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Relevant bibliographies by topics / Children with mental disabilities Mental retardation

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Academic literature on the topic 'Children with mental disabilities Mental retardation'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Children with mental disabilities Mental retardation"

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Brašić, James Robert, Jacqueline Y. Barnett, S. Kowalik, Margaret Owen Tsaltas, and Raheela Ahmad. "Neurobehavioral Assessment of Children and Adolescents Attending a Developmental Disabilities Clinic." Psychological Reports 95, no. 3_suppl (December 2004): 1079–86. http://dx.doi.org/10.2466/pr0.95.3f.1079-1086.

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Although the risk of the eventual development of tardive dyskinesia and other persistent adverse effects of neuroleptics is high, among adults with mental retardation and other developmental disabilities, neuroleptics may ameliorate dyskinesias, aggression, and inattention. The effects of traditional neuroleptics on a comparable population of children and adolescents with mental retardation and other developmental disabilities are unknown. The objective of this study was to develop an assessment battery to describe the effects of traditional neuroleptics on the behavior and movements of a small sample of children and adolescents with mental retardation and other developmental disabilities. 13 children and adolescents aged 6 to 16 years attending a developmental disabilities clinic were evaluated utilizing a Movement Assessment Battery to measure behavior and motions. Five subjects took traditional neuroleptic medications. Trained raters can reliably assess the movements and behaviors of children and adolescents with multiple handicaps. Children and adolescents with developmental disabilities may be vulnerable to experience functional impairment and akathisia, tics, and other dyskinesias when administered traditional neuroleptic medications.

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Kadirov, Abbos, Umida Omonova, Ulugbek Alimov, and Kamola Rakhimova. "CEREBRAL PALSY: DIAGNOSIS AND PSYCHOLOGICAL CORRECTION OF MENTAL RETARDATION IN PRESCHOOL CHILDREN(Literature review)." JOURNAL OF NEUROLOGY AND NEUROSURGICAL RESEARCH 1, no. 1 (January 30, 2020): 39–41. http://dx.doi.org/10.26739/2181-0982-2020-1-10.

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The analysis of the studied scientific and medical literature has shown that there are no clear criteria for diagnosing mental retardation in children with cerebral palsy (CP). The Wexler test, which is used to determine the form of mental retardation, practically can not be used in the diagnosis of intellectual disabilities in cerebral palsy. All this dictates the need for additional research, development of criteria for diagnosing mental retardation in cerebral palsy

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Islam, Md Ziaul, Sharmin Farjana, and Runa Shahnaz. "Stress among Parents of Children with Mental Retardation." Bangladesh Journal of Medical Science 12, no. 1 (January 17, 2013): 74–80. http://dx.doi.org/10.3329/bjms.v12i1.13354.

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Mental retardation is one of the most prevalent developmental disabilities of the children globally. Family is the main source of support for those disable children in any society. Parents experience enormous physical and mental stress to tackle the mentally retarded children. This present comparative cross-sectional study tried to compare difference of mental and physical stress between the parents of children with mental retardation and the parents of children with no mental retardation. It included 220 parents, 110 of whom had children with mental retardation and another 110 parents of children with no mental retardation. To assess stress, A Quick Stress Assessment Test (QSAT) (Vaz, 1995) was used, which comprised two parts: physical and mental, former with 19 items and latter with 21 items. Data were collected with a self-administered questionnaire and analyzed by using SPSS software. To check differences of stress scores and gender differences of stress,t test and ?2 tests were applied as required. The study revealed that the parents of children with mental retardation (PCMR) shared significantly greater stress score (34.27) than the parents of children with no mental retardation (PCNR) (21.66), [t(218)= 2.63, p=0.001]. Mental stress score was significantly higher among PCMR (33.57) than the PCNR (26.46) [t(218)= 3.87; p=0.002] while physical stress score was insignificantly higher among PCMR (20.43) than the PCNR (18.66). Majority of the parents with mentally retarded children (71.4% mothers and 67.5% fathers) had higher mental stress than physical stress [?2 (1)=22 43, p=0.024]. Mothers had significantly higher mental stress score than the fathers of mentally retarded children [t(109), p=0.025]. Special measures like early diagnosis, prompt treatment and counseling for mental and physical stress of the parents along with provision of need based rehabilitation services for the mentally retarded children at different levels to reduce the stress burden of their parents. DOI: http://dx.doi.org/10.3329/bjms.v12i1.13354 Bangladesh Journal of Medical Science Vol. 12 No. 01 January13 pp.74-80

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Wodrich, David L., and James E. Joy. "Multidisciplinary Assessment of Children with Learning Disabilities and Mental Retardation." Journal of the American Academy of Child & Adolescent Psychiatry 26, no. 4 (July 1987): 606–7. http://dx.doi.org/10.1097/00004583-198707000-00037.

