Instructional material is road map for the teachers to derive lot of clues and conclusions. It plays significant role in teaching and forming behaviour. The merits and demerits of a particular behavior can be explained by choosing proper instructional material. Ideas like anger, hatred, fear, confusion, urgency can be conveyed through Instructional materials to the learner at ease. EFFECT OF INS TRUCTIONAL S TRATEGIES FOR CHILDREN WITH MENTAL RETARDATION IN BEHAVIOR MODIFICATION Mr. Ratan Sarkar, Ph.D Scholar, E-mail- [email protected] , Dr. Sudha. A, Asst. Professor in Special Education, E-mail- [email protected] Ramakrishna Mission Vivekananda University Faculty of Disability Management and Special Education SRKV Post, Perianaickenpalayam, Coimbatore-641020, Tamil Nadu, India A comparative assessment of the six major problem behaviours of the six cases were attempted for a comprehensive understanding of the problem and results. For intervention, fifteen activities of six categories were selected primarily based on their potential to attract the attention of the children. The scores given in the BASIC (MR) checklist in both pre test and post test were taken as the quantification unit for the further statistical analysis. The sum of scores of all the problem behaviours exhibited by the respective child is taken as the indicator of overall problem behaviours. In all the cases the null hypothesis (“There is no change in scores”) is rejected suggesting clearly that these kinds of activities have a role in reducing the problem behaviour. For the children Amrutha (P=0.0001), Dinesh (P=0.0001) and Vaijayanthi (P=0.002) who have more number and complex problem behaviours have shown more significant results. Prasanth (P=0.0908) was a child with relatively less number and less intensive problem and hence the variations observed in his behaviour was not significantly evident. Priyanka (P=0.008) and Selvakumar(P=003) have shown moderately significant cases. This study throws light on the understanding about the problem behaviours of selected children with mild mental retardation. Through this study, role of outdoor and indoor activities in handling the problem behaviours and significance of verbal and physical prompts are highlighted. The study can be enriched by using advanced assistive technology in a comprehensive manner using large sample in integrated or inclusive set up. Further intensive study can be conducted in the similar topic including multi-specialists. Further study including children with moderate or severe mental retardation or with other associated conditions may be conducted. This study throws light on the understanding about the problem behaviours of selected children with mild mental retardation. Through this study, role of outdoor and indoor activities in handling the problem behaviours and significance of verbal and physical prompts are highlighted. The study can be enriched by using advanced assistive technology in a comprehensive manner using large sample in integrated or inclusive set up. Further intensive study can be conducted in the similar topic including multi-specialists. Further study including children with moderate or severe mental retardation or with other associated conditions may be conducted. This study was conducted to know the effect of some specific Instructional Strategies in Behavior Modification among Children with Mental Retardation. AIM OF THE STUDY 1. Aggarwal, J.C. (2001). Principles, Method and Techniques of Teaching (2 nd Edition). Vikas Publishing House Pvt. Ltd. New Delhi. 2. Peshawaria, R. & Venkateshan, S. (1992). Behavioural Approach in Teaching Mentally Retarded Children. NIMH, Secunderabad. 3. Santrock, J.W.(2006). Educational Psychology. Tata McGraw-Hill Co.Ltd. New Delhi. 4. Sindhu, S. (2007). Teaching Strategies and Material Development. Kanishka Pulication, New Delhi. 5. McMillan, D.L. (1982). Mental Retardation in school and Society. 2 nd Edition, Little Brown. 6. Misra, R.C. (2007). Class Room Behaviour. APH Publishing Corporation, New Delhi. DISCUSSION RESULTS Table 4. Details of ‘t’ statistic for paired two samples for means. Figure -2.Number of students in each type of activities. ABSTRACT NEED OF THE STUDY The study has revealed the importance of certain instructional strategies (treatment) for behaviour modification. It has revealed to what extent instructional strategies can influence problem behaviour of CWMMR. It has thrown light on the need of different approaches of instructions for children with different problem behaviours. The importance of prompts and motivation for education of CWMMR is also highlighted in this study. The results revealed that different activities create interest among the CWMMR and reduce their problem behaviours. The study has revealed the importance of certain instructional strategies (treatment) for behaviour modification. It has revealed to what extent instructional strategies can influence problem behaviour of CWMMR. It has thrown light on the need of different approaches of instructions for children with different problem behaviours. The importance of prompts and motivation for education of CWMMR is also highlighted in this study. The results revealed that different activities create interest among the CWMMR and reduce their problem behaviours. Intervention package Since most of the instructional materials are the invention of teachers, the teachers are the most suitable persons to manipulate, handle, adapt and get the best use out of them. The teachers are not only experts in designing innovative material but they are also very good in observing children who are heterogeneous and occupy different levels in their academic achievement and social behaviours. 0 1 2 3 4 5 6 7 Puzzles Yogasanas Kolam therapy Music therapy Play activities Art work Number of students Destructive TemperT MisBeh Repet OddBeh HypAct Selvakumar Vaijayanthi Priyanka Dinesh Prasanth Amrutha 0 2 4 6 8 10 12 14 16 18 20 Total scores Analysis of Problem behaviour Figure 1. Intensity of problem behaviour of all children 0 0.5 1 1.5 2 2.5 vaijayanthi Dinesh Priyanka Selvakumar Amrutha Prasanth Average sco Pre test Post Test Figure 3. Average score of pre and post tests of all cases SL. No Name of the Child Number of PB observed (N) t-statistic df P -Value (one tail) 1 Selvakumar 11 3.4641 10 0.003 2 Vaijayathi 20 3.1985 19 0.002 3 Priyanka 5 4.0000 4 0.008 4 Dinesh 14 5.0780 13 0.0001 5 Prasanth 4 1.7321 3 0.0908 6 Amrutha 18 4.5074 17 0.0001