Cognitive and Language Development of Preschool Multiply Handicapped Children.

Autor/inn/en	Myers, Collin A.; Safford, Philip L.
Titel	Cognitive and Language Development of Preschool Multiply Handicapped Children.
Quelle	(1980), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cerebral Palsy; Cognitive Ability; Exceptional Child Research; Language Acquisition; Multiple Disabilities; Neurological Impairments; Performance Factors; Preschool Children + Suchen Sie Ihr Suchwort? Hirnlähmung; Denkfähigkeit; Sprachaneignung; Spracherwerb; Multiple disability; Mehrfachbehinderung; Neurodegenerative Erkrankung; Leistungsindikator; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The descriptive study explored the cognitive and linguistic performances of 63 multiply handicapped preschool children (ages 37 to 71 months). Five measures, such as the Peabody Picture Vocabulary Test, were used to assess the Ss, who were classified in one of three groups (cerebral palsied, other neurologically impaired, nonneurologically impaired). Findings revealed that the three classifications did not differ in performance on any of the measures selected. Among differences between the experimental group and nonhandicapped children were lower performance on the language saturated test of cognitive function and a receptive language measure of noun and action concepts. The Preschool Preposition Test and five tables of research data are appended. (PHR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01