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1.
Michael J. Guralnick Diane Paul-Brown Joseph M. Groom Cathryn L. Booth Mary A. Hammond Deborah B. Tupper Andrea Gelenter 《Early education and development》1998,9(1):49-77
The conflict resolution patterns of preschool-age mildly developmentally delayed children were compared to those of older and younger groups of typically developing children matched on the basis of chronological age or developmental level. Children participated in short-term heterogeneous playgroups consisting of representatives from all three developmental status groups. Naturally occurring conflicts with peers in the form of extended directive episodes were assessed in terms of their frequency, purpose, strategies, and the way conflicts were resolved. Results revealed that mildly delayed children exhibit a more negative and less adaptive interaction style, even in comparison to typically developing children similar in developmental level. Special problems were apparent when younger typically developing and mildly delayed children engaged in conflict episodes, whereas typically developing older children were able to adjust and interact appropriately irrespective of their companions' developmental status. In addition, typically developing older children elicited a pattern in which other children were less demanding and negative, but more responsive, positive, and adaptive. The implications of developmental differences between younger and older typically developing children and the unique problems in conflict situations were discussed. 相似文献
2.
《Early education and development》2013,24(1):49-77
The conflict resolution patterns of preschool-age mildly developmentally delayed children were compared to those of older and younger groups of typically developing children matched on the basis of chronological age or developmental level. Children participated in short-term heterogeneous playgroups consisting of representatives from all three developmental status groups. Naturally occurring conflicts with peers in the form of extended directive episodes were assessed in terms of their frequency, purpose, strategies, and the way conflicts were resolved. Results revealed that mildly delayed children exhibit a more negative and less adaptive interaction style, even in comparison to typically developing children similar in developmental level. Special problems were apparent when younger typically developing and mildly delayed children engaged in conflict episodes, whereas typically developing older children were able to adjust and interact appropriately irrespective of their companions' developmental status. In addition, typically developing older children elicited a pattern in which other children were less demanding and negative, but more responsive, positive, and adaptive. The implications of developmental differences between younger and older typically developing children and the unique problems in conflict situations were discussed. 相似文献
3.
The development of developmentally delayed young children is similar to that of normal children in sequence and organization. The hypothesis of this research was that delayed children do differ from the norm when tasks involve discerning nuances, balancing competing stimuli, or acquiring and retaining selected information. Using a videotaped free-play situation, we examined attention deployment behaviors of 3 groups: normally developing (ND), Down syndrome (DS), and developmentally delayed with uncertain etiology (UE). Gesell DQ scores ranged from 50 to 75 in the latter 2 samples. In Study 1, infants had developmental ages of 12-24 months. The UE subjects spent less time engaged with toys than ND or DS subjects, and both delayed groups had less simultaneous appraisal of the environment, more time unoccupied in any way, and more throwing behavior than the ND group. In Study 2, at the 22-30-month developmental age range, DS and UE subjects had patterns of play that included many primitive activities such as banging and mouthing. Taken together, the results show reductions in ongoing acquisition and elaboration of information during play; these in turn may have significant developmental ramifications. 相似文献
4.
Lorene C. Quay 《Early education and development》1993,4(2):89-98
MANOVAs and ANOVAs were used to compare nonhandicapped children; low interacting children who were not diagnosed as handicapped; and children who were mildly retarded, behaviorally disordered, developmentally delayed, orthopedically handicapped, and speech impaired on social competence measures that included behavior observations and adult and peer ratings. Following significant ANOVAs, paired comparisons were made between each group and every other group. On several of the social competence measures, nonhandicapped and speech impaired children were superior to low interacting, behaviorally disordered, and developmentally delayed children. The other handicapped groups did not differ from the nonhandicapped or from one another, except that the orthopedically handicapped children had more social interactions than the low interactors did. 相似文献
5.
The peer relations of mildly delayed and nonhandicapped preschool children in mainstreamed playgroups 总被引：4，自引：0，他引：4
Previously unacquainted groups of normally developing and mildly developmentally delayed preschool-age boys (N = 64) were brought together to form a series of 8 mainstreamed playgroups. Each playgroup consisted of 3 normally developing 3-year-olds, 3 normally developing 4-year-olds, and 2 mildly developmentally delayed 4-year-olds. The delayed children were matched with the normally developing older group for chronological age and with the normally developing younger group for developmental level. Each playgroup operated 5 days per week for 2 hours per day for a 4-week period. During that time, the peer-related social and play interactions of each child were videotaped, and peer sociometric ratings were obtained at the completion of each playgroup. Analyses of social participation and individual social behavior measures revealed that the analogue playgroup setting was appropriate for evaluating peer interactions, as expected developmental patterns emerged despite the presence of children heterogeneous with respect to chronological age and developmental status. The existence of a deficit in peer-related social interactions for mildly delayed children was supported in this investigation--a deficit that could not be attributed to reputational factors, the unavailability of responsive peers, inadequate matching procedures, unusual sample characteristics, or similar factors. Selected observational measures, peer preference patterns during free play, and peer sociometric ratings also indicated that the delayed children were perceived to be less competent and of lower social status. However, despite their relative isolation, important developmental opportunities were available for mildly delayed children in the mainstreamed playgroups. Possible processes responsible for these outcomes were discussed. 相似文献
6.
