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Bruce, Susan M. – International Journal of Disability, Development and Education, 2005
Most children who are congenitally deafblind are severely delayed in their communication development and many will not achieve symbolic understanding and expression. This article discusses developmental markers cited in the research literature as predictive of or facilitative of the development of symbolism. These markers include the growth toward…
Descriptors: Symbolic Learning, Cues, Object Permanence, Communication Disorders
Peer reviewed
Cuskelly, Monica; Zhang, Airong; Hayes, Alan – International Journal of Disability, Development and Education, 2003
The performance of 25 children with Down syndrome (DS) on delay of gratification tasks was compared with that of mental age-matched typically developing children. DS children were significantly less able to delay gratification on two of the three tasks. Results raise questions about using mental age as the method for matching children with DS and…
Descriptors: Delay of Gratification, Down Syndrome, Early Childhood Education, Elementary Education
Peer reviewed
Roberts, Clare; Mazzucchelli, Trevor; Taylor, Kelly; Reid, Rosine – International Journal of Disability, Development and Education, 2003
This article makes the case for early intervention with young children with both developmental and behavioral problems. It cites intervention research that supports the effectiveness of parent management training and the use of applied behavior analysis, but recognizes the need for randomized controlled trials with adequate follow-up and…
Descriptors: Behavior Modification, Behavior Problems, Developmental Disabilities, Early Childhood Education
Couzens, Donna; Cuskelly, Monica; Jobling, Anne – International Journal of Disability Development and Education, 2004
Stanford Binet: Fourth Edition (SB:IV) assessments have been collected longitudinally for 195 individuals with Down syndrome. This article discusses individual assessments which were selected for their ability to highlight major concerns that practitioners need to consider when interpreting intelligence test scores with this population. In this…
Descriptors: Down Syndrome, Intelligence, Intelligence Quotient, Intelligence Tests
Daniels, Harry – International Journal of Disability Development and Education, 2004
In this article I will discuss the route by which I came to work with Cultural Historical Activity Theory (CHAT). The brief tracing of my own biography will highlight theoretical and methodological milestones. I will then discuss my current work, with colleagues, on approaches to investigating and improving the learning of professionals who are…
Descriptors: Learning Theories, Social Isolation, Professional Development, Research Methodology
Elbers, Ed – International Journal of Disability Development and Education, 2004
Developmental research and educational practice involve conversations between children and adults. The conversational aspects of these situations have rarely been occasions for reflection. Discrepancies between the child's expectations and the adult's intentions can lead to misunderstanding, for example, at school or during a research interview.…
Descriptors: Teaching Methods, Interpersonal Communication, Play, Educational Research
Elliott, Julian – International Journal of Disability Development and Education, 2004
Noting the attractions of self-report questionnaires and surveys to those engaged in educational research, this article discusses some of the problems that can arise from their injudicious use. It is argued that the potentially misleading nature of findings from such approaches is particularly highlighted when mixed methodologies are employed.…
Descriptors: Educational Research, Research Programs, Research Methodology, Locus of Control