By Theodore D. Wachs, Robert Sheehan
Our wisdom of the cognitive and social-emotional functioning of developmentally disabled babies and preschoolers derives, largely, from our overview of such little ones. This ebook has been built to familiarize readers with the features of developmentally disabled childrens, and to introduce to readers facets of dimension which are of relevance to the evaluate of odd babies and preschoolers. The booklet has been constructed with clinicians and potential clinicians in brain. those are people who are devoted to the care and schooling of developmentally disabled babies and preschoolers and the households of these young ones. The booklet has therefore been written to supply aid for using evaluation information in making plans early interven tion courses. Of unique notice within the improvement of this edited ebook is that it truly is divided into 4 significant components with interrelated chapters in each one half. The authors of chapters in elements II and III had entry to the chapters partly I sooner than writing their chapters. The precis chap ters present in half IV have been equally written by way of authors getting access to all chapters in components I-III. This method of the advance of an edited publication used to be selected as a fashion of making sure an integration of significant techniques through the ebook. This strategy can also be a mirrored image of our trust that evaluate is an interdisciplinary procedure, regarding the syn thesis of a few varied interests.
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Additional info for Assessment of Young Developmentally Disabled Children
Paper presented to the International Conference on Infant Studies, New Haven, April. , & Hunt, J. (1975). Assessment in infancy: Ordinal scales of psychological development. Urbana: University of Illinois Press. , & George, L. (1981). Social interaction in hearing and deaf preschoolers: Successes and failures in initiations. Child Development, 52, 627-635. , & Wilson, K. (1982). Integrating hearing and deaf preschoolers. Child Development, 53, 1354-1363. , & Schweid, E. (1974). Infant assessment: Stability of mental functioning in young retarded children.
Clark and Rutter (1979) found that success or failure on any item was best predicted by the intrinsic difficulty of that item rather than by the child's lack of cooperation. DeMyer et al. (1974) concluded "Our findings strongly indicate that most autistic children have subnormal intelligence. 43). DeMyer et al. also argued that autistic with IQs greater than 50 respond positively to early intervention. They further commented: This last result. while offering no hard and fast rules, does tend to suggest that we could usc a <40 IQ as a guide for counselling parents about eventual outcome and the need for caution in expending too much of the family resources on treatment.
One researcher, in particular, has dealt with the measured developmental performance of multiply handicapped children. Dubose (1976) attempted to obtain standardized data across time on such children. She found, on a sample of 28 multiply handicapped children, strong consistency of IQ test performance across a three-year period. To obtain such data, when necessary, signs and gestures had to be substituted for oral instructions. VanderVeer and Schweid (1974) found similar consistency in a sample of 33 infants and preschoolers, though their description of the subjects is too vague to allow us to state with sureness that the subjects were multiply handicapped.
Assessment of Young Developmentally Disabled Children by Theodore D. Wachs, Robert Sheehan