Case studies of methods of teaching-learning for children with intellectual disability by electroencephalography and evoked potentials.

(1) Theta waves of mental retarded children (MR) are better indicators of degree of tension in learning situations. (2) Electroencephalography (EEG) in children with verbal communication disorder responds to appropriate instruction and teaching materials in learning situations. (3) EEGs of MR in situation of writing letters and/or drawing lines have sometimes frequencies near the dominant ones in awakened and closed eye conditions, and they suggest that MR in visual-motor coordinated condition is sometimes in lower tension level. (4) Waveforms of visual evoked potentials (VEP) of MR reseanble those of normal children or university students, but the wave peaks of MR are not clear and their latencies are tend to later than those of normals. (5) Amplitude deviations of VEPs to taskstimuli by repeated presentation in MR correlate with their intelligent quotients. (6) Dominant frequencies of EEGs of MR in visual problem-solving situation correlate highly with scores of tasks required attention or concentration, for example, arithmetic, memory, skillfulness with fingers in Tanaka-Binet intelligence scale. (7) The EEGs and VEPs can be good indicators of detailed analysis in concrete learning processes of MR.