ED 090 722 TITLE INSTITUTION SPONS AGENCY PUB DATE NOTE AVAILABLE FROM EDRS PRICE DESCRIPTORS DOCUMENT RESUME EC 061 764 Indentification and Intervention of Handicaps in Early Childhood; A Selective Bibliography. Exceptional Child Bibliography Series No. 606. Council for Exceptional Children, Reston, Va. Information Center on Exceptional Children. Bureau of Education for the Handicapped (DHEW/OE), Washington, D.C. Nov 73 22p. Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091 MP-$0.75 HC-$1.50 PLUS POSTAGE Abstracts; Annotated Bibliographies; *Early Childhood; *Exceptional Child Education; *Handicapped Children; *Identification; *Intervention ABSTRACT The annotated bibliography on identification and intervention of handicaps in early childhood contains approximately 85 abstracts aid associated indexing information for documents selected from the computer file of the Council for Exceptional Childrenls Information Center and published from 1958 to 1973. It is explained that the abstracts were chosen according to criteria of availability of document to user, current applicability, information value, author reputation, and classical content. Preliminary information explains how to read the abstract (a sample abstract-is included for identification of abstract parts), how to use the author and subject indexes, how to order documents through the Educational Resources Information Center Reproduction Service, and how to order "Exceptional Child Education Abstracts" in which the abstracts were originally published. Also provided are a list of terms searched to compile the bibliography and a list of journals from which articles were abstracted. References included treat aspects such as preschool curriculum, prevention of learning disabilities, screening programs, and intervention programs. (DB)
Transcript
ED 090 722
TITLE
INSTITUTION
SPONS AGENCY
PUB DATENOTEAVAILABLE FROM
EDRS PRICEDESCRIPTORS
DOCUMENT RESUME
EC 061 764
Indentification and Intervention of Handicaps inEarly Childhood; A Selective Bibliography.Exceptional Child Bibliography Series No. 606.Council for Exceptional Children, Reston, Va.Information Center on Exceptional Children.Bureau of Education for the Handicapped (DHEW/OE),Washington, D.C.Nov 7322p.Council for Exceptional Children, 1920 AssociationDrive, Reston, Virginia 22091
ABSTRACTThe annotated bibliography on identification and
intervention of handicaps in early childhood contains approximately85 abstracts aid associated indexing information for documentsselected from the computer file of the Council for ExceptionalChildrenls Information Center and published from 1958 to 1973. It isexplained that the abstracts were chosen according to criteria ofavailability of document to user, current applicability, informationvalue, author reputation, and classical content. Preliminaryinformation explains how to read the abstract (a sample abstract-isincluded for identification of abstract parts), how to use the authorand subject indexes, how to order documents through the EducationalResources Information Center Reproduction Service, and how to order"Exceptional Child Education Abstracts" in which the abstracts wereoriginally published. Also provided are a list of terms searched tocompile the bibliography and a list of journals from which articleswere abstracted. References included treat aspects such as preschoolcurriculum, prevention of learning disabilities, screening programs,and intervention programs. (DB)
US DEPARTMENTOF HEALTH.EDUCATION &WELFARENATIONAL INSTITUTE OF
EOUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OF FICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY
IDENTIFICATION ANDINTERVENTION OF HANDICAPS
IN EARLY CHILDHOOD
A Selective Bibliography
November, 1973
CEC Information Center on Exceptional ChildrenAn ERIC Clearinghouse
The Council for Exceptional Children1920 Association DriveReston, Virginia 22091
Exceptional Child Bibliography Series No. 606
The work presented or reported herein was performed pursuant to a grant from the Bureau ofEducation for the Handicapped, US Office of Education, Department of Health, Education, andWelfare. However, the opinions expressed herein do not necessarily reflect the position or policyof the US Office of Education and no official endorsement by the US Office of Education shouldbe inferred.
The CEC Information Center on Exceptional ChildrenWith a grant from the US Office of Education, the CEC Information Center was established at The Council for Exceptional
Children to serve as a comprehensive source of information on research, instructional materials, programs, administration,teacher education, methods, curriculum, etc. for the field of special education. The Center functions as the Clearinghouse on
eptional Children in the Educational Resources Information Centers (ERIC) program and also as a member center in theSpecial Education IMCIRMC Network. In addition, the CEC Center's program includes a commitment to a concentrated efforttowards the development of products which will interpret research results into educational methods and practices.
How to Use This BibliographyThe Exceptional Child Bibliography Series was initiated by the CEC Information Center to answer the need for rapid re-
sponses to specific requests for information. The volume of information requests received by the Center is analyzed and usedas a guide in preparing special topic bibliographies in the field of exceptional child education. Abstracts contained in the biblio-graphies are drawn from the computer file of abstracts which represents the CEC Information Center's complete holdings as ofthe date indicated on each bibliography.
Selective editing by Information Specialists is performed on each bibliography. From the total number of abstracts drawnfrom the file on a particular topic, selection is made of only those judged to best meet the following criteria: availability of thedocument to the user, currency, information value, author's reputation, and classical content. The number of abstracts selectedto appear in a bibliography may vary from one to 100, depending on the amount of suitable information available. Updating ofbibliographies as new material becomes available is accomplished when the volume of new material reaches 25 percent of pres-ently available material on a given topic.
How to Read the AbstractEach abstract contains three sections- bibliographic data, descriptors, and a summary of the document. The bibliographic
section provides the document's identifying number (ED andlor EC), publication date, author, title, source, and availability.The descriptors indicate the subjects with which a document deals. The summary provides a comprehensive overview of thedocument's contents and in some cases document availability is announced here.
How to Use the IndexesSome bibliographies in Exceptional Children Bibliography Series contain author andlor subject indexes. In these bibliogra-
phies, readers seeking work on a specific aspect of the general topic may consult the subject index to be referred to specific ab-stract numbers. Abstracts dealing with several topics may be identified by finding the same abstract number under two or moresubjects in the subject index.
How to Purchase DocumentsDocuments with an ED number and EDRS availability indicated may be purchased from the ERIC Document Reproduction
Service (EDRS). For your convenience an order form is provided on the back cover of thii bibliography.
Abstracts appearing in the bibliographies have also been published in Exceptional Child Education Abstracts, the quarterlyabstract publication of the Council for Exceptional Children. Approximately 730 abstracts covering the broad range of excep-tionality appear in each issue. (Subscription order form below.)
(Make checks payable to) EXCEPTIONAL CHILD EDUCATION ABSTRACTS The Council for Exceptional Children1920 Association Drive, Reston, Virginia 22091
Please enter nay order for subscription(s) to Exceptional Child Education Abstracts. &Kt mow AvailableVotutne I (S Issues)Institutional Subscriptions Vol. IV (4 issues) $50 Wm* U (4 Wets)Supplementary Subscriptions (will be shipped to address below)$25 each Volum* III (4 Issues)
Back Volumes for Institutions$40 eachEligible for Individual subscriptions-335 each Eligible for individual CEC member rate $25 each
Back Volumes for individual subscribers$$5 each Back Volumes for CEC members $2S each0 Check enclosed 0 Please bill me My P.O. No. is
I want information on ECEA and other CEC publications
Institution
Name
Address
SW* Zip
Clearinghouse accession number
Publication date
Author(s)
Sample Abstract Entry
Abstract number used in indexes
ERIC accessionnumber. Use thisnumber when orderingmicrofiche and hard copy
Title Number of pages. Use thisfigure to compute cost ofhard copy.
EDRS mf, heindicates document is availablein microfiche and hard copy.*
Indexing terms used to retrieve information on Identification and Intervention of Handicaps in Early Childhood fromthe Center's computer file of abstracts are listed alphabetically below:
InfancyInfant BehaviorInfant Development ResearchInfantile Cerebral ParalysisInfantsPremature Infants
JOURNALS USED
Abstracts of articles from the following periodicals appear in this bibliography:
Academic Therapy, 1539 Fourth Street, San Rafael, California 94901
American Annals of the Deaf, 5034 Wisconsin Avenue, Washington, D.C. 20016
American Education, U.S. Government Printing Office, Washington, D.C. 20014
American Journal of Mental Deficiency, 49 Sheridan Avenue, Albany, New York 12210
American Journal of Occupational Therapy, 6000 Executive Boulevard, Suite 200, Rockville, Maryland 20852
American Journal of Orthopsychology, 1790 Broadway, New York, New York 10019
Child Development, University of Chicago Press, 5801 Ellis Avenue, Chicago, Illinois 60637
Child Psychiatry and Human Development, 2852 Broadway & Morningside Streets, New York, New York 10025
Child Welfare, Child Welfare League of America, Inc., 67 Irving Place, New York, New York 10003
Children Today, Superintendent of Documents, G.P.0 , Washington, D.C. 20402
Children's House, P.O. Box 111, Caldwell, New Jersey 07006
Educate, 33 West 60th Street, New York, New York 10023
Education of the Visually Handicapped, 1604 Spruce Street, Philadelphia, Pennsylvania 19103
Educational Horizons, 2000 East 8th Street, Bloomington, Indiana 47401
Exceptional Children, 1920 Association Drive, Reston, Virginia 22091
Inter-Clinic Information Bulletin, 317 E. 34th Street, New York, New York 10016
Journal of the American Optometric Association, 7000 Chippewa Street, St. Louis, Missouri 63119
Journal of Auditory Research, Box N, Groton, Connecticut 06140
Journal of Autism and Childhood Schizophrenia, Script Publishing Co., 1511 K Street, N.W., Washington, D.C. 2000SJournal of Child Psychology and Psychiatry, Maxwell House, Fairview Park, Elmsford, New York 10523Journal of Nervous and Mental Disease, 428 E. Preston Street, Baltimore, loaryland 21202Journal of Psychology, 2 Commercial Street, Provincetown, Massachusetts 02657Journal of Speech and Hearing Disorders, 9030 Old Georgetown Road, Washington, D.C. 20014Journal of Speech and Hearing Research, 9030 Old Georgetown Road, Washington, D.C. 20014Mental Retardation, 49 Sheridan Avenue, Albany, New York 12210Merrill-Palmer Quarterly, 71 East Ferry Avenue, Detroit, Michigan 48202
New Outlook for the Blind, American Fokindation for the Blind, 15 W. 16th Street, New York, New York 10011Pediatrics, American Academy of Pediatrics, Evanston, Illinois 60204
Psychology in the Schools, 4 Conant Square, Brandon, Vermont 05733Rehabilitation Literature, 2023 West Ogden Avenue, Chicago, Illinois 60612
Rehabilitation Teacher, National Braille Press, Inc., 88 St. Stephen Street, Batson, Massachusetts 02115Sight Saving Review, 79 Midison Avenue, New York, New York 10016Slow-Learning Child, Librarian Serials Section Main Library, U. of Queensland, St. Lucia, Bristone, AUSTRALIA 4067Volta Rev .ew, 1537 35th Street, N.W., Washington, D.C. 20007
The abstracts in this bibliography were selected from Exceptional Child Education Abstracts, Volumes IV, No. 2.
