Handicapped Preschool Children Research Articles

Community Interaction Early Education Project (CIEEP): A Model for the Identification and Diagnosis of Young Handicapped Children

An assessment model is presented that provides a framework for the evaluation of young handicapped children and their families. The theorical of young handicapped children and their families. The theoretical base of interactionism and role modeling along with the application of the diagnostic prescriptive method provide the basis for the approach. The system utilizes an interdisciplinary team approach that includes the parent, teacher, educational specialist, audiologist, child development specialist, developmental pediatrician, psychologist, social worker, and a speech and language consultant. The goal of the CIEEP model is to provide evaluation of previously under-served preschool handicapped children.

The concept and practice of second-level screening

The purpose of the study was to substantiate the premise that second-level screening of preschool children failing the Denver Developmental Screening Test (DDST) is an effective, personnel- and cost-efficient procedure for identifying preschool handicapped children. The sample included 280 subjects, age three to five, enrolled in a Head Start program in Southern Illinois. The DDST was administered to these subjects by staff members of the Head Start Center. Children who failed the DDST received a second-level screening to determine whether a full-scale psychological evaluation was in order. Results demonstrate that the second-level screening procedure is an effective method for ferreting out children in need of full-scale psychological evaluation to determine area(s) of handicapping condition and generation of appropriate services.

Using Telecommunications Technology to Instruct Rural Severely Handicapped Children

A prototype telecommunications project designed to bring home instruction to severely handicapped preschool children in remote and isolated areas is described. The project demonstrated that a minicomputer control system could serve a large number of families simultaneously. Reliable telephonic data transmission between computer and home based teaching machines was achieved, families accepted the placement of equipment in their homes, and children interacted with automated devices on a daily basis. The feasibility of large scale service delivery through a similar system is discussed.

EFFECTS OF SYSTEMATIC, RESPONSE‐DEPENDENT FADING AND THINNING PROCEDURES ON THE MAINTENANCE OF CHILD‐CHILD INTERACTION

Previous investigations of the social behavior of handicapped preschool children (Journal of Applied Behavior Analysis, 1974, 7, 583–590; Journal of Applied Behavior Analysis, 1976, 9, 31–40; Journal of Applied Behavior Analysis, 1977, 10, 289–298) demonstrated that introduction of adult or peer confederate intervention agents produced substantial increases in levels of positive social behavior emitted by the subjects. In addition, it was observed that changes in rates of positive social behavior emitted by recipients of intervention tactics were accompanied by parallel changes in rates of positive social behavior emitted by interacting peers. However, with one limited exception, sudden removals of arranged intervention procedures were followed by immediate reductions in the levels of positive social behavior emitted by subjects and peers in each study. The current investigation was designed to examine the effects of response‐dependent removal of intervention procedures on the positive behavior of three socially withdrawn preschool boys. Interactive effects on the social behavior of classroom peers who did not receive adult prompts and contingent attention events were also examined. A combination of withdrawal of treatment and multiple baseline procedures was employed. The three target subjects received fixed numbers of prompts and contingent attention events during Intervention I and Intervention II, Phase 1 conditions. During Intervention II, Phase 2 conditions, prompts and contingent attention events were reduced on a response‐dependent basis for two subjects and on a response‐independent basis for the third subject. The results suggest that: (a) the intervention procedures produced marked increases in positive social behavior emitted by each subject; (b) response‐dependent fading and thinning, contrasted with response‐independent tactics, maintained levels of positive social behavior equivalent to those observed during Intervention I and Intervention II, Phase 1 conditions; (c) changes in positive and negative behaviors emitted by peers paralleled changes in positive and negative behaviors emitted by each subject; and (d) no “spillover” of treatment effects was noted for subjects during periods in which they were not direct recipients of intervention procedures.

ANALYSING PARENT‐CHILD INTERACTIONS IN CLINICAL PRACTICE: THE DEVELOPMENT OF A PROCEDURE AND METHOD OF REPORTING

Research in child developmental psychology is concerning itself increasingly with the fine-grain study of infant-caregiver interactions and as a result awareness of the importance of early interaction patterns in the development of children has grown very rapidly. The research has been based on an observational approach made possible by the use of video-recording and the development of sophisticated methods of interaction analysis. The methods employed and the research findings have important implications for those working clinically with young handicapped children and their parents, but as yet the research methods have been too complex and time-consuming to be used directly in practice. This paper describes the development of a procedure which can be used to observe and analyse the interactions of pre-school handicapped children with their caregivers in a clinical setting, using modifications of existing research methods and based on current findings. Examples of the coding procedure, transcript sheet and reporting methods are given in the context of a pilot application. It is suggested that the approach is valuable as a conceptual framework which the observer can use to improve his observational skills, provides a sound base for assessment and remediation work and can incorporate new research findings as they become available.