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B., Bhagya, and Ramakrishna A. "PREVALENCE OF MENTAL RETARDATION AMONG CHILDREN IN MANGALORE." Journal of Health and Allied Sciences NU 03, no. 04 (December 2013): 063–66. http://dx.doi.org/10.1055/s-0040-1703703.

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Abstract Objectives: This study determines the prevalence of mental retardation among school going children in Mangalore by sex, age, religion, and location. Distribution of severity of mental retardation and its relationship with age of diagnosis is reported. Materials and methods: The prevalence was obtained from the Inclusive Education Resource Centre reports of 2011. Sex, age, religion and living area were evaluated for each child. Parents of the mentally retarded children were interviewed to record the age of diagnosis. Intelligence Quotient was assessed using Binet Kamat Test, Seguin Form Board and Vineland Social Maturity Scale. Results: The prevalence of mental retardation was 561 of the total disabilities recorded.The prevalence of MR was higher among males than in females (p<0.001). No notable sex difference between rural and urban areas was seen. Prevalence was higher among Hindus and between 9 to 12 years of the age group. Most of them had mild MR (48.15%). Severe and Profound MR were diagnosed at a much earlier age group than in mild and moderate types. Conclusion: This study provides an insight to the school going children with mental retardation. Further research on study of causes for MR is needed for service planning.

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Ushakova, Vladislava. "EMOTIONAL ATTITUDE OF A MOTHER FOR A CHILD WITH DISABLED HEALTH." Living psychology 7, no. 4 (January 30, 2021): 9–18. http://dx.doi.org/10.51233/2413-6522-2021-9-18.

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The article is devoted to the problem of the emotional attitude of mothers to children with disabilities. The study involved 247 mothers of children with disabilities - 67 mothers of children with mental retardation, 60 mothers of children with general speech underdevelopment, 60 mothers of children with mental retardation and 60 mothers of children with autism spectrum disorder, the average age of children is 7.4 years. The distinctive features of the emotional attitude of mothers to children with various nosologies were identified and analyzed according to criteria such as justifying expectations, optimal emotional contact, excessive concentration on the child (overprotection), and emotional distance from the child (hypocaution). The emotional involvement of the mother in the process of interaction with a child with disabilities was determined.

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MacMillan, Donald L., Gary N. Siperstein, and Frank M. Gresham. "A Challenge to the Viability of Mild Mental Retardation as a Diagnostic Category." Exceptional Children 62, no. 4 (February 1996): 356–71. http://dx.doi.org/10.1177/001440299606200405.

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This article examines the concept of mild mental retardation—and the confusion surrounding its etiology, diagnosis, and educational “treatment.” The authors conclude that mild mental retardation, unlike more severe forms of mental retardation—or even specific learning disabilities—should be redefined in contextual terms: a person's relative difficulty in responding to cognitive demands of the environment. It is recommended that the term mental retardation be reserved for the more severe forms currently recognized and that a more descriptive term be adopted that focuses attention on this group of children whose unique characteristics and needs have increasingly gone unrecognized and unserved.

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Pavlovna, Trifonova Elvira, and Mandrik Alexandra Evgenievna. "SOCIO-PEDAGOGICAL SUPPORT AS A CONDITION FOR SUCCESSFUL SCHOOL ADAPTATION OF YOUNGER SCHOOL CHILDREN WITH MENTAL DISABILITY." Chronos 6, no. 2(52) (February 13, 2021): 21–23. http://dx.doi.org/10.52013/2658-7556-52-2-5.

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The article describes the theoretical problems of school adaptation of primary school students with mental retardation. Social and pedagogical support of primary school students with mental retardation is considered a prerequisite for timely and successful adaptation. Social and pedagogical support is organized taking into account the basic educational needs of children with intellectual disabilities, as well as their individual characteristics.

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Strauss, D., T. Kastner, S. Ashwal, and J. White. "Tubefeeding and Mortality in Children With Severe Disabilities and Mental Retardation." PEDIATRICS 99, no. 3 (March 1, 1997): 358–62. http://dx.doi.org/10.1542/peds.99.3.358.

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Block, Martin E. "Can Children with Mild Mental Retardation Perceive Affordances for Action?" Adapted Physical Activity Quarterly 10, no. 2 (April 1993): 137–45. http://dx.doi.org/10.1123/apaq.10.2.137.