《Early education and development》2013,24(2):89-91
MANOVAs and ANOVAs were used to compare nonhandicapped children; low interacting children who were not diagnosed as handicapped; and children who were mildly retarded, behaviorally disordered, developmentally delayed, orthopedically handicapped, and speech impaired on social competence measures that included behavior observations and adult and peer ratings. Following significant ANOVAs, paired comparisons were made between each group and every other group. On several of the social competence measures, nonhandicapped and speech impaired children were superior to low interacting, behaviorally disordered, and developmentally delayed children. The other handicapped groups did not differ from the nonhandicapped or from one another, except that the orthopedically handicapped children had more social interactions than the low interactors did. 相似文献
7.
Tedra A. Walden 《Child development》1996,67(5):2074-2085
This was an experimental study of the ability of adults to detect 1 social signal that is important in social interactions, children's glances or looks at their social partners. Adult judges were either parents of children with developmental delays, parents of nondelayed children, or nonparents with little experience with children. Each participant viewed 120 videotaped episodes in which very young children's looks (of 2 types, either a focus on parent's face or nonface focus) occurred or no looking occurred. Half the episodes featured children with documented developmental delays and half featured nondelayed children. Participants made judgments about the occurrence of a look in each episode and rated their confidence in each judgment. Participants made more accurate and quicker responses to social looks by children without than those with developmental delays. Accuracy effects were qualified by interactions with type of look. Participants were more confident of their judgments of looks for nondelayed toddlers than those with delays. Signal detection statistics indicated that looks of delayed toddlers were harder to identify and that judges set a more stringent criterion for responding to those looks. No effects of judges' level of experience with delayed or nondelayed children were found. Implications of these findings for social interaction involving individuals with developmental delays are discussed. 相似文献
8.
Michael J. Guralnick Robert T. Connor Brian Neville Mary A. Hammond 《Early education and development》2002,13(1):59-80
Mothers' perspectives of children's peer-related social development were obtained from matched groups of young children with developmental delays, communicative disorders, and typically developing children. Structured interviews elicited information on numerous issues including mothers' views of the importance of children's social skills development, rationales with respect to why children succeed or had difficulties on specific social tasks, and the socialization strategies mothers employ to promote children's peer-related social development. Mothers also reported on their efforts to arrange play with peers for their child and the degree to which they monitored that play. Results indicated that mothers rated children's social development as highly important, offered primarily internal rationales (e.g., traits, dispositions) for success or difficulties in achieving social tasks, and endorsed moderate and low power socialization strategies. Differences across the three groups were minimal. Mothers arranged play with peers least often for children with developmental delays and communication disorders, but monitored play more extensively for children with delays. These finding were discussed in terms of mothers adopting a developmental orientation to understand children's social development and their implications for maternal participation in peer competence intervention programs. 相似文献
9.
This paper describes the characteristics of thriving and failure to thrive (FTT) children and their mothers and examines the effect of short-term lay health visitor intervention in cases of nonorganic failure to thrive (NO FTT). Twenty-five FTT children and mothers received lay health visitor (LHV) intervention in addition to other community and medical treatment; 25 other FTT children and mothers did not receive the LHV intervention but did receive all other medical and community treatment. Twenty-five thriving children and mothers were matched with the FTT children and mothers in the LHV group on the child's age at intake, sex, birth weight, and the mother's age, ethnicity, and number of living children. At initial assessment, the FTT and thriving groups were found to be comparable on demographic factors, infant birth weight percentiles, apgar scores, complications of pregnancy or delivery, and separations in the newborn period. There were more premature births in the LHV group although the proportion of premature births for the FTT and thriving groups overall were similar. A majority of mothers in the FTT groups had negative memories of childhood in contrast to more positive memories in the thriving group. At initial assessment, the majority of thriving children were developmentally normal and had increased from their birth weight percentiles whereas all of the FTT children had decreased from their birthweight percentiles and over half were developmentally delayed. There were clear differences in mother-child interaction patterns in the thriving and FTT groups. Three patterns of interaction were identified in the FTT group: benign neglect, incoordination, and overt hostility. Intervention had no measurable effect on the child's weight, development, or interaction patterns. Only 8 of 37 FTT children reevaluated 6 months later showed "catch up" growth and only 7 had improved in developmental score category. Patterns of interaction were found to persist over the 6 months in all cases. One to three year follow-up of 44 families emphasized the severity of the condition and the need for differentiation of the severity of the disturbance in the mother-child relationship and for more intensive intervention than was available in this study. Of these 44 cases, 2 children had died, 5 had been physically abused or further neglected, and 10 were in alternative care arrangements. 相似文献
10.