Public Law 94-142 and the Education of Preschool Handicapped Children

Public Law 94-142 and the Education of Preschool Handicapped Children

A Developmental Approach to Educating the Disturbed Young Child

This paper presents an approach to working with emotionally disturbed and autistic young children which is based upon developmental constructs. The Developmental Therapy curriculum is described and evidence of progress is presented for 106 handicapped preschool children receiving Developmental Therapy. The Developmental Therapy curriculum includes a sequence of 146 developmental milestones which are clustered into stages reflecting social and emotional growth in children from approximately age two to twelve years. Within each stage of Developmental Therapy four curriculum areas are defined: Behavior, Communication, Socialization, and (Pre) Academics. They are derived from four processes of adjustment: doing, saying, caring, and thinking. By incorporating these processes into the four curriculum areas and by sequencing them into major emotional milestones, long range goals and short term objectives for social-emotional growth are established and incorporated into a child's individualized education program (IBP). To explore the hierarchical validity of the Developmental Therapy Objectives Rating Form (DTORF), the primary instrument used in Developmental Therapy to measure emotional growth, 87 children were evaluated over a nine month period. An analysis of the data indicated the a priori orderings of the objectives in each area were very close to those yielded by statistical analysis of the DTORF ratings of the subjects. In a preliminary study of agreement between raters using the DTORF an overall 68 percent agreement was obtained. Subsequently, in four separate locations, DTORF data were collected on a total of 106 severely emotionally disturbed, autistic, or mixed handicapped young children. The results in one school year indicate progress in each area of Developmental Therapy and reflect a hierarchical integration across stages.

An approach to the evaluation of early intervention projects with mothers of severely handicapped children: the attitude dimension.

This paper describes a research investigation currently being carried out into the changing attitudes of mothers of severely handicapped pre-school children. A summary is made of the most frequently cited emotional reactions following the birth of a handicapped child and this is followed by a detailed description of a Maternal Attitudes Battery designed to obtain quantitative measures of relevent maternal attitudes. This is presented within the framework of an evaluation model specifically chosen to investigate the effectiveness of the Honeylands Home Intervention Project.

The Croydon workshop for parents of pre-school mentally handicapped children.

A multidisciplinary team of professionals met the parents of 25 pre-school handicapped children for a series of evening meetings to discuss how professionals and parents can help the development of the child. The workshop was exceptionally well-attended by parents who received practical advice from both the professionals and other parents. Multidisciplinary parents workshops appear to be an effective community service for the parents of handicapped children.

Certification for teachers of preschool handicapped children.

Certification for teachers of preschool handicapped children.

Social interaction development among behaviorally handicapped preschool children: Research and educational implications

Literature is reviewed that documents the effectiveness of a behavioral approach for increasing the social behaviors of behaviorally handicapped preschool children. However, this literature also suggests that reciprocal interaction between target subjects and significant others seldom generalized beyond treatment settings. The importance of developing positive, reciprocal interaction has been well documented. The results of observational studies suggest that with respect to both quantity and quality of interaction, the child creates his own social environment. For example, the passive, withdrawn child is the more frequent recipient of social rejection than is the more socially active child; the physically aggressive child receives more hostile social bids from peers than less aggressive youngsters; and, of course, the child who initiates positive interaction with peers tends to receive more positive social attention than less socially adept youngsters. Thus, children's behavior patterns tend to set the occasion for that kind of social approach by peers that validates, in a sense, their own approach to peers. If affective education for young handicapped children is to become a reality, additional research is necessary to identify those response patterns that set the occasion for positive reciprocal interaction.

Social reciprocity: a review of research and educational implications.

This paper analyzes the potential contributions of research on social reciprocity to the assessment and remediation of social withdrawal among educationally handicapped preschool children. The studies reviewed clearly suggest that social reciprocity is a phenomenon that occurs during interaction among adults and normal and exceptional preschool children. It is suggested here that educational strategies designed to increase positive social interaction be based on a reciprocal conceptualization of social behavior. Such a theoretical framework is reflected in the following procedures: (a) the use of observational strategies that are sensitive to who gives what to whom, when, and with what effect; and (b) the development of intervention efforts that rely on the eliciting effect of social stimuli to accelerate the social responses of withdrawn children.