Preschool Programs for the Education of the Handicapped
Summary Report
Increasingly in recent years, the states are altering their special education laws to, in some states, require that educationbe provided to preschool children while in others, to encourage the development of such programs. In the process ofcreating these programs, five legal mechanisms are used. These are summarized below and followed by a listing of the _taleswhich fall into each category. Some states use more than one mechanism..
1. Preschool education must be provided to handicapped children if it is provided to other children in the publicschools - Pennsylvania, Masrichusetts.
2. Preschool education program time be provided to all handicapped children - Illinois, Oklahoma. Preschool educationmust be providld if it is included in the state plan Texas, Kentucky.
3. Preschool education programs must be provided if pre-established conditions are met.
a. Programs must be provided if they are critical to a child's achieving later educational success - Connecticut,Maryland.
b. Programs must be provided if a petition is presented to the local district on behalf of five or more handicappedchildren. If ther are ten or more such children, a petition is not needed and programs must be provided - Louisiana, Montana.(In Montana, the petition can be presented on behalf of four children and the children can be counted from birth on.)
c. Programs must be provided "wherever practicable" from age 4 - Delaware.
4. Preschool programs may be provided strictly as a local option with no state aid to children below age 5 Utah.
5. Preschool programs may be provided for all handicapped children beginning:
a. At age 3 - California, Florida, Georgia, West Virginia, Rhode Island, and Indiana.
b. At age 3 for specified disabilities - Colorado (physically handicapped), Nevada (physically handicapped,mentally retarded), Ohio deaf, blind).
c. At age 4 - Tennessee
d. At age 4 for specific learning disabilities Minnesota (deaf, blind, physically handicapped, speech defective),New Hampshire (deaf).
e. At age 2 Oklahoma (hearing handicapped, visually handicapped).
f. At birth - Vermont, Virginia, Washington, Wisconsin, South Dakota, Nebraska, New Jersey, Idaho, Iowa,Kansas, North Carolina, Oregon, Mississippi, and Michigan.
g. At birth for specific disabilities - Nevada (aurally handicapped), Maine (speech handicapped).
6. The remaining 12 states have no provisions for pre-school education for handicapped children: Alabama, Arizona,Arkansas, District of Columbia, Hawaii, Misouri, New Mexico, New York, North Dakota, South Carolina, and Wyoming.
Prepared by:
State-Federal Information Clearinghousefor Exceptional Children
January 1974
ABSTRACT 10126EC 01 0126 F.D 016 341Publ. Date Jan 67 25p.Molitor, M. GrahamA Curriculum for the PreschoolCUM.Southern Wisconsin Colony Sch. Dept.,Union GroveWisconsin Dept. Pub. Welfare, Madison,Div. Ment. HygieneEDRS mf,hc
Planned to provide stimulation and expe-riences similar to those which a mothermight provide at home, the preschoolprogram of the Southern Wisconsin Col-ony and Training School serves the men-tally handicapped. Experiences provideopportunities for indulgence of curiosityand imagination, comfortable competi-tion with self and others, recognition andattention as an individual, participationto foster growth in individual capacities,and social participation. Experiences areoutlined in four major areas--(l) selfcare, (2) body usage, (3) basic knowl-edge, and (4) self expression. Teachingsuggestions are presented for each area.The bibliography lists 10 items. t DF)
ABSTRACT 10132EC 01 0132 ED 013 118Publ. Date Mar 67 59p.Beery, Keith E.Preschool Prediction and Prevention ofLearning Disabilities.San Rafael City Schools, CaliforniaMarin Co. Supt. Sch. Off., San Rafael,California0EG-4.7-008742-2031, OEG-4.7-0687431507EDRS mf,hc
Descriptors; exceptional child research;learning disabilities; tests; identification;preschool children; children; prediction;predictive measurement; prevention; au-ditory tests; task performance; prognos-tic tests; psychological tests; screeningtests; longitudinal studies; language tests;psycholinguistics; Developmental Test ofVisual Motor Integration; Illinois Test ofPsycholinguistic Abilities; ITPA
The initial screening phase of a 4-yearlongitudinal study designed to predictand prevent karning disabilities in a gen-eral school population is reported.Children (aged 3 112 to 5 112) of an entireschool district were invited to theSchools to be screened for evidence ofpotential karning disability. These chil-dren were to be rescreened annually andtested tot academic achievement at the
ABSTRACTS
conclusion of kindergarten and of firstand second grade. Screening involvedaudiometric, visual, and psychologicaltesting. Teachers administered the fol-lowing tests to all children -- Illinois Testof Psycholinguistic Abilities (1TPADevelopmental Test of Visual-Motor In-tegration (VM1 ), Kephart Percept-ual-Motor Rating Scale, Peabody PictureVocabulary Test, and Teacher's Behav-ioral Rating Scale. The 365 children inthe experimental and control groupswere assigned by matching sex, chronol-ogical age, mean 1TPA language age,prekindergarten experience, and profilesimilarity. Results from the experimentalchildren were forwarded to their futureschools and physicians with suggestionsfor preventative guidance. It was foui,c1that boys did as well as girls in both the.younger and older groups, which appearsto be contrary to the more usual findingthat girls are more ready than boys asthey approach kindergarten age.Enrollment bias seems to be evidencedin the comparison between the results ofolder and younger children, as theyounger children performed at a higherlevel, relative to their chronological ages,than did the older children. The test pat-terns revealed nearly twice as many vis-ual-motor deficits as there were audito-ry-vocal deficits and almost twice asmany association, encoding, and se-quencing deficits as there were decoding(reception of information) deficits in bothexperimental and control groups. Figuresand tables present statistical information.Thirty-six references are listed. (TM)
ABSTRACT 11333EC 01 1333 ED 020 602Publ. Date 19 May 67 37p.Early Identification and Mitigation ofLearning Problems, Annual Symposi-um (3rd, New Brunswick, New Jersey,May 19, 1967).Rutgers, the State University, NewBrunswick, New JerseyEDRS mf,hc
Trio speeches consider learning disabili-ties. In the first, a discussion of the earlyidentification and management of neuro-phrenic children, Edgar A. Doll explainshis concept of neurophrenia and theimportance of early identification anddiscusses the bie of the Vineland SocialMaturity Scale and Pre-School and At-tainment Record in clinical assessment.Guidelines for the growth and develop-ment of these children are outlined, acase study of a neurophrenic child ispresented, and 20 references al.c listed.in a second speech on learning disordersand the preschool child, Sylvia 0. Ri-
klentification and Intervention of Handicaps in Early Childhood
chardson discusses identifying character-istics and medical histories usually foundamong children with learning disabilities.Emphasis is placed upon earl identifica-tion (at 5 years or younger) and appropri-ate educational methods recognizing indi-vidual differences. An unpublished studyis reviewed in support of the theory thatbehavioral descriptions of immaturity arerepresentative of objective measureabledifferences along various dimensions(physical, social, emotional). (RS)
ABSTRACT 11663EC 01 1553 ED N.A.Publ. Date Jan 67 10p.Vernon, McCayPrematurity and Deafness; The Mag-nitude and Nature of the ProblemAmong Deaf Children.EDRS not availableExceptional Children; V33 N5 P289.98Jan 1967
Descriptors: exceptional child research;aurally handicapped; hearing loss; pre-mature infants; hard of hearing; deaf;multiply handicapped; etiology; intellig-ence; academic achievement; minimallybrain injured; neurological defects; audi-ometric tests; emotional adjustment;Bender Gestalt Test; Diagnostic Screen.ing Form for Detection of NeurologicalImpairment in Deaf Children
To investigate the relationship betweenprematurity and deafness, 1,468 deaf orproforindly hard of hearing children (ages3 to 21 years) were studied. Of these,257 children had a birth weight of 5pounds, 8 ounces, or less, and prematuri-ty was the only known cause in 175 ofthe 257 cases. As birth weight dropped,I0 diminished appreciably (below 3
pounds, 4 ounces, the mean IQ was be-low 80). Data based on the StanfordAchievement Test scores, school re-cords, and teacher evaluations indicatedthat these children achieved at half therate of normally hearing children andtwo thirds the rate of deaf children ofdeaf parents. One out of every five ofthe 175 was essentially unable to be edu-cated. Psychological evaluations, teacherratings, and school records revealed thatone-fourth to one-third of the subjectshad severe emotional problems; theBender Gestalt Test, the screening forthe detection of neurological *npairment,and audiograms indicated the presence ofbrain damage. The lower the birthweight, the greater the incidence of mul-tiple handicaps (over t &thirds cf pre-mature deaf children were multiply hand-icapped) and the more serious the, handi-cap. (AJ)
ABSTRACT 20310EC 02 0310 2D N.A.Publ. Date Mar 68 5p.Downs, ?Anion P.Identification and Training of the MatChIld--Birth to One Year.EDRS not availableVolta Review; V70 N3 P154.8 Mar 1968
'14/ scriptors: exceptional.child education;;,ttirally handicapped; identification; auralstimuli; language development; infancy
Although programs of early detection ofinfant hearing loss arc still in experimen-tal stages, certain benefits have beennoted. In addition to the welfare of theindividual child, there is knowledgegt,,ned from studying pre linguistic activi-ties of the deaf infant. and from labora,tory findings of temporal bone pathology.Clinicians have noted that infants withsevere hearing losses can become hear-ing-oriented when hearing aids are fittedand training is begun before 2 years ofage. It is felt that intonation and auditoryfeedback are being developed during thebabbling period (up to about 7 months).There is no distinction between babblingof deaf and hearing infants up to thisage. but differences appear shortly there-after. Amplification for the deaf childshould begin early to counteract thesedeviations from normal. In both deaf andhearing children a quiescent period fol,lows and lasts until about 1 year of age.During this period, parents should be in-structed to heighten auditory and verbalstimulation for the deaf child who wearsa hearing aid, Early testing programsshould be utilized to prevent languagehandicapping. (1B)
ABSTRACT 20722EC 02 0722 ED N.A.Publ. Date Jan 67 3p.Corrigan. Francis V, and OthersThe Influence of Prematurity onSchool Performance.EDRS not availableAmerican Journal of Mental Deficiency:V71 N4 P533 -.f Jan 1967
Current grade level achievements andoverall academic average of 200 prema-turely born (study group) and 200 fullterm children (control group) born in1954 were compared. The data obtainedindicated that two of every three chil-dren of the control group were in an av-erage (grade 5) to above average gradelevel for their age hut, less than six ofevery 10 children in the study groupwere reported to be in an average gradelevel. Tables also point out the dispro-portionality of children in special classes:5% of the study group were in specialclasses, but only .5% of the controlgroup were in similar classes.Statistically significant responses werenot obtained, however, the trend of gen-eral academic superiority of the controlgroup was illustrated. A special studygroup was also included to measurethese same variables in children whosebirth weights were 1500 grams or less.(WW)
ABSTRACT 20821EC 02 0821 ED 032 687Publ. Date 68 329p.Perspectives on Human Deprivation:Biological, Psychological, and Social.National Institute of Child Health and
2
Human Development, Bethesda, Maryland;Public health Service (1)1IEW), Wash,ington, D. C.EDRS
The work of four task forces on humandeprivation is reported. Aspects of depri-vation treated include psychosocial dep-rivation and personality development;influences of biological, psychological,and social deprivations upon learning andperformance; socialization and socialstructure; and biological substrates ofdevelopment and behavior. For eachaspect, research is reviewed and sugges-tions are made for future research. Alsoprovided is a synthesis of a 2-day confer-ence on research policy for psychosocialdeprivation which concerned itself withthe areas mentioned above. (JD)
ABSTRACT 20892EC 02 0862 ED 028 559Publ. Date 66 18p.Recommended Guidelines for PKUPrograms.Children's Bureau (DREW), Washing-ton, D. C.EDRS mf,hc
Descriptors: exceptional child services;pecial health problems; mentally handi-
capped; infancy; identification; clinicaldiagnosis; medical evaluation; medicaltreatment; screening tests; followup studies; dietetics; nutrition; medical services;psychological services; social services;family role; metabolism; Phenylketonu-ria; PKU
A discussion of screening tests for phen-ylketonitria (PKU) recommends and pro-vides some data on two tests, lists fivedisadvantages of urine tests. and discuss-es three new tests. Also considered arethe role of the central laboratory facilityand seven suggestions for screening dif-ferent types of infants :t different times.Treatment or followup programs arementioned with the focus on confirmato-ry tests and eight references to articleson procedures. Services included as ben-eficial to a comprehensive multidiscipli-nary program for longterm followup andcare are pediatric, nutritional, nursing,social, psychological, and biochemicallaboratory' and consultation services.Other considerations discussed are thefamily of the PKU child, the clinicalmanagement of the patients, and the fre-quent monitoring of blood levels. (1.E}
ABSTRACT 21046EC 02 1046 ED N.A.Publ. Date Dec 69 16p.Hoversten, Gloria H.; Moncur. John P.Stimuli and Intensity Factors in Test-ing Infants,
EDRS not availableJournal of Speech and Hearing Research;VI2 N4 P687-702 Dec 1969Paper Presented at National Conventionof the American Speech and HearingAssociation (42nd, Washington, D. C.,Nov. 19-22. 1966).
