The effects of stimulus intensity on the auditory brainstem response (ABR) peak latencies and interpeak latencies (IPL) were examined at several intensities of click stimuli above the normal hearing threshold (nHL) in 34 normal hearing adults (54 ears) and above the sensation threshold (SL) in those persons (15 ears). The results were as follows: 1. Changes in peak latencies and interpeak latencies (IPL) as a function of intensity were observed at normal hearing threshold (nHL) intensity standards. 2. With increases in intensity above sensation threshold (SL), wave I decreased in latency faster than wave V. This difference resulted in changes in the I-V interpeak latency (IPL) as a function of intensity. 3. A "transition zone" of wave I was not observed. These results suggest that the exclusive use of normal hearing threshold (nHL) intensity standards might result in false-negative auditory brainstem response (ABR) diagnosis in persons with severe and profound mental retardation whose acoustical hearing threshold had not been determined. In such cases, the use of an intensity level based on the auditory brainstem response (ABR) threshold, rather than on normal hearing threshold intensity standards, would be more adequate.

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In the test battery that the present authors had designed to evaluate the social skills and behavior of autistic adolescents and adults, the WISC-R is useful as a screening test. The present study aimed to analyze the structure of the intelligence of such persons. Subjects were 59 autistic adolescents and adults (51 males and 8 females), between 15 and 35 years old. Twelve subtests of the WISC-R were administered to all subjects. The raw scores were factor analyzed according to the Varimax solution, using the squared multiple correlation method. The factor analysis revealed three factors: I. Verbal Comprehension, II. Perceptual Organization, and III. Freedom from Distractibility. This replicated the results reported by Kaufman (1975). The factor loadings on factors I and III were specific to the autistic adults. A cluster analysis (Q mode) was then done on the basis of the factor scores. Nine clusters were extracted: subjects in six clusters had full-scale IQs below 35; the intelligence measures for subjects in five clusters showed a discrepancy between verbal and performance intelligence (VIQ/PIQ discrepancy). The response traits were described with regard to verbal, perceptualmotor, and adaptive levels. The results were as follows: 1. Some cases were found to have relatively high IQs (full-scale IQ above 75). 2. Epileptic seizures were often combined with severe mental retardation. 3. There was a high correlation between verbal acceptance and task performance. 4. Three subtests (#11, Digit Span; #6, Block Design; and #8, Object Assembly) significantly distinguished the clusters.

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In this study, three autistic children who emitted few verbal responses were trained to emit vocal mands for food. The training program consisted of three main steps. First, the children were trained by peer modeling and differential reinforcement to make some non-vocal gestures (such as finger pointing) that functioned as mands. Second, these non-vocal gestures were shifted to vocal ones through a modified time-delay procedure that differed from the original time-delay procedures in terms of the schedule of reinforcement. That is, with the modified procedure, the children could not get food in the training situation until they emitted the target response (a vocal response) spontaneously in the modified time-delay situation. Third, after the training was completed, generalization and maintenance tests were conducted to assess the efficacy of the program. In generalization test, the extent of generalization from the training setting, where the children could not get food by themselves, to a probe setting, where they could easily do that, was assessed. In addition, maintenance of the newly shaped mands was checked after 2 months. The results indicated that after the non-vocal mands were shaped, the modified time-delay procedure was effective for producing vocal mands in all the children in the study. But the extent of generalization and maintenance was poor for one of the three subjects. The results were discussed in terms of differences in the history of reinforcement for each subject's mand repertoire.

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In recent years, the number of pupils attending special classes for children with mental retardation has decreased. The Ministry of Education has given guidance to the prefectural boards of education to educate children with mild mental retardation in special classes. However, the number of parents and teachers who do not wish to follow this guidance has increased. These parents and teachers insist that the education of children with mild mental retardation might just as well be conducted in regular classrooms, together with the other children. The purpose of this investigation was to clarify which setting is most appropriate for the education of children with mild mental retardation, through comparing the efficacy of education in regular classes and in special classes. All subjects were chidren with mild mental retardation: 28 in regular classes in 17 elementary schools and 11 lower secondary schools, and 28 in special classes in 17 elementary schools and 11 lower secondary schools. Each of the subjects of both groups were individually administered the WISC-R, the Social-Maturity Test, and the Self-Concept Scale, and retested one year following the initial test. The results were as follows: 1) Elementary school students: On retest after one school year, the children with mild mental retardation who were in special classes scored significantly higher on the WISC-R IQ, verbal IQ (VIQ), and subtest of Similarities than those who were in regular classes. The children in special classes also scored significantly higher on the Social-Maturity Test Social Quotient (SQ) and subtest of Locomotion than did the children in regular classes. On the Self-Concept Scale, the children in special classes had significantly higher scores than those in regular classes. 2) Lower secondary school students: On retest after one school year, the children with mild mental retardation who were in special classes scored significantly higher on the WISC-R IQ and performance IQ (PIQ) than those in regular classes. The difference between the two groups on the Social-Maturity Test Social Quotient (SQ) scores was not significant. On the Self-Concept Scale, the children in special classes had significantly higher scores than those in regular classes. From the standpoint of promoting development, the results of this study support the contention that the regular classroom is not suitable for children with mild mental retardation.

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An increasing number of special educators has been joining research-oriented organizations. These educators have been expected to read articles in and/or write articles for the organizations' scientific and archival journals. Papers published in such journals should be objective, scientific, experimental, and theory-oriented. A basic knowledge of experimental design and educational measurement is essential for effective reading and writing of research reports. This study was designed to ascertain special educators' level of understanding of experimental design and educational measurement. A sample of 50 special educators in an inservice training program was asked to respond to 21 randomly arranged terms in a short-answer format. The results suggest that special educators lack the opportunity to learn research methodology, and that they therefore do not have the tools necessary to determine the value of published reports. Without such knowledge, it will be difficult for them to conform to the standards of professional development in the discipline of special education. The curriculum for the preparation of special educators at colleges or universities should be expanded to encompass research design and methodology. The present study may stimulate teacher-education institutions to evaluate their existing programs.

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This study is one of a series attempting to clarify the problems of motor development in children with mental retardation, in the general context of studying children's motor functions in relation to various other functions. The present research used a cross-sectional design in an attempt to analyze the development of the ability to imitate others' movements. Imitation of movements varying in several dimensions was systematically investigated, and the basic ability to imitate others' movements was examined. Subjects were 35 children with mental retardation enrolled in elementary and junior high school classes for children with disabilities. All children were given the Kyoto Child Guidance Clinic Infant Development Test. The children's developmental stages as measured on that test ranged from the one-dimensional operational stage to the three-dimensional operational stage. A test of imitating others' movements was then administered to all the subjects. The poses and gestures to be imitated varied on two dimensions: (a) movements were in a plane either parallel or perpendicular to the subject's field of vision, and (b) movements were either symmetrical or asymmetrical. Results were as follows: 1. The ability to imitate others' movements was more advanced in the children in the higher developmental stages compared to those in the lower ones. 2. On the other hand, there were differences across developmental stages in the ability to imitate the various types of movements that were included in the test. On the basis of these results, it can be assumed that there is a definite sequence in the development of the ability to imitate others' movements.

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