to 0.294)Affective disorders0.0910.040(6)(—0.325 to 0.421)Adjustment disorders0.5230.298(7)(—0.067 to 0.766)Anxiety disorders0.5630.369(7)(—0.069 to 0.577)Inappropriate mental0.4040.304adjustment (7)(—0.3 12 to 0.45 1)Somatoform disorders0.6030.281(6)(0.239 to 0.556)Personality disorders0.5090.3 17(7)(—0.028 to 0.523)Factor 1: affective0.6930.342(14)(—0.273 to 0.613)Factor 2: somato...

Mr. President, Chairperson, Chairperson and members of the Awards Committee, judges, distinguished invitees, learned colleagues, ladies and gentlemen: I am fully aware of the honor bestowed on me, by the Chairperson and members of the Awards Committee, and thank the judges for selecting me to deliver this Oration, which in all humility I dedicate to all the mentally retarded persons of the worl...

This exploratory study examined the causal attributions and expectancies of 51 physical education majors and 25 mentally retarded adults. The majors completed a written questionnaire concerning their causal attributions and expectancies for motor performance of the adults. The adults responded through an interview procedure regarding causal attributions and expectancies for their own motor perf...

The recent trend toward integrating mentally retarded children in the community and public school warrants examination of public attitudes toward these children. Factor analysis of equestionnaire responses of 430 adults revealed for factors underlying attitudes toward retarded children: positive stereotype, segregation in the community, segregation in the classroom, and perceived physical and i...

Although this book is written as a guide for parents, there ^vould seem to be a lack of practical advice on the early upbringing ?f the mentally retarded child. Greater emphasis moreover is laid ?n the higher-grade defective than on the problems and future of the lower grades who often present greater difficulties to the families concerned.