Verna A. C. Van der Kooy-Hofland Adriana G. Bus Kathleen Roskos 《Reading and writing》2012,25(7):1479-1497
Living Letters is an adaptive game designed to promote children??s combining of how the proper name sounds with their knowledge of how the name looks. A randomized controlled trial (RCT) was used to experimentally test whether priming for attending to the sound-symbol relationship in the proper name can reduce the risk for developing reading problems in the first two grades of primary education. A Web-based computer program with more intensive practice than could be offered by teachers affords activities that prompt young children to pay attention to print as an object of investigation. The study focused on a sub-sample of 110 five-year-old Dutch children from 15 schools seriously delayed in code-related knowledge. Outcomes support the need for early remedial computer programs, and demonstrate that, without a brief but intensive treatment, more children from the at-risk group lack the capacity to benefit from beginning reading instruction in the early grades. With an early intervention in kindergarten, children with code-related skills delays gained about half a standard deviation on standardized tests at the end of grade 2. 相似文献
11.
Our initial study compared 15 normally- developing and 13 language- delayed four- and- five- year- olds on a range of phoneme awareness tasks differing in the degree of explicit linguistic analysis required. The language- delayed group performed more poorly than the normally- developing children, and there were significant group differences on several tasks. A significant interaction effect reflected the particular difficulty the language- delayed group had with the more explicit tasks. Follow- up testing suggests that group differences are maintained over time and that the language- delayed children perform more poorly than the normally- developing children on tests of decoding and spelling at the end of first grade. An intervention study, training phoneme awareness skills in language-delayed kindergarten children, was undertaken with a new group of subjects. Fourteen language- delayed children participated in 16 training sessions over eight weeks. Fourteen normal and 14 language- delayed children served as controls. Only the language- delayed training group made significant gains from pre- to posttraining measures. Following training, the language-delayed training group performed similarly to normal controls and significantly better than language- delayed controls whom they had matched before intervention. One year later, the language-delayed children who received training maintained their gains on phoneme analysis tasks and performed significantly better than the language-delayed controls on reading measures. Educational implications are discussed. 相似文献
12.
Community Childcare Providers’ Role in the Early Detection of Autism Spectrum Disorders 总被引：1，自引：0，他引：1
The first few years of life represent a crucial period for optimal brain development for young children. Therefore, it is
important to identify children at-risk for developmental delays, including autism spectrum disorders, at the earliest age
possible. An argument for utilizing community childcare providers for universal developmental screening is presented along
with suggestions for assessment tool selection and a model for developmental monitoring in community childcare settings. 相似文献
13.
H P Martin 《Child abuse & neglect》1984,8(2):255-260
The need for direct services to infants at risk for abuse or neglect is addressed, with an emphasis on the advantages to the child of the integration of various modalities of treatment. The expertise of professionals who work with infants and young children in therapeutic and stimulation programs is required. Their experience also underscores the need for direct intervention in the parent-child interaction process. The developmental line of mastery and competence is reviewed with highlights of how this may be derailed in the at-risk infant. Finally, two suggestions are developed: that empathy might be taught to parents through an educational mode and that surrogate parenting, part-time, might be implemented routinely with mistreated children, at-risk infants, and perhaps for all infants. 相似文献
14.
Few objective measures of the efficacy of intervention programs in the treatment of child abuse exist. One such measure may be improvement in the developmental delays often seen in abused children. Using the Learning Assessment Profile, we tested 53 abused children, ages 2.5-5 years, just before and after involvement in our Family Development Center Program (FDC). The FDC emphasizes therapy-group-interaction for parents, where alternative ways of expressing anger are explored. Children attend daily preschool classes, and take occasional outside field trips. Of the 53 children tested 42 (79%) showed greater than expected developmental skills gains. Six children demonstrated no improvement in developmental skills, four of whom had severe developmental delays in one or two areas. Fine motor and language skills were significantly delayed for the group as a whole; these areas showed the greatest improvement after FDC. There did not appear to be an overall association between increased improvement in developmental skills and length of time in the FDC program, although certain subgroups of children appeared to improve with time while others appeared to lose ground. A five-year follow-up study of these children is presently underway. We conclude that a program which involves both parent and child, and focuses on their interaction, appears to be effective in dealing with abusive families; monitoring developmental levels in the abused children is one means of assessing their progress in such a program. Further controlled prospective trials are needed in this area. 相似文献
15.