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Recent evidence utilizing an ecological approach to perception (Gibson, 1979; Warren, 1984) suggests that children acquire the ability to distinguish what movement an environment “affords” soon after they acquire motor skills (e.g., Gibson et al., 1987; Palmer, 1989; Ulrich, Thelen, & Niles, 1991). However, it is still unclear whether or not children with cognitive disabilities can accurately perceive affordances (see Burton, 1987, 1990). The purpose of this study was to determine if boys with mild mental retardation could perceive affordances for the skill of jumping distances (standing long jump). Boys with mild mental retardation were asked to judge whether or not various distances could be jumped across by use of a two-footed takeoff and landing. Perceptual judgment was then compared to actual maximum jumping distance. Results indicate that boys with mental retardation were able to accurately perceive the affordance for jumping distance. Results were explained via an ecological perspective.

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Dissertations / Theses on the topic "Children with mental disabilities Mental retardation"

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Lee, Ho-yee Flora. "Parents' knowledge about mental retardation and their attitudes towards their mentally." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B29782764.

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Kobe, Frank H. III. "Depression in Children with Mental Retardation and Developmental Disabilities." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392812462.

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Kobe, Frank H. "Depression in children with mental retardation and developmental disabilities /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487688507504852.

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Beck, Alexandra. "Maternal expressed emotion towards children with and without learning disabilities." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273879.

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Rikhotso, Tsakani Glory. "Phenomenological experiences of mothers of children with mental retardation in Mopani and Vhembe districts, Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1444.

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Thesis (M.A. (Psychology)) --University of Limpopo, 2013
This study explored the phenomenological experiences of mothers of children with mental retardation in two special schools (i.e. Fulufhelo and Pfunanani). The former is in Vhembe while the later is situated in Mopani district in Limpopo province. A qualitative approach was followed and participants were selected using purposive sampling. The sample consisted of 24 members (12 for individual interviews and 12 for focus group) whose children were diagnosed with mental retardation at the time of the study. Data were collected through unstructured interviews and analysed using interpretative phenomenological analysis. The following psychological themes emerged from the study: mothers’ subjective understanding of mental retardation; mothers’ understanding of the causes of mental retardation; living with a mental retarded child; psychological reactions of mothers to a diagnosis of mental retardation and mothers’ causal explanation of mental retardation. The present study discovered that all families with mentally retarded children are directly or indirectly affected by this condition.

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Ma, Oi Yee Regine. "Physical activity in school environment for students with mental retardation." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/449.

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Leung, Lai-ngor Jacka. "Understanding of indirect imperative in Cantonese speaking children with mental retardation." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209661.

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Thesis (B.Sc)--University of Hong Kong, 1998.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.

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Lau, Man-yee. "Cohesion in narratives of Cantonese-speaking children with and without mental retardation." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36207925.

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Thesis (B.Sc)--University of Hong Kong, 2001.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.

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Carter, David E. "Diagnostic and classification accuracy for mildly mentally handicapped children." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/31112.

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The purpose of this study was to examine the diagnostic and classification accuracy of placement decisions for Mildly/Educably Mentally Handicapped (M/EMH) children in British Columbia. Evidence from the United States suggests that classification decisions are often made on the basis of idiosyncratic student behaviours and the subjective opinions of educators, not on the basis of empirical evidence. Although Canadian special education practice is often based on that of the U.S., no major study of the accuracy of diagnosis and classification has been undertaken in this country. Based on a review of the literature, internationally accepted criteria for the diagnosis and classification of M/EMH students were formulated. In addition, variables that might influence the use of these criteria were identified. Elementary age students from two metropolitan Vancouver school districts who had been suspected of being M/EMH during a two-year period served as subjects (n=106). Of these 57 were classififed as M/EMH and 49 were classified as regular education. An evaluation of IQ, adaptive behaviour, reading and arithmetic achievement, maladaption, and visual and hearing acuity was performed for each subject. Preliminary data analyses permitted the formation of an achievement composite score and the pooling of subjects from the two districts. Using an internationally accepted two-factor diagnostic model, analyses were performed to investigate the classification accuracy for the sample. Cut-off criteria used with the two-factor model were adjusted to those of both the American Association for Mental Deficiency and the draft B.C. Special Education Guidelines. Where subjects could not be confirmed by the application of these models, sources of classification error were identified. Next, a series of discriminant function analyses, each representing a historical step in the development of diagnostic and classification models, were performed and the classification accuracy of each examined. Finally, a full model of all measured variables was examined using both a forced discriminant function procedure and a step-wise technique. The findings suggested that a combination of the adaptive behaviour, IQ, and achievement variables provided the highest classification accuracy. This result is consistent with much of the research from the U.S. IQ scores were found to consistently dominate classification decisions. In addition, academic achievement proved to be a valid predictor, either in combination with social adaptation or maladaption. However, maladaptive behaviour, whenever entered with social adaptation, overwhelmed the latter as a descriminator of group membership. The highest classification rate for the total sample was 92.0% for the combination of adaptive behaviour, IQ, and academic achievement. Although visual and hearing acuity were not found to be related to group membership, it was discovered that testing for these variables was not occurring in the districts studied in accordance with accepted best practice. A disproportionate number of M/EMH students proved to be untestable using school-based audiological and visual sweep testing techniques. In cases of untestability, the assumption that the child can see and hear within normal tolerances appears to be made, and efforts to use alternative testing procedures are not pursued. In addition, visual and hearing testing appears to occur after the administration of standardized cognitive tests, and not before, as best practices would dictate. The principal contributions of this research are (1) that it is the first major study of diagnostic and classification accuracy with a Canadian M/EMH population, (2) that it advises the inclusion of academic achievement as a domain of adaptive behaviour based on empirical evidence of the importance of that variable in diagnosing M/EMH, and (3) it examines the role of auditory and visual acuity testing in M/EMH diagnosis and classification.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Pilusa, Ngoakoana Emma. "The impact of mental retardation on family functioning." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09182008-143420.

