ERIC Number: ED208608
Record Type: RIE
Publication Date: 1981-Mar
A Comparative Profile of Preschool Handicapped Children Who Profitted from Early Identification and Intervention.
The study investigated the relationship between characteristics of 35 preschool handicapped children and their developmental gains in an early intervention program. The specific characteristics that were examined included age at intervention, length of intervention, socioeconomic status, first born as compared to all other ordinal positions in birth, race, one or two children in a family versus three or more, sex, intact homes versus broken homes, and severity of handicapping conditions. The developmental areas that were measured included personal-social, gross motor, fine motor, language, and perceptuo-cognitive. The following results were significant at the .05 level: low socioeconomic level children made significantly larger gains on gross motor skills than middle to high socioeconomic level children; Black children made significantly larger gains than White children on the gross motor, language, and perceptuo-cognitive subscales; and boys made significantly larger gains than girls on gross motor and fine motor skills. No significant differences were obtained on the relationship of the other child characteristics and developmental gain. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Eastern Educational Research Association (Philadelphia, PA, March 13, 1981).