To acquire auditory normative data forinfants, five types of sound stimuli wereadministered randomly at each of fourhearing levels. Subjects were 21
three-month-old and 22 eight-month-oldinfants; all were screened to eliminatehigh risk babies and were considere.2 tobe developmentally normal. The five teststimuli (white noise, pulsed; 500 Hz,pulsed; 4000Hz, pulsed; voice; and mu,sic) were presented in a sound-fieldthrough equidistant loudspeakers viatape. Behavioral changes were recordedby two observers. As predicted, percent-age of response increased with increasedhearing level. In order to reach the 50%point of response, hearing levels varyingfrom 23 dB (voice stimulus) to 72 dB(4000 Hz stimulus) above normal adultthreshold were necessary. Voice general-ly resulted in the largest percentage ofresponses for both age groups at eachhearing level. The 3-month-old infantsgenerally gave fewer responses than the8-month-old infants at comparable hear-ing levels. (Author)
ABSTRACT 21214EC 02 1214 ED N.A.Publ. Date Dec 69 4p.Read, Merrill S.Malnutrition and Learning.American Education; V5 N10 P11-4 Dec1969
Evidence is collected to show the rela-tionship between nutrition and intellec-tual behavior, and physical growth. Areport of the National Nutrition Surveybegun in 1968 confirms the existence ofnutritional problems among the poor inthe United States. Other surveys andnumerous reports of research conductedin the United States and South Americadelve into the major factors contributingto poor nourishment and the resultinginfluence on intellectual potential. Thenutritional status during the first year oflife is seen to highly influence learningexperiences and possibly affect subse-quent intellectual development. Theproblem of determining whether malnu-trition, disease, or the social environ-mental factors of poverty have the great-est effect on mental development is ex-amined. It is concluded that foremost
Exceptional Child Bibliography Series
among the problems requiring resolutionis the development of a battery of teststhat can measure the behavioral and so-cial variables involved and that are appli-cable to varied social groups. (WW)
ABSTRACT 21528EC 02 1528 ED N.A.Publ. Date Nov 69 Sp.Mednick, Miriam F.Prevention of Mental Retardation:Social Work In Maternal and InfantCare Programs.EDRS not availableChild Welfare; V48 N9 P552-6 Nov 1969Paper Presented at the Annual Meetingof the American Association for MentalDeficiency, 1968.
Descriptors: exceptional child services;mentally handicapped; premature infants;pregnancy; social services; prevention;infancy; child care workers: health pro-grams; socioeconomic influences; motherattitudes; medical services; disadvan-taged environment; community pro-grams; social work
Social casework techniques aimed atpreventing mental retardation connectedwith premature birth and socioculturaldeprivation are described. The dangersof prematurity and the conditions whichlead to it are pointed out. Noting thatidentification in time is a preventivemeasure, four basic elements of an ef-fective first interview are suggested asfollows: self identification as a qualifiedprofessional person, evaluation of thereality factors in the patient's plans, in-vestigation of plans for care of olderchildren during the mother's delivery,and exploration of the emotional prob-lems related to pregnancy. Early identifi-cation of at-risk problems and medicalcare during the infant's first year as wellas mention of the PhiladelphiaAt- Risk- lntant Registry and FollowupProgram are included. (WW)
ABSTRACT 21781F.0 02 1781 ED 034 907
Publ. Date Dec 69 164p.Exceptional Children Conference Pa-pers: Early Childhood Education - -AnOverview.Council for Exceptional Children. Reston.VirginiaEDRS mf.hcPapers Presented at the Special Confer-ence on Early Childhood Education,New Orleans. Louisiana. December10.13, 1969.
Eight conference paper, on early child-hood education give a philosophical ov-erview to the instruction of young chil-dren. Contents include a presentation byEdward W. Martin on a new outlook forearly education of handicapped childrenand a report by Mrs. Betty Dubnoff onthe case for early identification and inter-
vention. Other presentations include adiscussion on the rationale for earlyidentification by Bettye M. Caldwell, therationale and curriculum framework foran infant education system by JohnMeier and Leslie Sego.er, and a review ofvarious studies of Head Start Programsthrough a historical perspective by JamesS. Payne, Walter J. Cegelka, and John0. Cooper. The utilization of Piaget'stheory of cognitive development is treat-ed by Mortimer Garrison, Jr.Information is given on thoughts andconcerns on the basic psychologicalnerds in infancy and early childhood byPovl. W. Toussieng, and Marshall D.Schechter presents a conceptual modelfor understanding and dealing with per-ceptual problems. (WW)
ABSTRACT 21784EC 02 1784 ED 034 910Publ. Date Dec 69 121p.
Exceptional Children Conference Pa-pers: Parent Participation In EarlyChildhood Education.Council for Exceptional Children. Reston,VirginiaEDRS mf.hcPapers Presented at the Special Confer-ence on Early Childhood Education,New Orleans. Louisiana, Dec. 10-13,1969.
Eight discussions of parent participationcover the following areas: dimensions offamily involvement in early childhoodeducation; the relationship of the parent.child, and professional staff; parent reac-tions to the identification of handicapsand their involvement in early education;parent participation in a program of be-havior modification for physically handi-capped children; the use of parent meet-ings and parent educators who visithomes to assist parents in helping chil-dren to learn; a program for trainingmothers to instruct their infants at home;a sociological perspective on counselingparents of handicapped children; andearly diagnosis of deafness and parentcounseling. (RJ)
ABSTRACT 21978EC 02 1978 Et) 034 909
Publ. Date Dec 69 175p.
Exceptional Children Conference Pa-pers: Curriculum, Methods, and Ma-terials in Early Childhood EducationPrograms.Council for Exceptional Children, Reston,VirginiaEDRS mf.hcPapers Presented at the Special Confer-ence on Early Childhood Education,New Orleans. Louisiana. Dec. 10-13,1969.
Thirteen papers on early childhood edu-cation are presented on the followingtopics: stimulation and cognitive devel-opment of infants and younger children,curriculum development for young handi-capped children, a rationale for sequenc-ing instructional activities for preschoolhandicapped children, observation ofeducational activities and children's be-havior in a nursery school, materials andprocedures for assessing cognitive devel-opment in preschool children, a pres-chool program for young cerebral palsiedchildren, the British Infant School Program, the program of the Human Devel-opment Training Institute (San Diego).two papers on the young visually im-paired dealing with age ranges from birthto 3 years, and 3 to 6 years. and a serv-ice for parents and visually handicappedpreschoolers in a metropolitan area. Alsoincluded are discussions of a demonstra-tion project of speech therapy for preschoolers wih cleft palate and new tech-niques in speech therapy for young chil-dren. (RI)
ABSTRACT 22238EC 02 2238 ED N.A.Publ. Date Jan 70 12p.Eaves. Linda C. and OthersDevelopmental and Psychological TestScores in Children of Low BirthWeight.,-DRS not availablePediatrics: V45 NI Part l P9-20 Jan 1970
Descriptors: exceptional child res.: ach;infants: body weight: premature infants:intellectual development: sex differences;socioeconomic status; testing
To investigate neurological andophthalmic disorders in children of lowbirth weight (LBW), 351 LBW and 207
control children were tested. Controlsperformed consistently better than LBWchildren on infant scales up to 18
months. In three out of five social class-es (including the two lowest) the fullbirth weight children were significantlysuperior. For subjects who weighed 4 112lbs. or less at birth, the effect of socioe-conomic status on IQ only became defi-nite at 2 ill to 4 years. No significantcorrelation between isolated total Grif-fiths scores at 6 months and Stan-ford-Binet scores at 4 years was found,even at the extremes of intelligence. (RJ)
ABSTRACT 22722EC' 02 2722 ED 039 664Publ. Date Jan 70 97p.
