ERIC Number: ED196199
Record Type: RIE
Publication Date: 1979-Jul
Diagnostic and Comparative Study of Fundamental Communication Skills in Young Retarded and Nonretarded Children. Final Report.
Blacher-Dixon, Jan; And Others
A study involving 39 retarded (24 to 92 months old) and 61 nonretarded (18 to 54 months old) children was designed to determine what fundamental social cognitive skills young retarded children possess, to describe the characteristics and developmental factors of such skills, and to determine whether previous findings on the development of these skills in young nonretarded children are replicable in a broader socioeconomic sample. Using teachers as informants, a social age and social quotient was obtained for all children from the Vineland Social Maturity Scale. A teacher estimation of each child's social maturity was also obtained. Each child was administered 23 communication tasks which were essentially nonverbal and involved three skill domains: percept production, or the ability to produce a visual percept for another person, i.e., showing; percept deprivation, or the ability to remove a visual percept from another person, i.e., hiding; and percept diagnosis, or the ability to determine what another person was attending to visually. Findings indicated that young retarded children are aware of other people's acts and abilities. Appendixes include a summary of social intelligence measures, a skills checklist, a description of tasks and procedures, a sample communication tasks protocol, and tables showing strategies of Ss. (SBH)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.
Note: Print is small and variable in parts. May be marginally legible.