Early identification of handicapped children through a frequency sampling technique.

A pilot study was initiated with three regular preschool classes (65 children) to determine the validity of identifying preschool handicapped children (3½ to 5½ years of age) through a frequency sampling technique. Seven 1 minute samples of academic behavior were developed for 4 year olds and nine 1 minute samples for 5 year olds. The 1 minute samples involved learning tasks all children were expected to achieve during the school year (e.g., matching colors). The frequency of correct responses of each child on the tasks was compared with other students in the school at the same age level. By noting all children performing in the lower 25% of frequency scores, a list of at risk learners was developed. When comparing the list of children identified through the frequency sampling technique with teacher identification of at risk children at the end of the school year, a correlation above .9 was found.

The Nature of Verbal Interactions among Handicapped and Nonhandicapped Preschool Children

The nature of verbal interactions among handicapped and nonhandicapped preschool children was examined in instructional and free-play settings. A wide variety of linguistic parameters designed to reflect verbal productivity and grammatical complexity was selected for analysis. The speech of designated nonhandicapped children wddressed. Listeners were classified as manifesting mild, moderate, severe, or no developmental delays. The results indicated that the speech of the designated children tended to be more complex, more frequent, and more diverse when addressed to developmentally more advanced children in both settings. These results were discussed in terms of their significance for facilitating the development of the language-delayed child.

THE ACQUISITION OF PREPOSITIONAL MOTOR RESPONSES IN HANDICAPPED CHILDREN1

The acquisition of prepositional motor responses in three handicapped preschool children was analyzed for three pairs of prepositions. Generalization of prepositional knowledge at each stage of acquisition was assessed by a series of probe trials. In addition, an analysis of the control of prepositional responses when objects of the preposition (OP) and direct objects (DO) were relevant cues was conducted. The effect of this object‐cue procedure, as well as a specially devised prompting technique on acquisition, was also determined. Results indicated substantial control by OPs whenever this cue was relevant, but this did not affect acquisition of prepositional concepts when these cues were eliminated. Analysis of the probe data and the prompting technique suggested various ways in which instructional programs for teaching prepositional knowledge to handicapped children could be constructed in a simple and efficient manner.

Some aspects of community child health in an inner urban area.

Some aspects of child health within the community are discussed by a doctor working at the clinical level. The community chosen for discussion is an inner urban area with a multiracial population and problems of poor housing and social deprivation. Reasons for attendance at child health clinics are considered. The provision of care for the preschool handicapped child and the child with special needs is examined.

Special unit care of the preschool child with severe physical or mental handicaps.

The provision of special care units for the severely physically and mentally handicapped preschool child is discussed. Types of handicap and ethnic origin of the children passing through such a special care unit in a two year period are considered. Management of the special care unit is discussed and the need for a multidisciplinary approach to the care of the child emphasized.

The value of integrating handicapped and nonhandicapped preschool children.

A conceptual and empirical framework is suggested to promote the development of handicapped preschool children through involvement with nonhandicapped peers. The need for systematically designed interaction is stressed, and related to research on peers as agents of change. Two studies are offered as examples of the effectiveness of nonhandicapped children as educational and therapeutic resources. A framework for future research is discussed, and relevant variables are identified.

A Home Safety Inventory for Parents of Preschool Handicapped Children

A Home Safety Inventory for Parents of Preschool Handicapped Children

Handicapped children and handicapped families

In summary, this article has emphasized the stressful effect of a handicapped child on the family. The effect of the family on the child's achievement is emphasized as many handicapped children would not become disabled or their disability lessened by appropriate parental behavior. Because of the importance of the family as a teaching environment, for the preschool child in particular, three home-oriented programs are out-lined as possible models that others might find useful. These programs attempt to capitalize on the mother's continued contact with the child and her ability to supply a one-to-one teaching arrangement during the time when the child is most susceptible to change. Such programs also increase mother-child communication and enhance her sense of having some control over the child's development, and her self-image as a competent parent, in addition to making the parents aware of community resources and fostering contact with appropriate services. These parent programs for handicapped children should not be seen as a substitute for other child-oriented preschool programs but as part of a co-ordinated approach to the education of the preschool handicapped child.