Play and Playthings for the Handicapped Child (Elizabeth Newson and Joan Head)

2017 ◽  
pp. 140-262
Author(s):  
John Elizabeth Newson
Keyword(s):  
Handicapped Child ◽  
Play And Playthings

Communication/Interaction Development at Mealtimes for the Multiply Handicapped Child

1981 ◽  
Vol 12 (4) ◽  
pp. 216-232 ◽  
Author(s):  
Suzanne Evans Morris
Keyword(s):  
Handicapped Child ◽  
Positive Interactions ◽  
Speech Language Pathologist ◽  
Specific Program ◽  
Communication Interaction

The mealtime setting can be creatively used by the speech-language pathologist to increase the positive interactions between the child and caregiver and to establish the basic prerequisites for the development of communication. Specific program suggestions are provided to enable the speech-language pathologist to utilize the mealtime setting to integrate both vocal and nonvocal communicative objectives. The roots of interaction and communication which underly both vocal and nonvocal systems are described.

scholarly journals Impact of a handicapped child on mental health of parents.

BMJ ◽  
1986 ◽  
Vol 293 (6559) ◽  
pp. 1395-1397 ◽  
Author(s):  
S E Romans-Clarkson ◽  
J E Clarkson ◽  
I D Dittmer ◽  
R Flett ◽  
C Linsell ◽  
...  
Keyword(s):  
Mental Health ◽  
Handicapped Child

The Language Handicapped Child and Education

1965 ◽  
Vol 32 (4) ◽  
pp. 221-228
Author(s):  
Betty Jane McWilliams
Keyword(s):  
Differential Diagnosis ◽  
Teaching Methods ◽  
Emotional Functioning ◽  
Classroom Teacher ◽  
Handicapped Child ◽  
Diagnostic Labels ◽  
The Face ◽  
Clinical Bias

This article presents the problems involved in definitive differential diagnosis of children with delayed language. It suggests the need to describe language, auditory, mental, and emotional functioning as opposed to depending upon specific diagnostic labels which may rely upon clinical bias. The classroom teacher is viewed as an individual competent to devise teaching methods applicable to the peculiar requirements of widely differing children and is encouraged to trust herself in the face of “experts.”

Speed as a Variable on Three Wisc Performance Subtests

1972 ◽  
Vol 34 (2) ◽  
pp. 451-455 ◽  
Author(s):  
James Woo-Sam ◽  
Irla Lee Zimmerman
Keyword(s):  
Power Function ◽  
Block Design ◽  
Handicapped Child ◽  
Normal Intelligence ◽  
Design Object ◽  
Picture Arrangement ◽  
Normal Limits ◽  
Test Materials ◽  
Performance Results

This study tested the hypothesis that for younger children of normal intellect, speed of performance plays a minimal if not negligible role in determining the obtained scores on the Block Design, Object Assembly, and Picture Arrangement subtests. It was further argued that if such were the case, then it was not necessary to exclude these subtests in the evaluation of the orthopedically handicapped child capable of manipulating the test materials. Under these circumstances, a poor showing could not be attributed to loss of bonus credits because of slow performance. Results based on five groups of children of normal intelligence ages 7 1/2 through 13 1/2 yr. ( N = 119) indicate that the Block Design and Object Assembly subtests essentially measure a power function through age 10 1/3. Speed is a determinant by age 13 1/2. On the Picture Arrangement subtest, the power function holds only at age 7 1/2. However, a score within normal limits is possible without speed bonuses through age 9 1/2.

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