ERIC Number: ED204941
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Training Sensorimotor Period and Language Skills with Severely Retarded Children.
Kahn, James V.
The study investigated whether training in object permanence and/or means-end followed by a language training program will result in the learning of more language (as measured by number of words and syntactic complexity) than the language training program alone with 32 profoundly retarded children (3 to 10 years old). Secondary goals included determining which of the cognitive training programs is most easily learned, which of the cognitive training programs leads to the most effective learning of language, which of the cognitive training programs has the most transfer to other types of sensorimotor period intelligence, and which, if any, of the cognitive training programs results in the reduction of, or the advancement through a sequence of, circular reactions. Ss were divided into four groups--two groups receiving cognitive training followed by language training, a group receiving just language training, and a control group. Results from the second year of the 3 year study indicated that both of the cognitive training procedures have prepared the majority of the children in those conditions to learn some speech. Ss in the language training only group have not achieved as much as Ss who received either object permanence or means-end training first. (SB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Illinois State Dept. of Mental Health and Developmental Disabilities, Springfield.
Authoring Institution: Illinois Univ., Chicago. Chicago Circle Campus.
Note: Paper presented at the Annual International Convention of The Council for Exceptional Children (59th, New York, NY, April, 1981, Session A-2).