theme . In examining
the content analysis differences between groups, it was
observed that the expected reference words about family members,
in the verbal language of non-institutionalized retardates,
transcend across the content tags of female role,
higher status, family and authority theme . The community
category included words such as "hello, name, people, and
The institutionalized retarded children scored significantly
higher in the referent categories of other , military,
s ign reject and danger theme . The other content category
reflects the institutionalized child's use of non-sex-specific
pronouns in adapting to a large number of peers found
in the institutional environment. The mi literary, sign reject and danger theme categories apparently contain many semantic
ambiguities within the language of the institutionalized retarded
children as opposed to any real differences between
the control and experimental groups of retarded children.
In comparing the retarded subjects on the basis of sex,
it was found that the female role category favored the females
over the male retardates. Due to their sex identification,
retarded girls tend to use more feminine gender
words in their propositional speech. The content categories
favoring the male retardates were male role , good , social
place and female theme . The male^ role related quite logically
to the sex identification of the retarded boys. Many
of the social place words related to the cottage environment
of the institutionalized male retardates. The good content
category contained some semantically diffuse words and it
would be hazardous to imply any significance to this category
appearing more in the verbal language of the male institutionalized
retardates. No significance is placed on
the female theme favoring the male retardates as there is
a strong possibility of a Typo I statistical error.
The syntactical analysis illustrated that the group of
non-institutionalized retardates used more single word responses
than the institutionalized group. Apparently the
word "mother" and its derivatives account for this difference.
The male retardates used more two-word combinations possibly because certain two -word responses, among the institutionalized
retardates, created more interaction with
substitute mother figures. The community male retardates
also used an exceptional number of two-word combinations
referring to pets.
Clinical implications and future research possibilities
were discussed along with various subjective impressions.
||Thesis - University of Florida.
||Bibliography: leaves 126-129.
||Additional Physical Form:
||Also available on World Wide Web
| Record Information
||University of Florida
||University of Florida
||All rights reserved by the source institution and holding location.
||alephbibnum - 000559377
oclc - 13475621
notis - ACY4830