ABSTRACT
Child-driven and transactional models of child-family interactions were tested with 80 children who had developmental delays and their families. Children's cognitive competence, personal-social competence, behavior and communication "hassle," and family accommodations to the children were assessed at child ages 3, 7, and 11. Accommodations were summarized as internal (within the family) and external (use of outside resources) intensity and types. Results indicate that the longitudinal relationships between children's cognitive competence, personal-social competence, behavior and communication hassle, and family accommodations are best explained by a child-driven model. Implications for early intervention and for the need to consider both child and family outcomes are discussed.
Subject(s)
Communication , Developmental Disabilities/psychology , Parent-Child Relations , Social Behavior , Child , Child Behavior Disorders/diagnosis , Child Behavior Disorders/psychology , Child Behavior Disorders/therapy , Child, Preschool , Cost of Illness , Developmental Disabilities/diagnosis , Developmental Disabilities/therapy , Early Intervention, Educational , Female , Follow-Up Studies , Humans , Internal-External Control , Language Development Disorders/diagnosis , Language Development Disorders/psychology , Language Development Disorders/therapy , Male , Parenting/psychologyABSTRACT
Cognitive and family data on 82 children with developmental delays were collected in an 8-year longitudinal study. Child measures included the Gesell and the UCLA Temperament Scale administered at child age 3 and the Stanford Binet, administered at child ages 6 and 11. Family measures included SES, level of maternal education, and factor scores reflecting family accommodation or adaptation at the three time points. Although cognitive scores for the group were stable, use of a random coefficient regression technique documented differences in the decline of cognitive scores over time. Examination of change scores identified increasing, stable, and decreasing patterns of change. There were significant correlations between change in IQ, entering DQ, and Easy and Difficult temperaments.
Subject(s)
Cognition Disorders/diagnosis , Developmental Disabilities/diagnosis , Intellectual Disability/diagnosis , Child , Child, Preschool , Cognition Disorders/psychology , Cohort Studies , Developmental Disabilities/psychology , Female , Humans , Intellectual Disability/psychology , Intelligence , Longitudinal Studies , Male , Personality Assessment , Prospective Studies , Psychometrics , Stanford-Binet Test/statistics & numerical data , TemperamentSubject(s)
Educational Status , Learning Disabilities/etiology , Child , Child Behavior , Child, Preschool , Developmental Disabilities/etiology , Developmental Disabilities/psychology , Female , Humans , Infant, Newborn , Infant, Newborn, Diseases , Learning Disabilities/psychology , Longitudinal Studies , Male , Prognosis , Prospective Studies , Sex FactorsABSTRACT
A prospective longitudinal study of the development of children with delays of unknown etiology yielded data on the stability of cognitive performance over a 6-year period. Mean age at entry was 34.2 months; mean age at exit, 109.7 months. Data reported in the present article were based on assessments using the Gesell Developmental Schedules and the Stanford-Binet Intelligence Scale. For the group as a whole, the means of the test scores over time were remarkably stable. The stability of test scores appeared to be related to the level of functioning at entry, with those children with the highest development quotients at entry making the most progress over time.
Subject(s)
Cognition , Developmental Disabilities/psychology , Female , Humans , Infant , Intelligence , Longitudinal Studies , Male , PrognosisSubject(s)
Disabled Persons/psychology , Education, Special , Peer Group , Personality , Temperament , Child, Preschool , Education of Intellectually Disabled , Female , Humans , Individuality , MaleSubject(s)
Learning Disabilities/therapy , Optometry/methods , Visual Perception , Achievement , Adolescent , Child , Child, Preschool , Dyslexia/therapy , Eye Movements , Humans , Learning Disabilities/etiology , Myopia/therapy , Psychomotor Performance , Vision Disorders/complications , Vision, OcularABSTRACT
Findings from a series of studies of the educational implications of children's temperament patterns are summarized. This research has been guided by three hypotheses: (1) that there are real individual differences among children in behavioural styles or temperament; (2) that individual variations in children's patterns of temperament influence the nature of their interpersonal interactions; and (3) that perceived variations in temperament become especially powerful influences on adults' decisions when children are handicapped or at risk. Based on these assumptions, the study of temperament has followed two primary lines of research. in the first we have attempted to delineate the hypothesized link between perceived temperament variations and teachers' educational decisions. In the second we have attempted to determine the influence of perceived temperament variations on children's personal-social competence within intervention settings. Findings support a relationship between children's temperament and their achievement and adjustment in school. Temperament was related to measures of children's academic performance and to teachers' perceptions of other aspects of children's school adjustment. Further, teachers' ratings of children's temperament were related to their classroom management decisions. The results suggest that teachers' responses to children in the classroom are mediated by their perceptions of the children's temperament.
Subject(s)
Personality , Teaching , Temperament , Child , Child Behavior , Child, Preschool , Decision Making , Female , Humans , Intelligence , Interpersonal Relations , Male , Psychology, Child , Social AdjustmentSubject(s)
Learning Disabilities , Research , Adolescent , Adult , Child , Child, Preschool , Female , Humans , Learning Disabilities/diagnosis , MaleABSTRACT
Seventy-three educationally handicapped (EH) and 78 regular class, normally achieving (NA) boys grades 3-8 were tested with a series of measures selected to test three components of attention: coming to attention, decision making, and maintaining attention over time. EH and NA samples were subdivided into three gropus by grade level (grades 3-4, 5-6, and 7-8). Based on a teacher-completed behavioral check list, the EH group was further subdivided according to pupils perceived by teachers as hyperactive or nonhyperactive. With the exception of the youngest group, EH and NA samples did not differ from each other on CA, but regular class boys had slightly higher IQs and better reading scores than did their EH peers; EH hyperactives and EH nonhyperactives differed significantly on reading scores, the difference favoring the nonhyperactives. All pupils were individually administered the Children's Embedded Figures Test (CEFT), the Matching Familiar Figures Test (MFFT), and the Children's Checking Task (CCT), the last designed specifically to assess ability to maintain attention over time. EH pupils did not function as efficiently or as accurately on the attentional tasks as did their normally achieving age peers. Significant differences between EH and NA samples were found for CEFT and MFFT errors, as well as for CCT errors of omission and commission. Analyses of the EH group according to hyperactive--nonhyperactive status were for the most part nonsignificant. Correlational analyses yielded low but statistically significant relationships among the attentional measures, but nonsignificant relationships between IQ and the attentional test scores. Findings were consistent with the interpretation that the three hypothesized components of attention are partially independent and thus may have differential influence on pupils performance in school.
Subject(s)
Attention , Learning Disabilities/diagnosis , Child , Child Behavior Disorders/diagnosis , Humans , Male , Psychiatric Status Rating Scales , Time FactorsABSTRACT
Three techniques for assessment of field-independence-dependence were found feasible and appropriate for use with primary grade children in a school setting. Ss were readily able to understand directions and to manage the apparatus. They appeared interested and highly motivated to perform well. Findings must be interpreted cautiously, however. Small size of samples, especially in the test-retest reliability analyses, makes generalizability limited. Importantly, too, strength of relationship between the three measures varied; r between the two rod-and-frame techniques was statistically significant, but only the Nickel apparatus related significantly to the Children's Embedded-figures Test. Questions must be raised as to the comparability of techniques in assessment of field-independence-dependence, at least for primary grade children. Finally, these Ss were from middle socioeconomic backgrounds and were pupils in a stable and achievement-oriented school. Feasibility of using the techniques with children from markedly different social and economic backgrounds is uncertain.