McConnell, Freeman; Horton. KathrynB.A Home Teaching Program for Par-ents of Very Young Deaf Children.Final Report.Vanderbilt University. Nashville. Ten-nessee. School Of MedicineOffice of Education iDlIEW), Washing-ton. D. C., Bureau of Research
A demonstration home provided a parentoriented program and audiologic manage-ment for 94 deaf preschoolers (mean age2 years 4 months). Each child underwenta trial period with different hearing aidsbefore permanent recommendation wasmade. Parents were present at these clin-ic sessions; they also received instructionin how to encourage auditory behavior,orient the child to sound, and talk to thechild. Findings over 3 years indicatedthat language age growth acceleratedwhile performance age and nonverbalmental age remained linear. Also, abilityto use amplification from the wearablehearing aid improved, with an improvedmean threshold response to spoken voiceof more than 20 dB. The parents mobi-lized themselves into pressure groupsresulting in legislation for education ofdeaf preschoolers. Community approvalof the project resulted in continuance ofits services after federal funding ceased.(Author/JD)
ABSTRACT 22/38EC 02 2738 ED 039 680Publ. Date Feb 70 66p.Luterman, David M.A Parent-Centered Nursery Programfor Preschool Deaf Children. FinalReport.Emerson College. Boston, Massachusetts
Office if Education (DREW). Washing-ton, D. C., Bureau of ResearchEDRS mf,hcOEG-1.6-(162069.1591BR-6-2069
A nursery program for 48 deaf childrenaged from I 1/2 to 3 years required ac-tive participation of the parents. Parentsselected the program. tutored their andother children. observed behavior in thenursery which included hearing children,and participated in discussion of familyproblems. In followup. aboutthree-fourths of the children and of theirparents were rated above average byclassroom teachers of the deaf.However, these results may have beendue to the passive admission procedures.Parents who were not middle class seek-ing or who had severe personal problemsdid not appear to benefit. Those whowere became active lobbyists for deafchildren in the stale. (Author/JD)
ABSTRACT 22998EC 02 2998 ED N.A.Publ. Date Jul 70 3p.Erickson, Marilyn T. and Others
4
Relationships among Scores on InfantTests for Children with DevelopmentalProblems.EDRS not availableAmerican Journal of Mental Deficiency;V75 NI PI02.4 Jul 1970
Thirty preschool children referred fordiagnosis of developmental problemswere administered the Bayley Scale ofMental Development, the Calla InfantIntelligence Scale, and the Vineland So-cial Maturity Scale. Results indicatedthat the scores on the two infant testswere so similar and highly correlated thatthey might be considered interchangeablein diagnostic settings. Clinically, theBayley presented advantages of a greatervariety of items and separate mental andmotor scales, white the Catch} took lesstime to administer and could be com-bined with the Stanford-Binet. Althoughsignificantly correlated with the two in-fant tests, the Vineland consistentlyyielded higher scores. (Author)
ABSTRACT 23120EC 02 3120 ED N.A.Put)). Date 70 6p.Robb. Richard M.Observations on a Child's Eyes.EDRS not availableSight Saving Review; V40 N2 P67.72Sum 1970
Observations on aspects of normal andabnormal development of children's eyesare presented as a brief guide. The earlyappearance and development of the eyeis discussed, including ophthalmalogicaspects of the newborn examination.Common childhood eye problems aredescribed, including inflammations, ocu-lar misalignment (strabismus), and am-blyopia. Early testing for visual acuity isrecommended (between three and fouryears of age), (KW)
ABSTRACT 23164EC 02 3164 ED 039 385Publ. Date Apr 70 123p.Early Childhood. Papers Presented atthe Annual Ii:ternatlonal Conventionof the Council for Exceptional Chil-dren (48th, Chicago, Illinois, April19-25, 1970).Council for Exceptional Children, Reston,VirginiaFORS mf.he
The report includes papers presented onearly childhood at the 1970 convention ofthe Council for Exceptional Children.
Discussions are concerned with the ef-fectiveness of teaching selected readingskills to children 2 to 4 years by televi-sion by Barbara J. Dunn, educationalmaterials as an aid in evaluation of pre-school multihandicapped children byRonnie Gordon, and the use of instruc-tional materials with multihandicappedpreschool children by Carol Halliday.Additional papers present a progressreport of a project in early identificationand remediation of learning problems inelementary school children attempting toincrease classroom success by JamesBarnard, and a panel of research findingswith programs for preschool children andparents by Merle B. Karnes. (JM)
ABSTRACT 23169EC 02 3169 ED N.A.Publ. Date 70 I 1p.McNeil, Thomas F. and OthersPregnancy and Birth Complications inthe Births of Seriously, Moderately,and Mildly Behaviorally DisturbedChildren.Vanderbilt University School of Medi-cine, Nashville, TennesseeGeorge Peabody College, NashvilleVanderbilt University, Nashville, Psy-chiatry DepartmentEDRS not availableJournal of Nervous and Mental Disease;V151 NI P24.34 Jul 1970
To determine whether behaviorally dis-turbed children have a greater frequencyof pregnancy and birth complications(PBCs) in their births than do normalchildren, the records of 61 children beingtreated for psychologically-related behav-ioral disturbances and 305 control chil-dren born in the same hospitals wereexamined. Subjects were matched forsex, race, social class, and maternal ageat birth. More members of the disturbedgroup had a history of PBCs, and therewere a greater number of PBCs per srb-ject. Especially prevalent in their histo-ries were problems concerning birth,prematurity, and weak or delayed respi-ration. Frequency of PBCs was slightlyhigher for the seriously disturbed chil-dren than for the moderately or mildlydisturbed children. (KW)
ABSTRACT 23288EC 02 3268 ED N.A.Publ. Date 70 123p.Reger, Roger, Ed.Preschool Programming of Childrenwith Disabilities.EDRS not availableCharles C Thomas, 301.327 East Lawr-ence Avenue, Springfield, Illinois 62703($7.50).
Intended for those interested in educational programing for preschool children,particularly special education for handi-capped children, the book contains chap-ters from several contributors. An intro-duction is written by Roger Reger. LoisMoulin and Sandra Per ley describe apreschool summer program. TimothyRochford discusses identification of pre-school children with learning problems.The topic of evaluating children is con-sidered by Marian Koppmann. Languagedevelopment of the preschool child istreated by Wendy Schroeder. Dan Teachdiscusses perceptual motor developmentin the young child in three chapters.Materials for the preschooler are consid-ered by Suzanne Roberts, and NancyDetrick discusses a teacher's referenceto preschool materials. Jeanette Burkediscusses visually handicapped children.and Beth Chapman Ringquist treats thechild with hearing difficulties. Mary Langand Joan Cobb present a parent's viewof preschool programs. (MS)
ABSTRACT 23270EC 02 3270 ED N.A.Publ. Date Nov 66 Sp.
Matheny, Adam P., Jr.Improving Diagnostic Forecasts Madeon a Developmental Scale.Johns Hopkins Medical School, Balti-more. Maryland. Department of Pedia-tricsNational Institute of Mental Health(DHEW), Bethesda, MarylandEDRS not availableAmerican Journal of Mental Deficiency;V71 N3 P371.5 Nov 1966
A maximum achievement score (MAS)representing an IQ equivalent of thehighest mental age level of success onthe Cattell Scale was derived for threegroups of mentally handicapped children:12 children under one year of age, 15
children one to two years of age, and 24children two to three years of age. TheMAS and the developmental IQ werecorrelated with a Stanford-Binet IQ de-rived two to three years later. Both theMAS and IQ correlated plus .73 or high-er with the later IQ {significant at lessthan the .01 level of confidence). TheMAS did not improve upon the IQ forpredicting the three groups' IQ. The useof the MAS did reduce the number ofindividuals who would be misclassified asnormal or retarded by using an IQ scorealone. Support for the use of an altitudetype measure is advanced for improvingthe diagnostic classification of individualchildren. (Author)
ABSTRACT 30270EC 03 0270 ED N.A.Publ. Date Sep 70 4p.Hoffman, D. T.The Research on Early ChildhoodLearning.EDRS not availableEducate; V3 N4 P30-3 Sep 1970
Specific research studies on early child-hood education are noted with specialemphasis made on the beneficial effectsof sensory stimulation on an infant'snormal behavioral development. Theimportance of the early environment onthe child and the desired role of thechild's physician are also discussed.(RD)
ABSTRACT 30328EC 01 0328 ED N.A.Publ. Date 68 125p.Denhoff. EricCerebral PalsyThe Preschool Years:Diagnosis, Treatment and Planning:EDRS not availableCharles C Thomas. Publisher, 301.327East Lawrence Avenue, Springfield. Illi-nois 62703 ($7.50).
Descriptors: cerebral palsy; preschoolchildren; physically handicapped; neuro-logical defects: minimally brain injured;mentally handicapped; medical evalua-tion; medical treatment; clinical diagno-sis; physical therapy; drug therapy; mo-tor development
Various syndromes of cerebral dysfunc-tion are described including cerebral pal-sy, convulsive disorders, hyperkineticimpulse disorders, perceptual disorders,communication disorders. neurosensorydisorders, mental retardation, and mini-mal brain dystdriction. Signs of high riskpregnancy and diagne ls in the deliveryroom, by the pediatrician, and in thelaboratory are examined. The treatmentof cerebral palsy is explored in the areasof orthopedic surgery, physical therapy,home development programs, drug thera-py. and guides in planning a course oftreatment with the parents. Appendixesprovide additional data on classification,symptomatology, neurological examina-tions, cogenital stigmata, and programsof developmental fine and gross motorskills for the preschool child. (RD)
ABSTRACT 30347EC 03 0347 ED N.A.Publ. Date 69 12p.Redell, Rayford C.; Calvert, Donald R.Factors In Screening Hearing of theNewborn.San Francisco Hearing and Speech Cen-ter, CaliforniaEDRS not availableJournal of Auditory Research; V9 N3P278-89 1969
A pilot study was conducted on 3200neonates to determine the efficacy ofscreening hearing of the newborn. Alsoevaluated through studies on 2180 addi-tional neonates were the nurses' trainingto conduct the screening, and variouscommercial screening equipment.Studied were characteristics of thechild's response to different types of
stimuli, sound pressure level, and behav-ioral condition of the baby when tested,It was learned that a nurse can betrained within two weeks, that abroad-band noise stimulus is more effi-cient than high-frequency warbled tonesin evoking a response, and that screeningwas effective in identifying hearing lossin newborns in other than a high-riskcategory, as shown by followup studies.(KW)
ABSTRACT 31089EC 03 1069 ED N.A.Publ. Date 70 10p.Broussard, Elsie R.; Hartner, MiriamSe rga y SturgeonMaternal Perception of the Neonate asRelated to Development,EDRS not availableChild Psychiatry and Human Develop-ment; VI NI PI6-25 Fall 1970
One hundred and twenty, full-term, nor-mal, first-born infants were categorizedat one month of age into a high-risk orlow-risk group for possible developmentof emotional and developmental devia-tions. The predictions were based onmeasurements of the mother's perceptionof her infant as compared to the average.At age 4 1)2 the children were evaluatedby two child psychiatrists who had noknowledge of the children's predictiverisk rating. A statistically significant as-sociation was found to be evident be-tween prediction and outcome. Themethodology and the implications of thefindings were discussed. (Author)
ABSTRACT 31441EC 03 1441 ED N.A.Publ. Date Dec 70 10p.Kang, Ellen Song and OthersResults of Treatment and Terminationof the Diet In Phenylketonurla (PKU).EDRS not availablePediatrics; V46 N6 P881.90 Dec 1970
To obtain information on the value oflow phenylalanine diet in treatment ofphenylketonuria (PKU), the clinicalcourse of 82 PKU patients were exam-ined with special attention to level ofintellectual functioning:It was found thatthe mean IQ of 27 PKU patients (meanage 3 years 10 months) treated before 3weeks of age was comparable to that oftheir unaffected siblings. The mean IQ of12 patients (mean age 5 years 6 months)treated between 3 and 6 weeks of agefell significantly below the mean IQ ofunaffected siblings. Seventeen patientstreated after 8 weeks of age did not dif-fer in mean IQ from II untreated pa-tients. although more than half of thelate-treated group made significant pins
Identification and Intervention of Handicaps in Early Childhood 5
in IQ under treatment. Dietary therapywas discontinued in 26 cases, In II pa.tients followed for 6 years and in 15 followed for 2 to 3 1/2 years, no deterioraLion was observed. Thirteen atypicalPKUs showed normal intellectual devel-opment. An unexplained male predomi-nance was found in this group.(Author/KW)
ABSTRACT 31643EC 03 1543 ED N.A.Publ, Date 58 285p.Haeussermann, ElseDevelopmental Potential of PreschoolChildren.EDRS not availableGrunt and Stratton, Inc., 737 ThirdAvenue, New York, New York 10017(S 12,00).
