Patterns of Temperament Variation in Three Groups of Developmentally Delayed Preschool Children: Mother and Father Ratings

1986 ◽  
Vol 7 (4) ◽  
pp. 247-252 ◽  
Author(s):  
SHARON MARCOVITCH ◽  
SUSAN GOLDBERG ◽  
DAUNE L. MacGREGOR ◽  
MIREK LOJKASEK
Keyword(s):  
Preschool Children ◽  
Developmentally Delayed

Sensory Integration in Developmentally Delayed Preschool Children

1986 ◽  
Vol 3 (1) ◽  
pp. 22-34
Author(s):  
Jo E. Cowden ◽  
Carol C. Torrey
Keyword(s):  
Preschool Children ◽  
Sensory Integration ◽  
Visual Task ◽  
Chronological Age ◽  
Developmentally Delayed ◽  
Handicapped Children ◽  
Visual Motor Integration ◽  
Meaningful Relationship ◽  
Visual Motor ◽  
The Relationship

The purpose of this study was to investigate performance of developmentally delayed preschoolers on intramodal and intermodal matching tasks in the visual and haptic modalities. The performance of these preschoolers was compared with the learning profile of handicapped children. Further analysis determined the relationship between performance on intra- and intermodal matching tasks and scores on visual motor integration and cognitive matching. Eighteen developmentally delayed preschoolers from ages 3.4 years to 5.11 were involved in four matching conditions: visual-visual, haptic-haptic (intramodal), visual-haptic, and haptic-visual (intermodal). Results of this study indicated that accuracy in all modalities increased as chronological age increased. The learning profile of developmentally delayed preschoolers differed from that of nonhandicapped children: the delayed children scored highest on the haptic-visual task, with the visual-haptic and visual-visual scores only slightly lower, but the haptic-haptic scores markedly lower. No meaningful relationship was apparent between performance in the four modalities and cognitive matching and visual motor integration.

Conversational patterns of children with disabled and nondisabled siblings

1997 ◽  
Vol 18 (3) ◽  
pp. 277-291 ◽  
Author(s):  
Marcia Summers ◽  
Jennifer Hahs ◽  
Carl R. Summers
Keyword(s):  
Down Syndrome ◽  
Preschool Children ◽  
Language Development ◽  
Disabled Children ◽  
Developmentally Delayed ◽  
Older Children ◽  
Younger Child ◽  
Different Types ◽  
The Disabled ◽  
Nondisabled Siblings

ABSTRACTThis study examined the conversational patterns of older children with their younger siblings. The sample included 26 nondisabled, 10 hearing impaired, 14 Down syndrome, and 13 developmentally delayed preschool children and their older, nondisabled siblings. Significant differences were found between the nondisabled and the disabled children. The siblings of disabled children appeared to be less conversationally sensitive with their brothers and sisters than the siblings of nondisabled children. Significant differences were also observed between the different types of disabilities. Few significant differences were found in variables believed to be facilitative of language development in the younger child, and those that were found tended not to be in the expected direction.

Peer Interactions in Mainstreamed and Specialized Classrooms: A Comparative Analysis

1988 ◽  
Vol 54 (5) ◽  
pp. 415-425 ◽  
Author(s):  
Michael J. Guralnick ◽  
Joseph M. Groom
Keyword(s):  
Preschool Children ◽  
Peer Interactions ◽  
Treatment Programs ◽  
Chronological Age ◽  
Individual Treatment ◽  
Developmentally Delayed ◽  
Potential Value ◽  
Cognitive Levels ◽  
Efficacy Research ◽  
Programmatic Factors

The peer interactions and cognitive levels of play of mildly developmentally delayed preschool children were compared as they participated in mainstreamed and in specialized settings. When in mainstreamed playgroups, delayed children engaged in a substantially higher rate of peer-related social behaviors and played more constructively. In relation to previous findings, these results suggested that the proportion of nonhandicapped children in mainstreamed settings and the availability of children similar in chronological age to the delayed children are important programmatic factors in early childhood mainstreaming efficacy research. The potential value of mainstreamed settings as a framework for more systematic and individual treatment programs for mildly developmentally delayed preschool children also was discussed.

Peer-Related Communicative Competence of Preschool Children

1989 ◽  
Vol 32 (4) ◽  
pp. 930-943 ◽  
Author(s):  
Michael J. Guralnick ◽  
Diane Paul-Brown
Keyword(s):  
Preschool Children ◽  
Social Status ◽  
Communicative Competence ◽  
Descriptive Study ◽  
Chronological Age ◽  
Developmentally Delayed ◽  
Developmental Status ◽  
Cross Sectional ◽  
Communicative Functions ◽  
Communicative Interactions

The peer-related communicative interactions of nonhandicapped 3- and 4-year-old children as well as a group of 4-year-old mildly developmentally delayed children were investigated in a cross-sectional descriptive study. Adjustments of speakers to companions varying in terms of chronological age and developmental status were of interest, as were comparisons among the three groups. All three groups made adjustments in communicative functions (directives and information statements), interactive style (strong and joint directives), and communications involving affect (disagreements), but only to mildly delayed children. Adjustments to mildly delayed children were more closely related to interpersonal and social status factors than to children's developmental levels. The communicative interactions of mildly delayed children were highly similar to the developmentally matched nonhandicapped group on all measures except for a lower level of speech complexity. Significant differences between 3- and 4-year-old nonhandicapped children were obtained only for measures of speech complexity.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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