A Comparative Profile of Preschool Handicapped Children Who Profitted from Early Identification and Intervention.

Autor/in	Stewart, Frankie
Titel	A Comparative Profile of Preschool Handicapped Children Who Profitted from Early Identification and Intervention.
Quelle	(1981), (24 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Age Differences; Disabilities; Family Environment; Intervention; Preschool Children; Preschool Education; Program Effectiveness; Sex Differences; Socioeconomic Status; Student Characteristics + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Handicap; Behinderung; Familienmilieu; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sex difference; Geschlechtsunterschied; Socio-economic status; Sozioökonomischer Status
Abstract	The study investigated the relationship between characteristics of 35 preschool handicapped children and their developmental gains in an early intervention program. The specific characteristics that were examined included age at intervention, length of intervention, socioeconomic status, first born as compared to all other ordinal positions in birth, race, one or two children in a family versus three or more, sex, intact homes versus broken homes, and severity of handicapping conditions. The developmental areas that were measured included personal-social, gross motor, fine motor, language, and perceptuo-cognitive. The following results were significant at the .05 level: low socioeconomic level children made significantly larger gains on gross motor skills than middle to high socioeconomic level children; Black children made significantly larger gains than White children on the gross motor, language, and perceptuo-cognitive subscales; and boys made significantly larger gains than girls on gross motor and fine motor skills. No significant differences were obtained on the relationship of the other child characteristics and developmental gain. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01