Designed for those psychologists, teach-ers and therapists who are concernedwith the problem of evaluating the younghandicapped child, the book offers whatis felt to be a common sense approach tothe educational evaluation of childrenbetween 2 and 6 years of age (or func-tioning on that level) who have handi-caps in expression and other difficulties.The method presented is the result ofexperimental exploration rather than ofstatistical compilation. It consists of astructured interview, with suggestionsconcerning modification of items method-ically, when the clinical evaluation callsfor an exploration of deviations or defi-cits in functioning. The method proceedsfrom higher levels of adaptative organi-zation to lower ones (abstract relationsto concrete events). The text also embodies years of clinical experiencegained in work with neurologically handi-capped children. The problems of motivating such children, of managing hyper-activity, of controlling distractibility, andof compiling an accurate developmentalhistory are incorporated into the evalua-tion procedure. (CD)
ABSTRACT 31576EC 03 1576 ED N.A.Publ. Date 69 160p.Blatt, Burton; Garfunkel, FrankThe Educability of Intelligence:Preschool intervention with Disadvan-taged Children.Boston University, Massachusetts,Headstart Evaluation and Research Cen-terOffice of Education (DHEW), Washing-ton, D. C., Cooperative Research Pro-gramEDRS not available
Council for Exceptional Children, 1920Association Dr. Reston, VA 22091 (55.75).
Descriptors: exceptional child research;mentally handicapped; disadvantagedyouth; intervention; early childhood edu-cation; learning laboratories; preschooleducation; longitudinal studies; researchmethodology; literature reviews; preven-tion
6
The text presents a detailed account of aresearch project designed to investigatesome of the ways in which interventioninto the preschool lives of disadvantagedchildren might reduce the likelihood ofmental retardation. The hypothesis wastested with a variety of measurementsover a 3 year period and involved 74children placed in a learning laboratorysetting. It was concluded that the studydid not demonstrate major differences onobjective criteria between the experimen-tal and nonexperimental groups. Theinability of the program to produce mea-surable differences between the twogroups led the researchers to suggest thatit is not enough to provide preschool dis-advantaged children with an enrichededucational opportunity, and that thechildren were influenced more by homesetting. The methodological problemsencountered were enumerated and impli.cations for further research cited. (CD)
ABSTRACT 31745EC 03 1745 ED N.A.Publ. Date 71 I22p.Hodges, Walks 1.. and OthersDiagnostic Teaching for PreschoolChildren.State College of Arkansas, ConwayOffice of Education (DHEW), Washing-ton, D. C.EDRS not availableOEG-32-24-0210-1011
Council for Exceptional Children, 1920Association Dr. Reston, VA 22091 (64.95HC, $3.95 PH).
Designed to gather evidence on the ef-fectiveness of an intensive year of spe-cific curriculum intervention on a severe-ly disadvantaged population, the studyinvolved 10 groups of approximately 14psychosocially disadvantaged 5-year-oldseach, for whom Stanford-Binet IQ scoreswere 50-85. Over 3 years, three groupswere exposed to a diagnostic experimen-tal kindergarten curriculum, three groupsto a nonexperimental kindergarten, andfour remained at home with no formalprogram. The experimental program in-cluded an intensive, structured, cogni-tively oriented curriculum designed toremedy observed cognitive and affectivedeficits of individual children.Personal-social adjustment, languagedevelopment, and motor developmentaspects of the program are detailed, in-cluding sample lessons. Results showedthe experimental program more effectivethan the regular kindergarten in amelio-rating effects of severe psychosocial dep-rivation among the subjects, withat-home residence least effective in im-proving intelligence level, language, per-sonal-social adjustment, and motor skills.A 1 and 2-year followup of adjustment toregular school more often supported thanrejected the hypothesis that experimen-tals would perform better than the regu-lar group, which would do better than
the at-home groups, in all areas exceptmotor skills. (KW)
ABSTRACT 31790EC 03 1790 El) N.A.Publ. Date Feb 71 16p.Goldstein, Robert; Tait, CharlesCritique of Neonatal Hearing Evalua-tion.EDRS not availableJournal of Speech and Hearing Disor-ders; V36 NI P3.I8 Feb t971
A commoniy employed procedure forroutine neonatal hearing screening is analyzed in terms of its rationale, method,and effectiveness. The procedure doesnot seem to accomplish its objectivesadequately and actually creates someproblems of its own. A particular weak-ness of the procedure is shown to befailure to screen many of the infants whowere the main impetus for mass neonatalscreening programs--children with deteri-orating hearing, and those withmild-to-moderate heating impairmentspresent at birth. An alternative approachis offered which stresses more careft'and objective evaluation of a limitenumber of children selected on the basisof a high-risk register. An economicaland easily learned procedure is suggestedto accomplish the evaluation. Stress isalso placed on follow-up evaluations inwell-baby clinics, in pediatricians' off-ices, and through mobile hearing testingunits. (Author)
ABSTRACT 31879EC 03 1879 ED N.A.Publ. Date Mar 71 7p.Husted, J. and OthersThe Psychologlcal Evaluation of Pro-foundly Retarded Children with theUse of Concrete Relnforcers.EDRS not availableJournal of Psychology; V77 N2 P173-9Mar 1971
To investigate the hypothesis that thelack of predictive validity in infant intel-ligence tests is due in part to the tasksnot being sufficient to sustain the child'sinterest or motivation in the test, 40 cus-todial mentally handicapped were testedwith one of two types of the Cattell In-fant Intelligence Scale. Twenty two ofthe children received candy as a corcretereinforcer in place of the regular testmaterial. It was noted that the childrenwho received the modified Catlett scoredsignificantly higher in both mental ageand fQ. It was the opinion of the investi-gators that the influence of the candywas to increase motivation, consistencyof response, and to give the tester aclearer picture of the cognitive structureof the child being evaluated. (CD)
Exceptional Child Bibliography Series
ABSTRACT 32i35EC OA 2135 ED N.A.Publ. Date Apr 71 3p.Parsons, MichaelThe New Zealand Approach to Screen.his Babies for Deadness.EDRS not availableVolta Review; V73 N4 P233.5 Apr 1971
The New Zealand approach to the testingand screening of infants for detectingdeafness is described. The Plunket So-ciety, a community service organization.provides health promotion and supervi-sion for preschool children on a locallevel. Services begin with home visitsuntil the child is o d enough (.3 months)to be brought in for clinic services. ThePlunket nurses are trained to administerscreening distraction tests of hearing andmake referrals to the family doctor. Anadvisor is notified, when necessary, toadminister a diagnostic test of hearing, fitan appropriate hearing aid if needed, andbegin the parent guidance program. Theauthor stresses the fact that the serviceis free to all parents of deaf children.(CD)
ABSTRACT 32194EC 03 2199 ED N.A.Publ. Date 68 I56p.Painter, Genevieveinfant Education. Dimensions In EarlyLearning Series.EDRS not availableDimensions Publishing Company, Box
The study of early environmental inter-vention reported was the first phase of alongitudinal study, and involved 8-monthto 2-year-old culturally disadvantagedchildren. Ten such children ir. the experi-mental group were given A structurededucational program in the home whichemphasized language and cognitive de-velopment. Tutors conducted the pro-gran for 1 hour daily, 5 days per week,for 1 year. Ten matched control childrenwere not given the structured programbut were allowed to progress normally intheir own environments. Year-end testingshowed the experimental group signifi-cantly higher in overall IQ and in areasof language and conceptual growth. Areview of research studies which influ-enced the rationale for the educationalactivities is presented to provide a gener-al background of factors related to earlycultural deprivation. The actual teachingtechniques used in the program are givenin detail in the three major areas of Ianguage training, conceptual training, andsensory-motor training. (KW)
ABSTRACT 32213EC 03 2233 ED 049 595Publ. Date Jr) 71 170p.
Sonstegard, Mantord A.; Tseng,Meng ShuDevelOpment of Criteria for the Identi-Station of Preach(*) Children withLearning Problems, Final Report,West Virginia University, MorgantownNorthern Iowa University, Cedar Falls;Office of Education (DREW), Washing-ton, D. C., Bureau of ResearchEDRS mf,hcOEO -3.9- 580024. 0049(010)BR-9-C-024
.To identify variables which inhibit socialand academic adjustment, 42 kindergar-ten students were studied longitudinallyby means of parent interviews, observa-tion, tests, and anecdotal records. TheIQ score for the group remained normalto slightly above over the 8-year period,but individual scores tended to varymore with increased age. Underachievingstudents in reading were compared totheir achieving classmates; in grade 3there was a significant difference be-tween the two groups on the level of dis-couragement. By sixth grade the under-achievers exhibited a less desirable socialadjustment and participated less in classdiscussions. Short attention span andsensitivity about weight and speech wererecurring characteristics of underachiev-ers. The feeling of having a place amonghis peers and being assured of it, and afeeling of personal worth and apprecia-tion were the only variables that contin-ued to correlate consistently with thechild's overall academic accomplishmentthroughout the first nine years of school,Additional results, conclusions, andsuggestions are reported. (RJ)
ABSTRACT 32342EC 03 2342 ED N.A.Publ. Date Apr 71 615.
Smith, Stanley A.; Solanto, Joseph R.An Approach to Preschool Evalua-tions.EDRS not availablePsychology in the Schools; V8 N2 P142-7Apr 1971
An evaluation program was devised in aNew York School in order to learn asmuch as possible about the childrenabout to enter school so that the curricu-la could be set up to meet their individu-al needs. The evaluation consisted of aparent questionnaire, a formal evaluationof the child, and a discussion of the re-sults and feedback to the parent. it wasnoted that the parents seemed more re-ceptive to preschool testing of their chil-dren than to later school evaluations. Acloser parent teacher relationship wasnoted as a result of the clinical recom-mendations. A workshop for the teachers
Identification and Intervention of Handicaps in Early Childhood
was set up to supplement the preliminarytesting. The format was that each teach-er would work with one child and Corkcentrate in one area of deficiency onlyThe kindergarten curriculum was depart-mentalized as a result of the workshopso that children With the same area ofdeficiency could go to the class In whichthe teacher would work in that one par-ticular area. Followup observationt indi-cated success for children and teachersin producing educational change. (CD)
ABSTRACT 32451EC 03 248i ED N.A.Publ. Date 70 211p,Francis-Williams, JessieChildren with Specific Learning DWI-conies,EDRS not availablePergamon Press, Inc, Maxwell House,Fairview Park, Elmsford, New York10523.
The possibilities of early identification ofchildren of normal intelligence with t,pe-cific learning disorders believed to arisefrom neurodevelopmental dysfunctionare discussed. Following a summary ofnormal mental development and earlychildhood learning, research into meansof identification of learning difficulties isreported. Examined are various tests andrating scales which were determined tobe useful discriminators. Reported arethe differences in performance on thetest battery selected of 44 preschool chil-dren noted at birth as having minor neu-rological dysfunction and 63 controlswho were normal in development.Symptoms indicative of dysfunction In achild 3 -5 years old are enumerated. Alsodiscussed are methods of helping pre-school children 1.nd Identification oflearning disabilities in school children.Teaching experiments with children hav-ing specific learning disabilities are sur-veyed. Appended is an historical surveyof research on various aspects of learn-ing disabilities. (KW)
ABSTRACT 32525EC 01 2525 ED N.A.Publ. Date 69 135p.Zimmerman, Irla Lee and OthersPreschool Language Manual, PictureBook and Scale.EDRS not availableCharles E. Merrill Publishing Company,1300 Alum Creek Drive, Columbus, Ohio43216.
