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ERIC Number: EJ854423
Record Type: Journal
Publication Date: 2008-Dec
Pages: 9
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0312-5033
The Social Attention Skills of Preschool Children with an Intellectual Disability and Children with a Hearing Loss
Bortoli, Anna M.; Brown, P. Margaret
Australian Journal of Early Childhood, v33 n4 p25-33 Dec 2008
Thirty preschool children (10 typically developing, 10 intellectually disabled and 10 hearing impaired) were videotaped during play. Data was collected for each participant group, covering the number, length and nature of social engagement opportunities (SEOs) and the children's attentional states during SEOs. The typically developing group had SEOs of longer duration than did the children with an intellectual disability, although not significantly longer than those of the group with a hearing impairment. The children with intellectual disability were more frequently disengaged during SEOs. The typical group's SEOs were more visual and interactive than those of the other two groups. The typically developing group was more attentive than the group with a hearing impairment, and was more likely to display aware-alert and sustained attention than were the two disability groups. For higher-order attentional states, the typically developing group was more likely to achieve focused and divided attention than was the hearing impaired group, which was more likely to exhibit these states than was the group with an intellectual disability. (Contains 5 tables and 1 figure.)
Early Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail: publishing@earlychildhood.org.au; Web site: http://www.earlychildhoodaustralia.org.au
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A