The study objective was to examine the likelihood and magnitude of child abuse and neglect (CAN) re-reports for young children (0–71 months) with delays in cognitive, language, and adaptive development, compared to typically developing children. The National Survey of Child and Adolescent Well-Being (NSCAW II), a nationally representative and longitudinal survey, was used to examine CAN re-reports at two follow-up waves, 18- and 36-months post baseline assessments. Logistic regression models were employed to determine the correlation between number of developmental delays and a CAN re-report at waves 2 and 3. Results indicate that children with three or more domains of delays had odds 4.73 times higher than children without developmental delays of re-report to CPS at wave 2 but not at wave 3. In this study, children with multiple developmental delays have elevated rates of CAN re-reports when compared to typically developing children. Allocation of child welfare resources should include strategies for preventing maltreatment risk among children with developmental delays. 相似文献
16.
17.
Developmental education for parents of delayed infants: effects on parental motivation and children's development 总被引：1，自引：0，他引：1
This study compared the effectiveness of developmental education for parents with parent education in child management and with a no-education control condition in motivating parents to participate in home treatment programs for developmentally delayed infants. 39 delayed infants, matched for age and severity of delay, and their families were randomly assigned to the 3 treatment groups. The subsequent differential effectiveness of home treatment programs, in terms of the infants' developmental gains, was then examined. Results indicated that the children in the developmental education group gained a greater number of skills, and their parents participated more in the assigned home treatment programs than did parents in the other 2 groups. At follow-up approximately 1 year later, parents who received developmental education continued to participate more than the other parents in their child's treatment program. Developmental education appears to enable parents to discriminate small developmental gains, facilitating the intrinsic motivation involved in working with their children. 相似文献
18.
Operant responses are often weakened when delays are imposed between the responses and reinforcers. We examined what happens
when delayed reinforcers were contingent upon operant responsevariability. Three groups of rats were rewarded for varying their response sequences, with one group rewarded for high variability, another
for middle, and the third for low levels. Consistent with many reports in the literature, responding slowed significantly
in all groups as delays were lengthened. Consistent with other reports, large differences in variability were maintained across
the three groups despite the delays. Reinforced variability appears to be relatively immune to disruption by such things as
delays, response slowing, prefeeding, and noncontingent reinforcement. Furthermore, the small effects on variability depended
on baseline levels: As delays lengthened, variability increased in the low group, was statistically unchanged in the middle
group, and decreased in the high group, an interaction similar to that reported previously when reinforcement frequencies
were lowered. Thus, variable operant responding is controlled by reinforcement contingencies, but sometimes differently than
more commonly studied repetitive responding. 相似文献
19.
《Early education and development》2013,24(4):266-278
The relationship between parent-rated behavior problems based on the Preschool Behavior Questionnaire (PBQ) and the peer relations of nonhandicapped and mildly developmentally delayed preschool children was examined in this study. Measures of the peer-related social interactions of 3- and 4-year-old nonhandicapped children and a 4-year-old developmentally delayed group were obtained as children participated in a series of specially designed playgroups. Correlations with scores for the behavior problem dimensions obtained from the PBQ with social interaction and negative relationship peer interaction factors revealed significant relationships only for the nonhandicapped 4-year-old children. Children rated by their mothers as high on the Hostile-Aggressive, Anxiety-Fearful, and Total Behavior Disturbed dimensions were less socially interactive with peers and received higher negative relationship scores than children with lower ratings. 相似文献
20.
The relationship between parent-rated behavior problems based on the Preschool Behavior Questionnaire (PBQ) and the peer relations of nonhandicapped and mildly developmentally delayed preschool children was examined in this study. Measures of the peer-related social interactions of 3- and 4-year-old nonhandicapped children and a 4-year-old developmentally delayed group were obtained as children participated in a series of specially designed playgroups. Correlations with scores for the behavior problem dimensions obtained from the PBQ with social interaction and negative relationship peer interaction factors revealed significant relationships only for the nonhandicapped 4-year-old children. Children rated by their mothers as high on the Hostile-Aggressive, Anxiety-Fearful, and Total Behavior Disturbed dimensions were less socially interactive with peers and received higher negative relationship scores than children with lower ratings. 相似文献