Descriptors: evaluation; child develop-ment; early chiliaood; measurementtechniques; preschool evaluation; lan-guage tests; language learning levels;auditory perception; verbal learning
The document is a language evaluationinstrument composed of a preschool lan-guage manual, sample scale, and pre-school picture book. The language scalehas been designed for child developmentspecialists and is for children of all ageswho are assumed to be functioning at apreschool or primary language level. The
Preschool Language Scale consists of aseries of auditory and verbal languagetasks each of which has been given a:tage placement on the basis of empiricalevidence of the average age of attain-matt by pretcbool children. The authorstates that the scale uses the dichotomybetween auditory comprehension andverbal abiFty as the basis for construc-tion and is to be used to detect languagestrengths and deficiencies. (CD)
ABSTRACT 3201$EC 03 2685 ED 052 550Publ. Date /1 516p.Special Education Early Childhood.Project In Fort Worth IndependentSchool District, Title VI, ESEA. FinalReport.Fort Worth Independent School District,TexasBureau of Elementary and SecondaryEducation (DHEW/OE), Washington, b.C.EDRS mf,fic
Descriptors: exceptional child research;disadvantaged youth; karning difficulties;early childhood education; intervention;preschool children; diagnostic teaching;regular class placement; demonstrationprojects; Texas; ElementarY and Second-ary Education Act Title V(
Described is the special education com-ponent of an early childhood educationproject fc culturally disadvantaged pre-school children. The component's purposewas to determine if children deviatingfrom their peers could be educated as anintegral part of the regular class.Children With an IQ under $0 were pro-vided individual prescriptions in the regu-lar classroom by a teacher assistant.Language development prescriptionswere provided outside the classrooms forchildren with gross motor problems,karning disabilities, or immature speech.Instructional strategies and content in theareas of social and emotional develop-ment, motor development, language de-veloprnent, and patent education are de-tailed. Evaluation showed that the spe-cial education students had posttestmean scores only slightly below those ofthe other children and above those ofday care and kindergarten comparisongroups. Greatest gains were made by3-year-olds. Most of the children enter-ing with IQ's under 80 were able to enterregular first grade classes. It was con-eluded that individual and language de-velopment prescriptions were successfuland that early childhood programs canaccommodate children deviating fromtheir per norm In the same classroom.(Ste ED 046 174, EC Oil 2511 for pro-,Sect's interlin report.) (KW)
Ec*4ABSTRAOT 32194
ED N.A.Publ. Dili Aug 71 9p.Fiedler, Miriam P. and OthersA Speech alai
OProcedure with
saORS tibt'aV
drin.
Pediatric)) V 44 keg -101NOW brs: jtId>iaf childc research:
raged iPeeciadeVeTop-Mtni:tests; language (Mir 'imitate hindi-
$
capped; early childhood; infancy; lan-guage development; learning disabilities;perinatal influences
A screening examination for use by non-professional interviewers in the homesituation for evaluation of speech andlanguage development of 3-year-old chil-dren was developed. The perinatal histo-ries and developmental data for the firstyear of life were examind for 46 chil-dren who failed this screening examina-tion and for 92 control subjects, matchedfor age, sex, and time of examination,who passed the screening examinations.Significant differences were found be-tween the groups In Incidence of compli-cations of pregnancy and labor, prema-turity and In various aspects of develop-ment during the first year of life.Follow-up psychological examinations at4 years of age and psychological andneurological examinations at 7 years ofage found marked differences betweenthe groups still present, with the speechfailure group presenting a significantlyhigher incidence of a variety of psycho-logical and neurological deviations fromthe normal. (Author)
ABSTRACT 33354EC 03 3054 ED N.A.Publ. Date Aug 71 20P.Esche, Jeanne; Griffin, CarolA Handbook for Punta of Deaf-BlindChildren.EDRS not availableRehabilitation Teacher; V3 N8 P3.22 Aug1971
The practical, nontechnical handbook forpatents of deaf-blind children focuses onhelping the child develop and prepare forschool. Parents are encouraged to paymuch attention to the child, not to com-pare their child's progress with that ofother deaf-blind children, not to punishthe child for mannerisms, to help thechild discover his surroundings, to helpthe child sit up and walk, to establish adefinite 24-hout routine, to acquaint thechild with water, to introduce solid foodsearly, to familiarize the child with hisclothes, to confine all toilet training tothe bathroom, to discipline the deaf-blindchild the same as normal children in thefamily, to expose the child to as muchvibration and sound as possible, to intro-duce many new toys to the child, to keepvisual and hearing aids on the child, tokeep the aids clean and in repair, and tolet the entire family help the-child. (CB)
ABSTRACT 40262EC 04 0252 ED NAPubl. Date /I lip.
Linda and OthersEmotional Disturbance: Preschool In-tervention and Prevention.Illinois' finiVeisity, Urbane, Departmentzif Specs Educationact o j "Ed (testi& OHM, Washing.tO
Economic Opportunity, Wash-ington; b. C.
F.DRS not availableERIC Clearinghouse on Early ChildhoodEducation, University of ill;nois, Collegeof Education, SOS West PennsylvaniaAvenue, Urbana, Illinois 61801.
Presented Is a bibliography of 74 booksand articles, and 17 films on preschoolintervention and prevention of en,otionaldisturbance. The listing Includes materialpublished between 1960 and 1970. Agerange of subject material is limited tochildren from birth through kindergarten.Each entry is accompanied by contentdescriptors and a notation to indicateappropriateness for teachers, socialworkers, psychologists, administrators,and/or parents. Also included Is a list ofmodern talking picture service librariesin the ',hilted States. (CB)
ABSTRACT 40338EC 04 0338 ED N.A.Publ. Date Oct 11 1p.Fischer, MargaretMiniature Report: Mandatory Legisla-tion for the Screening of Newborns forPKV In the United States.EDRS not availableMental Retardation; V9 N5 P25 Oct 1971
Discussed is phenyiketonuria (PIM: itssuccessful detection by screening tech-niques and mandatory state legislationrequiring Screening of newborns. Thesyndrome of severe mental retikrdation,physical and neurological difficulties, andemotional disturbances is said to be OM-inated if dietary treatment is initiated Inearly stages of development. A table liststhe 43 states with kgislation and the sev-en states without legislation, plus thedate the screening legislation becameeffective. (CB)
ABSTRACT 40350EC 04 0350 ED N.A.Publ. Date Aug 71 7p.Newcomb, Mary AnnSeal Bluff Development Center.EDRS not availableChildren's House; VS NI P13.9 Aug 1971
Described is' the $sai Bluff DevelsipmentCenter California' for very voAg:io.tiph handicapped intiniva$1 cildten;MOSt children are mentally Unditapped,
addition other Earlyprevention andare said to Isitelude''secondaty shirk-ter.istici on :' -isiOtitid with rifetftlifdatinnii bYiirr dOttge; ifonietits !el)voluntee --totottitego, a:goy
its
patthitolfirthetti
EiceptiOail Child BibliographySeries
leers are described as eliciting develop-mental milestones from the children. Thecurriculum is explained to include devel-opment of motor abilities, stimulation ofsenses, teaching of body parts and selfconcept, discrimination and perceptionauditionally and visually, and recognitionof size and shape of concrete objects.(CB)
ABSTRACT 44461EC 04 0441 ED N.A.Publ. Date 71 7p.Spitz, lk,'ne A.The Adaptive VkwpoInts its Role inAutism and Child Psychiatry.EDRS not availableJournal of Autism and Childhood Schizo-phrenia; VI Ni P239.45 Jul-Sep 1971
Discussed is the proposition that as anosological entity, behavioral symptomsin the first year of life are not psychiatricdiseases In the strict sense of the wordbut disorders of adaptation that requirediagnostic, prognostic, and therapeuticapproaches categorically different fromthat used in psychiatric practice.Etiological and psychological factorsthought to underlie deviations of adapta-tion are then noted briefly. (CB)
ABSTRACT 40491EC 04 0491 ED N.A.Publ. Date 71 39p.Cusworth, D. C., Ed,Illochemical &retains; in Relation toMental Retardation. Proceedings of aSymposium (Middlesex Hospital Medi-cal School, England, May 16,1969).EDRS not availablePergamon- Press, inc., Maxwell House,Pairview Park, Elmsford, New York10523 ($2.45).
Presented are two papers from a sympo-sium examining mass infant screeningprograms for the detection of Inborn er-rors of metabolism which-are responsiblefor'varying degrees of mental retardationas at least one part of the clinical pic-ture. F.P, Hudson, in discussing screen -ing for 00Iiiketonuria; covers screeningtechnique, using screening teth-niques using blood, the -organization of ascreening;` program, and titration ofdiagnosiC Screening- fOi titcal abnormalities lireitewid by J. Stern.rfaiti necl trto:-(general _mass -greening1st ntiplea, iit_affritiared With menial litardation't ineth-octi fartletittiji these inefabOtie-effOrs,(Oita itr IV of fetern.
--intforoet _
disati'antra
papin con-title% the fkopii.
ABSTRACT 40609EC 04 0609 ED N.A.Publ. Date Dec 71 7p,Bullard, Bonnie M.* Barraga, Natalie&Nests of Evaluative InstrumentsApplicable for Use with Preschool Vi-ola/ Handicapped Children.EDRS not availableEducation of the Visually Handicapped;V3 N4 P11422 Dec 1971
Listed separately are subtests of evalua-tive instruments which can be used withpreschool blind children and those whichare applicable for use with pre:choolchildren with Impaired but useful vision.Tests are listed according to the abilityevaluated: immediate recall, association,logical thinking, discrimination, spatialreittions, psychomotor skills, deductivereasoning, inductive reasoning, generali-zation, imitation, attention span, andlanguage development. (KW)
ABSTRACT 40120EC 04 0720 ED N.A.Publ, Date Jan 72 10p.Gordon, Ronnie and OthersPerformanct of Neurologically Un-paired Preschool Children with Edu-cational Materials.EDRS net availableExceptional Children; V38 N5 P428-37Jan 1972
The study compared 124 middle class, 85brain injured, and 75 disadvantaged chil-dren ages 3-5 1/2 years In competenceand style in working with educationalmaterials with visit:I-perceptual compo-nents. Montessori Cylinders (placementaccording to size) and the Form SortingBox (placement according to form) werematerials used. In individual testing, thechild's behavior as he used the equip-ment was scored by a method permittingstep-by-step analysts of behavior. Thusnot only achievement but style or proc-ess of the child's performante was eval-uated. It was found that each of thegroups improved with age. Middle classchildren were more competent than dis-advantaged Children who were morecompetent than brain injured children.Although diajdyantaged children at age 3were similar to brain* injured fn terml'ofcompetence, with increasing age theymoved continuously -to- tfottaince'of itwas no `true for the brains-injt!red. w o
trtilenet VI t 'CO itrfpittell4neat 'fifalvidtia sahifitYlo cot:.red; 4000' tr depend-ency 611114" Wadi
rIdentification and intervertien HandicaPi in gailithildhOod
Northcott, Winifred H., Ed.Curriculum Guides Hearing-ImpairedChildrenBirth to Three Years andTheir Parents,Minnesota State Department of Educa-tion, St. Paul;Minneapolis Public Schools, MinnesotaBureau of Education for the Handi-capped (DHEW/OE), Washington, D, C.