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Books on the topic "Children with mental disabilities Mental retardation"

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Dunbar, Robert E. Mental retardation. New York: Franklin Watts, 1991.

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Mental retardation: An African perspective. Gaborone: Bay Publishing, 2003.

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Romayne, Smith, ed. Children with mental retardation: A parents' guide. Rockville, MD: Woodbine House, 1993.

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S, Blackman Leonard, and Reis Elizabeth M, eds. Mental retardation: Foundations of educational programming. Boston: Allyn and Bacon, 1995.

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Questions of destiny: Mental retardation and curative education. Hudson, N.Y: Anthroposophic Press, 1988.

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Mental retardation doesn't mean "stupid"!: A guide for parents and teachers. Lanham, Md: Rowman & Littlefield Education, 2006.

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Strother, Charles R. Child Development and Mental Retardation Center. Olympia, Wash: Division of Developmental Disabilities Centennial Oral History Project, 1991.

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Strother, Charles R. Child Development and Mental Retardation Center. Olympia, Wash: Division of Developmental Disabilities Centennial Oral History Project, 1991.

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We laugh, we love, we cry: Children living with mental retardation. Milwaukee: Gareth Stevens Children's Books, 1989.

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1954-, Abbeduto Leonard, ed. Language and communication in mental retardation: Development, processes, and intervention. Hillsdale, N.J: Lawrence Erlbaum Associates, 1993.

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Book chapters on the topic "Children with mental disabilities Mental retardation"

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Coyle, Joseph T. "Psychiatry, Neuroscience, and the Double Disabilities." In Mental Retardation and Mental Health, 81–89. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3758-7_7.

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Vandenberg, Steven G., Sandra Manes Singer, and David L. Pauls. "Mental Retardation." In The Heredity of Behavior Disorders in Adults and Children, 31–47. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-5071-2_3.

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Taylor, Ronald L., and Les Sternberg. "Students with Mental Retardation." In Exceptional Children, 91–123. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_5.

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Herr, Stanley S. "Clients in Limbo: Asserting the Rights of Persons with Dual Disabilities." In Mental Retardation and Mental Health, 338–53. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3758-7_30.

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Kamphaus, Randy W. "Mental Retardation and Learning Disabilities." In Clinical Assessment of Child and Adolescent Intelligence, 578–601. New York, NY: Springer US, 2005. http://dx.doi.org/10.1007/978-0-387-29149-9_20.

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Dokecki, Paul R., and Craig Anne Heflinger. "Families and the Developmental Needs of Dually Diagnosed Children." In Mental Retardation and Mental Health, 435–44. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3758-7_41.

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Taylor, Ronald L., and Les Sternberg. "Teaching Students with Mental Retardation." In Exceptional Children, 124–49. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_6.

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Bijou, Sidney W. "The Education and Treatment of Behavior-Disordered Mentally Retarded Children." In Mental Retardation and Mental Health, 294–99. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3758-7_26.

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Behar, Lenore. "The North Carolina Willie M. Program: One Model for Services to Multiply Handicapped Children." In Mental Retardation and Mental Health, 416–29. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3758-7_39.

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Thompson, Travis. "Prevention and Early Treatment of Behavior Disorders of Children and Youth with Retardation and Autism." In Mental Retardation and Mental Health, 98–105. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3758-7_9.

