Literaturnachweis - Detailanzeige
| Autor/in | Seibert, Jeffrey M. |
|---|---|
| Institution | Mailman Center for Child Development, Miami, FL. |
| Titel | Developmental Assessment Based on a Structural Stage Model of Early Communication Development: Some Theoretical, Methodological and Practical Issues. |
| Quelle | (1980), (70 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Cognitive Development; Communication Skills; Developmental Stages; Disabilities; Infants; Intervention; Models; Norm Referenced Tests; Rating Scales; Social Development; Theories |
| Abstract | A cognitive, theory-based assessment-intervention model of social-communicative development and research to validate the model are described in this document. The model is neo-Piagetian in that it assumes that social-communicative skills are structured by cognitive skills and that these skills follow a five level sequence of stages. The assessment instrument component of the model which reflects this sequential structure, is directed at three major problems associated with readiness to acquire a rule-governed language system: (1) gaining attention to oneself; (2) directing attention to an object; and (3) regulating another's behavior to achieve a desired goal. A sample of 39 handicapped children ranging in age from 8 to 42 months was assessed using both object and social-communication scales, as well as the Bayley Motor and Mental Scales. Chronological age (CA) was only modestly correlated with both the object measures and the social communication measures. A low correlation was found between physical age and communication level and a strong relation was found between object scores and social-communication scores. These results indicate, as predicted, that developments in the object and communication domains are related in a structural way that is distinct from a more general developmental function reflected in CA. A series of other analyses lend further support to this conclusion. The model and these results are discussed in terms of implications for intervention. (Author/SS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