The guide describes the components of acomprehensive infant program for hear-ing impaired children 0-3 years of ageand their parents. Primary focus is upona home-centered, parent-guided, naturallanguage approach to learning, basedupon the child's daily activities. An In-terdisciplinary professional staff guidesthe parents in the individually prescrip-tive oral and aural program. A parent-teaching program developed and sup-ported through sustained parent guidanceand education is central to the education-al d sign: Outlined are guidelines for thedevetopntent of the Infant program andtot parent guidance and education, integration of the child into a regular nurseryschool, principles of language develop-ment, parent-child interaction patterns,and evaluation methods. Stipulated foreach of eight age levels during the first 3years of life are an overall goal; programobjectives for child and patents; desireddevelopmental patterns in neurological,cognitive, social, and language areas;suggested daily home activities; samplephrases to use with the child; and a sam-ple experiential activity. Also describedare objectives and principles of the indi-vidual teaching program, experiencecharts, and auditory training. (KW)
ABSTRACT 401166EC 04 0856 ED N.A.Publ. Date Jul 71 12p.Korner, Anneliese F.Individual Differences at BirthsImplications for Early Experience andLater Development.EDRS not availableAmerican Journal of OrthOplychlatrYtV4I 4 P608.19 Jul 1911
Observitiotii train several rifOriatil stud-les iiiielfid=g tistitalry signillciikthavioo -Ave ereni2s: arnortghealthy' full-ler jse ittlfwaf 09-Oita rthiCiintifit crsliffe re ne:Astairibnet-wouhf a iTet stature of earlytape nee; u4tly s= (Ottinf o relatiokt e
dis,-7.0.0eat . a i c racterolOeical
ifferencesl tithori
ABSTRACT 40876EC 04 0876 ED N.A.Publ. Date Jan 72 6P.Dims, Beverly; ()olden, MarkPrediction of Intellectual Performanceat 3 Years From Infant Tests and Per.sonality Measures.EDRS not availableMerrill-Palmer Quarterly; VIR NI 1333.8Jan 1972
The study focused on the relationshipsbetween cognitive and personality meas-ures obtained in infancy and later intel-lectual measures taken at 3 years of age.The subjects included 192 black childrenof 12, 18, and 24 months of age fromdifferent socioeconomic groups, rangingfrom lower class to middle class. Infancytest battery consisted of the Candi In-fant Intelligence Scale, the Piaget ObjectScale, and seven personality ratingscales. At 3 years of age, the childrenwere administered the Stanford BinetIntelligence Test. The most significantfinding was thought to be the direct rela-tionship found between the amount ofpleasure manifested by 18and24-month-old infants on the Cattel andPiaget Object Scales and their later intel-lectual performance on the Stanford Bi-net Intelligence Stale. (CB)
ABSTRACT 41159ECM 1159 ED N.A.Publ. Date Feb 72 3p.Holden, Raymond H.Prediction of Mental Retardation InInfancy.EDRS not availableMental Retardation; V10 NI P2830 Feb1972
The problem of accurate prediction ofmental development in normal infantshas often been controversial. Out of apopulation of 2,875 infants in the ChildDevelopment Study at Brown Universi-ty, 210 subjects were followed to age 4and 115 to age 7. Each child was Imonth or more below average on theBayley Scales of Mental or Motor Devel-opment at age 8 months. At both ages 4and 7 years, mean IQ scores were signif-icantly lower than a control group of 150children. (Author)
ABSTRACT 41320EC 04-1320 ED 059 5S1Publ. pate 71 lip.Pack, dlOrla GayleA Plan for Itinerant phreational Con -s z1tan rof Preschool Visually
A demonstration project was conductedinvolving itinerant educational consultantservices for preschool visually handi-capped children with the objective ofpreventing social and sensory deprivationand of developing personal independ-ence. Channels were established for re-ferral of applicable visually handicappedpreschool children to the program.Selected preschools for children otherthan visually handicapped childrenagreed to admit visually handicappedchildren and received supportive servicesto handle the visually handicapped child.Where needed, an itinerant teacher visit-ed the homes of preschool visually hand-icapped children. For each of the 28 chil-dren involved in the study, the birthdate,diagnosis, vision, referral, and servicesrendered were reported. The Social Ma-turity Scale for Blind Preschool Children(Maxfield and Buchholz, 1957) was thestandardized evaluation tool used inmany cases. Although success wasthought to be intuitively apparent in var-ious cases, the complexity of the chi'.dren's problems precluded definitivemeasurements of progress in all cases.Appended were four reports by an in-structional aide, two mobility students,and a nursery school teacher of theirexperiences in working with the pre-school visually handicapped children.(CD)
ABSTRACT 42001EC 04 2001 ED N.A.Publ. Date 72 5p.Adkins, Patricia 0 Walker, CarlA Call for Early Learning Centers.EDRS not availableAcademic Therapy; V7 N4 P447-51 Sum1972
Stated is the need of learning disabledchildren to start school at an earlier agein a special setting to acquire the skillsnecessary to compete successfully in thepublic schools. Cited are figures on thegrowth in human intelligence which takesplace in the early years of life Needsare seen to include a focus on early iden-tification of learning disabilities in pre-school children and emphasis on theirlanguage developfn t fit and other comentl-nkaticsh skills. The preventive aspect ofearly ddidhcorad education` isstrissed.:preventititf. or reduction -in se-verity of future educational,' emotional,social, and vocational handicaps. `(KW)
ABSTRACT 42059EC 1)4 2059 EON A.NW-Date 72 5p.r'YleiMintY B. I
Sterengnottk Test for Screeningdefile $erieraiirki;
EMS-0 Mira-file
American Journal of Occupational Thera-py; V26 NS P256.60 JullAug 1972
Descriptors: research projects; preschoolchildren; diagnostic tests; tactual percep-tion; test reliability
A practical stereognostic test is present-ed for children 2 to 4 years of age. Theadministration and scoring of this testare simple operations and can be learnedquickly by a new examiner. The test canbe administered in less than 10 minutes.This paper presents the results of oneexaminer's testing of 98 subjects in theage range of I year 8 months to 4 years 7months. The analysis on test items indi-cates that there is no range of difficultyof test items except for one item andthat as the child's age Increases, his abil-ity to respond correctly to the test itemsalso increases. The retest analysis indi-cates that there is a high reliability forthe 3.yearold and over population.Recommendations for future studies aremade, (Author)
ABSTRACT 42115EC 04 2115 ED N.A.Publ. Date 72 136p.Mager, Robert F.Goal Analysis.EDRS not availableFearon Publishers, 6 Davis Drive, Bel-mont, California 94002 ($2.95).
Detailed is the procedure of goal analy-sis, intended to help one describe themeaning of the goals he hopes toachieve; whether the goals deal6with atti-tudes, appreciations, or understanding;and how to recognize progress and suc-cess in achieving the goals. A step bystep procedure is outlined for definingbroad goals In terms of the performances(behaviors) representing the meaning ofthe goal. If these specific outcomes (ov-ert or directly assessable activities) areachieved, then the goal can be claimed tohave been achieved. The procedure ofgoal analysis is said to help a teacherdecide, for example, if instruction willhelp achieve the desired state and, it itwill, what kind of instruction to organ-ize. Illustrative examples of how to per-form a goal analysis are taken from edu-cation. industry, and other fields. (KW)
ABSTRACT 42272EC 04 2272 ED N.A.Publ. Date Jul 72 14pYarrow, Leon J. and OthersDimensions of Early Stimulation andTheir Differential Effects on Infanttkielopment.EDRS not availableMerrill- Palmer Quarterly: V18 NAP205.18 Jul 1972
are related todifferent cognit-Ive-motivational facets of the infant'sdevelopment. Data were obtained on 41black infants, ages 5-6 months, and theirprimary caretaker (mother or other)through 6 hours of time-sampling obser-vations in the home. Approximately 60categories of events were monitored:infant behaviors (vocalizations, play.other activities), caretaker behaviorsdescribing aspects of social stimulation,and measures of the Inanimate environ-ment. Social stimulation was Classifiedaccording to sensory modality, intensityor rate of stimulus change, whether itwas contingent on infant behaviors, andtype of infant behavior the caretaker wastrying to evoke. Inanimate environmentwas analyzed in terms of variety, respon-siveness, and complexity. Dependentvariables were obtained from infant test-ing with the Bayley Scales of InfantDevelopment and a structured situationaltest measuring exploratory behavior (cu-riosity) and preference for novel stimuli.A table Indicates the interrelationshipsamong the social and inanimate varia-bles. Dimensions of the social environ-ment were largely independent of dimen-sions of the inanimate environment, sag-gesting that global characterizations ofenvironments as depriving or stimulatingare over-simplified. Other tables detailrelations between social environmentfactors and infant functioning, and be-tween inanimate environment factors andinfant functioning.
ABSTRACT 42399EC 04 2399 ED N.A.Publ. Date Jun 72 7p.Ritchie, Betty Caraway; Merklein, Ri-chard A.An Evaluation of the Efficiency of theVerbal Auditory Streening for Chil-dren (VASC).EDRS not availableJournal of Speech and Hearing Research;VI5 N2 P280.6 Jun 1972
Descriptors: exceptional child research:aurally handicapped: preschool children;auditory tests; test validity: identifica-tion; screening tests; Verbal AuditoryScreening for Children
The efficiency of the Verbal AuditoryScreening for Children (VASC) com-pared to a pure-tone threshold lest as atechnique to identify hearing impairmentamong preschool children was investigat-ed with 162 subjects. The VASCI testCorrectiy identified 84 6% of the totalsubjects. Of the 41 subjects failed by thepure-tone threshold test, 48 8% weremissed by the VASC -l. An analysis 'ofthe aVerage hearing threshold loiS for300-2000- Hetti bf the can MiSclassified
_ by the- reVealed'1,83.)% 'rangedhalt) -clet [bets. me yAte.1 andthe verbal poltion of the VASC-2 -aPPearto be fairly Onivalent forms. (Author)
ABSTRACTte0.0614 E b fid. A .Publ. Dia 31 346p.
,1-473:$0 arge-,,Diagnosis Ped-hilrle
F.DRS not availableLittle, Brown and Company, 34 BeaconStreet, Boston, Massachusetts 02106IS 1 3.501.