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Conference papers on the topic "Children with mental disabilities Mental retardation"

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Lyubovina, V. I., and I. A. Korsakova. "CLASSICAL MUSIC TO HELP CHILDREN WITH MENTAL RETARDATION." In XIV International Social Congress. Russian State Social University, 2015. http://dx.doi.org/10.15216/rgsu-xiv-262.

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Rosmaharani, Shanti, Iswanto Karso, Rifa'i, and Rodiyah. "Perception of Family Burden Having Children With Mental Retardation." In The 9th International Nursing Conference: Nurses at The Forefront Transforming Care, Science and Research. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008331006870690.

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"Factors Affecting Self-Care Ability among Children with Mental Retardation." In The 4th International Conference on Public Health 2018. Masters Program in Public Health, Universitas Sebelas Maret, 2018. http://dx.doi.org/10.26911/theicph.2018.03.19.

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Munir and Dedi Rohendi. "Developing MESE to improve reading skills for mental retardation children." In 2015 International Conference on Science in Information Technology (ICSITech). IEEE, 2015. http://dx.doi.org/10.1109/icsitech.2015.7407803.

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Hays, Riyan, Akip Suhendar, Ila Amaliah, Sumiati Sumiati, Zaenal Muttain, and Dian Maylawati. "Expert System for Predicting Children Mental Retardation using Forward Chaining." In Selected Papers from the 1st International Conference on Islam, Science and Technology, ICONISTECH-1 2019, 11-12 July 2019, Bandung, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.11-7-2019.2298027.

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Dewantara, Sony Putra, Olivia Andiana, and Mahmud Yunus. "Children With Mild Mental Retardation Interest in Sports and Health Activities." In The 3rd International Conference on Sports Sciences and Health 2019 (ICSSH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.201107.031.

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Smirnova, Ya K. "Features of Orientation to Social Signals of Children with Mental Retardation." In Proceedings of the International Conference on the Development of Education in Eurasia (ICDEE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icdee-19.2019.20.

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Torrado, Juan C., Javier Gomez, and Letizia Jaccheri. "Supporting self-evaluation for children with mental disabilities through Augmented Reality." In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3325307.

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Rashitovna, Tenkacheva Tatyana. "Learning Of Coherent Speech Of Pre-School Age Children With Mental Retardation." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.19.

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Fotekova, Tatyana A. "Features of syntax and coherent speech in primary schoolchildren with developmental disabilities." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-263-267.

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The article presents the results of a comparative study of grammatical structuring and the construction of a coherent utterance in younger schoolchildren with general speech underdevelopment and mental retardation in comparison with the norm. A significant similarity in manifestations and the presence of specific features are shown. The predominance of the deficit of semantic programming in the case of mental retardation and the difficulties of semantic programming, serial organization and lexical formulation of the utterance in the general speech underdevelopment was revealed.

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Reports on the topic "Children with mental disabilities Mental retardation"

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dosReis, Susan, Gloria Reeves, Beverly Bulter, and C. Daniel Mullins. Understanding Caregiver Preferences for Treating Children with Intellectual and Cognitive Disabilities and a Mental Illness. Patient-Centered Outcomes Research Institute® (PCORI), October 2019. http://dx.doi.org/10.25302/10.2019.me.130601511.

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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.

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Principles for Speech-Language Pathologists Serving Persons With Mental Retardation/Developmental Disabilities. Rockville, MD: American Speech-Language-Hearing Association, 2005. http://dx.doi.org/10.1044/policy.tr2005-00144.

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Roles and Responsibilities of Speech-Language Pathologists Serving Persons With Mental Retardation/Developmental Disabilities. Rockville, MD: American Speech-Language-Hearing Association, 2005. http://dx.doi.org/10.1044/policy.gl2005-00061.

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Knowledge and Skills Needed by Speech-Language Pathologists Serving Persons With Mental Retardation/Developmental Disabilities. Rockville, MD: American Speech-Language-Hearing Association, 2005. http://dx.doi.org/10.1044/policy.ks2005-00081.

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Roles and Responsibilities of Speech-Language Pathologists in Service Delivery for Persons With Mental Retardation/Developmental Disabilities. Rockville, MD: American Speech-Language-Hearing Association, 2005. http://dx.doi.org/10.1044/policy.ps2005-00106.

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The methodology development of quickness improvement among senior pre-school children with mental retardation in terms of inclusive education. Victor V. Andreev, Aleksandr V. Fominykh, Stanislav V. Put, September 2019. http://dx.doi.org/10.14526/2070-4798-2019-14-2-5-8.

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