An Intervention Study Of Object Conceptual Learning For Children With Moderate Mental Retardation

Studies of object categories are mainly about normal children, and are mainly focused on single field of concepts and the ability of classification capability, while case studies on children with moderate mental retardation of their object conceptual learning are rarely involved at home and abroad. The purposes of this study is to explore proper intervention programs for children with moderate mental retardation of their object learning based on the development assessment of them; to provide educators more scientific and rational basis for their teaching practice of children with moderate mental retardation on object Conceptual Learning and to further enrich studies of children with moderate mental retardation on conceptual learning.It is generally believed that individuals’ master of concepts is a learning process, which begins at feeling, consciousness, and imagery, then it gradually deeps into essential attributes. According to the law of category learning, the author makes a study table of children with moderate mental retardation on object conceptual learning and makes some related intervention programs of object conceptual learning. It contains specific content, time and procedure of the intervention and it is assessed once per two interventions. This study intervenes two moderately children with moderate mental retardation (Jia and Yi) of their conceptual learning, for child Jia, the intervention is mainly about inside class training; and for child Yi, the intervention contains both inside class and outside class training, and the intervention time is the same for both.The study uses single subject study method, A-B experiment design for child Jia,and A-B-A experiment design for child Yi. In this study, the self-made study table of intellectual disability children’s object conceptual learning is used to collect learning data of the subjects during baseline period, intervention period and tracking period,Method C is used to analyze the data. Results are as follow:Firstly, after 24 times intervention, object conceptual learning of child Jia is obviously improved, and learning level of animals, fruits, vegetables arrive at.01, learning level of household applications arrives at.05, and learning level of other concepts is not obviously improved. Secondly, after 24 times intervention, child Yi’s significant level of concepts such as animals,plants, vegetables, fruits, furniture, dishes, clothes and household appliances, school supplies arrive at.01, concepts such as plants, vehicle arrive at.05.According to the intervention and the results of this study, we know that the intervention of object conceptual learning can help to improve children with moderate mental retardation on object conceptual learning. During intervention period, we should focus on the interest of intervention materials and activities, increase all kind of game activities related to object conceptual learning appropriately, allow children to have wealth experience of object perceptions. In addition, we should try to combine inside class with outside class training to intervene children with moderate mental retardation on object conceptual learning.