Evaluating and Developing Vocational Potential of Institutionalized Retarded Adolescents. [Report No.: VRA-425

Sonst. Personen	Parnicky, Joseph J. (Hrsg.); Kahn, Harris (Hrsg.)
Institution	Edward R. Johnstone Training and Research Center, Bordentown, NJ.
Titel	Evaluating and Developing Vocational Potential of Institutionalized Retarded Adolescents. [Report No.: VRA-425
Quelle	(1963), (191 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Exceptional Child Research; Institutional Research; Institutional Schools; Job Training; Mental Retardation; Nonverbal Tests; Occupational Tests; Test Construction; Vocational Adjustment; Vocational Education; Vocational Training Centers; Work Experience Programs; Young Adults + Suchen Sie Ihr Suchwort? Institutionelle Forschung; Berufsqualifizierender Bildungsgang; Geistige Behinderung; Berufseignungsprüfung; Testaufbau; Personalanpassung; Ausbildung; Berufsbildung; Vocational training center; Vocational training centre; Vocational training centres; Ausbildungseinrichtung; Berufsaufbauschule; Young adult; Junger Erwachsener
Abstract	Vocational performance predictors were tested with 437 mildly retarded students (mean age 18 1/2, mean IQ 64) in a five-stage training situation progressing from half to full day and from on to off campus. Findings demonstrated considerable overlap as well as some independence among measures. High degrees of reliability and intercorrelation were found within the group of psychological tests. More independence of items was found within the series of work sample measures. Rating scale items were highly intercorrelated, suggestive of a halo effect. All the evaluation techniques had some potency for prediction of adjustment and performance and were stronger at the end of each of the five stages. The program variations of a special work group and group counseling were moderately successful in favorably modifying behavior. A reading-free test was able to differentiate vocational interests. Job supervisors' ratings were best to predict performance in the half day on campus. No measure predicted performance for full-day work off campus with residence on campus. In 11 psychological tests, highest reliability was noted for motor skills tests; psychological test correlation with vocational performance varied. Factor analysis indicated the vocational interest test discriminated subjects' interests. Group counseling results were not conclusive. (DE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01