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ERIC Number: ED190265
Record Type: RIE
Publication Date: 1980-Mar
Pages: 70
Abstractor: N/A
Reference Count: 0
Developmental Assessment Based on a Structural Stage Model of Early Communication Development: Some Theoretical, Methodological and Practical Issues.
Seibert, Jeffrey M.
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)
Publication Type: Opinion Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Mailman Center for Child Development, Miami, FL.
Note: An earlier version of this paper was presented at the Annual Gatlinburg Conference on Research in Mental Retardation and Developmental Disabilities (13th, Gatlinburg, TN, March 1980).