Using A Performance-Based Assessment to Measure the Rate at Which Severely Retarded Subjects Learn to Communicate With Signs and Pictures

Author

Daniel C. Hobbs, University of Nebraska at Omaha

Date of Award

1-1-1983

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Counseling

First Advisor

Dr. John Hill

Second Advisor

Dr. C. Ray Millimet

Third Advisor

Dr. Sandra Squires

Abstract

Severely/profoundly mentally retarded children and adults comprise approximately one tenth of one percent of the general population (Goldstein, 1978). This population of individuals functions at a "general developmental level of half or less than the level which would be expected on the basis of chronological age" (Justen, 1976).

Comments

A Thesis Presented to the Department of Counseling and Special Education and the Faculty of the Graduate College University of Nebraska in Partial Fulfillment of the Requirements for the Degree Master of Arts. Copyright 1983 Daniel C. Hobbs.

Recommended Citation

Hobbs, Daniel C., "Using A Performance-Based Assessment to Measure the Rate at Which Severely Retarded Subjects Learn to Communicate With Signs and Pictures" (1983). Student Work. 2779.
https://digitalcommons.unomaha.edu/studentwork/2779