Descriptors: exceptional child services;special health problems; diseases; sei-zures; mental retardation; medical evalu-ation; neurology; classification; infancy;early childhood; childhood; pediatrics
The book presents a practical approachto differential diagnosis in pediatric neu-rology which consists in describing themost common neurological presentingcomplaints or clinical situations encoun-tered by pediatricians and providing asimple classification and description ofthe main diagnostic possibilities that arethought to be relevant in each situation.The following 19 clinical manifestationsare considered along with numerous re-lated diseases: acute onset of flaccidweakness, chronic muscle weakness,spastic weakness, ataxia, abnormalmovement and posture, cranial nervedisorders. proptosis, meningeal irritation,neurological deficit of sudden onset withimpairement and loss of consciousness,increased intracranial pressure, macroce-phaly and microcephaly, headache, ab-dominal pain of central nervous systemorigin, skin abnormalities and the centralnervous system (neurocutaneous syn-dromes), nonprogressive and progressivepsychomotor retardation, neurologicalsyndromes associated with chromosomalabnormalities, and seizures in neonates,infants and children. Five appendixesdiscuss neonatal reflexes and develop-mental milestones, drugs most commonlyused in pediatric neurology, treatment ofsome medical emergencies, evaluation ofa child in a coma of unknown etiology,and blood, urine and cerebrospinal fluidvalues, (GW)
ABSTRACT 42629EC 04 2629 ED 064 852Publ. Date 72 t 66p,Project Child. Final Report.Educational Improvement Center, Pit-man. New JerseyMargate City Board of Education. NewJersey;New Jersey State Department of Educa-tion, TrentonFDRS mf,hc
Project Child was explained to be fundedunder the Elementary and SecondaryEducation Act Title III and w_ as de-scribed to be a regional modelstration program for the identification ofprischnol handicapped childreh especial -ly '- With learning ';:lisabitittfa. Pilmasfy _
goals of the'prejett8Vare reported to beStimulatiohOf parents and tinblit to teal-Ili lettlial oL preschool screening.0 vt OpAteht Of " tter screening d vices,and (41440 .-;'61 exd 7'011 ildienfit OA. l'., . JAI Clilit hi107*Int theme petthilifiri I. trOlOt
-Child 1 'Iliplata draftedas 'a three -phase; f; l'yhl , fr0lietT'Ihe
Identification and- rnterVentiori-Of iii Early Childhood
phases involved collection of data frornparents about exceptional children ineight counties of southern New Jersey,establishment of demonstration program,and development of regional master plan.Analysis of data showed an overall prey-alency rate of 15.1% of children withpotential learning problems. Charts prov-ided handicapping data for mit of theeight counties. Then reviewed were tot-lowip projetts, such as Interviews withschool superintendents, discussions withparents, evaluation questionnaire, andRegional Co-op Project. It was conclud-ed that the project served to make thepublic more aware of its handicappedpopulations and of the necessity of theeducational system to serve all its chil-dren. (CR)
ABSTRACT 42769EC 04 2769 ED N.A.Publ. Date 70 32p.Reistroffer, Mary; Kuhn, RoyThe Hyperactive Child Without Men-tal Retardation.EDRS not availableUniversity of Wisconsin Press, Box1379, Madison, Wisconsin 53701
Descriptors: exceptional child education;learning disabilities; hyperactivity; in-fants; early childhood; childhood; childrearing; parent role; parent school rela-tionship; identification; therapy
Information gleaned from research litera-ture. reports of parents, teachers andsocial workers, and the writers' own pro-fessional experience is presented to aidin the identification of hyperactivitywithout mental retardation as a syn-drome and to specify appropriate careand management techniques for hyperac-tive children. The hyperactive syndromeis defined as a disturbance of the centralnervous system which causes polar reac-tions to extol* and internalBecause hyperactivity is seen to have anage related progression, the discussionconsiders infant, toddler, preschoolerand school-age stages. Various character-istics of the hyperactive infant are dis-cussed such as resistance to tactile stim-ulation, crib traveling, marked startlereaction, head banging and body rocking.The quickness of the young child'smovements, his reaction to barometricand color changes, his need for carefullyregulated play, reactions to food, acci-dent proneness, blunted response topahi, toilet training problems, imagineddangers, friendliness toward adults, slowspeech, word reversal, destructiveness.affinity for repetitive Motion,: and poormem6ry and attention itecohildered.
-'Tie aUtbors !dyke frankness and exten-sive late-Action- betWcin parents andteacherS;- and- OM ofcontrolling illid-0640102` SIM $Of_ alhOtracilvt'AMTW flethrdh:rusted alt-medications for hYpetIcliiity.
P(OW)
ABSTRACT 421166EON.A.
'73d.rtiwordi. 'Pit-if-el-a- X.
A Program Outline for Parents andTheir Children, Ages 3 Months to 3Years Having Cerebral Palsy.EDRS not availableUnited Cerebral Palsy of Central Indian-a, 615 North Al..bama Street, Indianapo-lis, Indiana 46204 ($3.00).
The program online for parents andtheir children, aged 3 months to 3 years,having cerebral palsy is designed to pro-vide activities on which parents and chil-dren can work together to develop thechildren's emotional, mental, and socialhabits as early as possible. The programoutline Is said to be based on a success-ful demonstration program. Preliminaryinformation outlines responsibilities ofthe head therapist who works with thegroup of parents and children meetingtwice weekly, responsibilities of volun-teers, parents, and students, educationalobjectives such as teaching parents somebasic child deselopment rod child rearingconcepts and guiding parents in recogniz-ing their child's abili3ies and disabilities,a typical program schedule, notes fromthe therapists to parents and other thera-pists, and needed equipment. Each activ-ity is c'vered by objectives, motivatingactivities, equipment needed, and an il-lustrative diagram. 'nu 30 activities ex-plained include rub-a-dub dub, flashlightgame, a ball game, water play, talk aboutpictures, ,?,y word box, rattle cans, blow-ing bubbles, coin in the can, clothes pinsand rope, mirror play, my shape bottle.Pop beads, music maker, rocking, beanbag play, beach ball bounce, cardboardbox train, a barrel of fun, scribble with acrayon, rolling race, sand play, slideplay. hand cream, block play, peg set,pudding time, cracker and milk period,milk period, and pulling objects out of abox. Practical advice is also provided onlifting and carrying the child, sleepingand bathing aids. (CB)
ABSTRACT 42098EC 04 2898 ED 065 978Publ. Date 68 232p.Gold, Edwin M., Ed.Proceeding! of the National Confer-ence for the Prevention of Mental Re-tardation through Improved Mittens'.ty Care.New York Medical College, New YorkChildren's Bureau (DREW), Washing-ton, D. C.EDR mf,hcReprint From the Proceedings, of theNational Conference, March 21.29, 1068,Wsishington;ti: C.
The'-ebrifeteriOt 'got edingi on the lite-vett* 'Of "kerital retitrdation through
4i consist of six
12
major papers which are followed by pan-el discussions with two to five partici-pants. Epidemiology of prematurity, top-ic of the first papers, is discussed interms of cigaret smoking, asymptomaticbacteriuria, maternal heart volume, em-ployment during pregnancy, maternalheight and %eight, birth interval, prenatalcare, outcome of previous pregnancies,and definition of prematurity. The sc-ond paper focuses on prevention of ob-stetric antecedents, with mention of re-sponsible parenthood, study of previousreproductive events and congenitalanomalies, relationship of social status toperinatal mortality and prematurity, ma-ternal nutrition, psychosomatic (actorsassociated with pregnancy, maternalheight and weight, maternal infections,:Lai maternal diseases. The third paperon prevention of premature labor consi-ders prophylaxis, early recognition ofhigh risk patient, and inhibition of pre-mature labor. The relative lack of medi-cal help in encouraging' the pregnantwoman to enjoy both pregnancy andmotherhood is the subject of the fourthpaper on the low birth weight infant. Theconference concludes with two shortpapers on specific needs to improve ma-ternity care and a review of resources,respectively. (CB)
ABSTRACT 42941EC 4 2941 ED N.A.Publ. Date 71 4I6p.Sluckin, W., Ed.Early Learning and Early Experience,EDRS not availablePenguin Books, Inc., 72 Fifth Avenue,New York, New York 10011 ($3.45).
Twenty-eight empirical studies in earlylearning and early experiencing werereported in terms of early conditioning,imprinting, learning and development,restriction and enrichment of early expe-rience, development of special traits,parental deprivation in infancy, and earlysocialization in animals and man. Pourreports on early conditioning examinedconditioned head turning in human new-borns, conditioned orienting reactions topersons and things in 2 to S month' oldinfants, classical conditioning in newbornrats, and conditioning in the neonatalpuppy. Pour articles on imprinting treat-ed imprinting and perceptual )eatning indornettie chicks, changes 11 chicks' res-ponses to novel moving objects over thesensitive period for Imprinting, the reveresad of a preference established during thecritical periOC'alidliehaviOtal control byan imprinted' stimulus. tAarning anddevelokhint viitezlinalyzed four na-pert -Witte- -reration °Of early to laterearning, developmental chitatiel idiiarn=iitg Opactry;lairif :rrttAt ifiettlding
tell Trig,isfrf fhVOlitiriralletritrillrebItO OK V&the founiechild7rge Ark-
lion and enrichment of early experienceanalyzed the effects of restricting earlyexperience on the problem solving capac-ity of dogs, the effects of early experi-ence on the response to pain, the effectsof early shock and handling on lateravoidance learning, and a theory of in-fant stimulation specifying critical peri-ods, stimulus input, and emotional reac-tivity. Investigations of the developmentof special traits considered the effects ofinfantile experience on adult behavior inrats, the effects of early inforced wean-ing on the sucking behavior of puppies,the effect of bottle and cup feeding onthe nonnutritive sucking of the infantRhesus monkey, and some persistenteffects of different rearing conditions onpreadult social behavior in monkeys,Three articles on parental deprivation ininfancy treated maternal separation inthe Rhesus monkey, the effects of 6 daymaternal deprivation on Rhesus monkeyinfants, and an empirical and conceptualreevaluation of maternal deprivation,Aspects of early socialization in animalsand man examined were the flocking ofdomestic chicks. the development of in-ter species social attachments, criticalperiods in the development of socialbehavior in puppies, the development ofsocial attachments in infancy, and theonset of fear of strangers and the incon-gruity hypothesis. (OW)
ABSTRACT 42043EC 04 2943 ED N.A.Publ. Date 72 250p.Hunter, Marvin It and OthersThe Retarded Child from Birth toElver A Multidisciplinary Program forthe Child and Family.EDRS not availableJohn Day Company, Inc., 257 Park Ave-nue South, New York, New York 10010($10.95).
Descriptors: exceptional 'child education;mentally handicapped; trainable mentallyhandicapped; infancy; early childhood;program descriptions; interdisciplinaryapproach; identification; diagnostic tests;medical treatment; home instruction;educational programs; communicationskills; family role; psychotherapy; caststudies
Placing its major emphasis on interdisci-plinary services for the trainable mental-ly retarded, the book about retarded chil-dren aged 0 to S years discusses earlyidentification and treatment, the diagnos-tic process, treatment programs and family treatment. Incidence, prevention, pe-riods of Wentificalion, (amity perspec.*lye, initial reactions and a multidiscipli-nary center are considered briefly. AMultidiSeiplinary diagnostic evaluation isdescribed,as,the means of gaininggaining'a Natalpicture of the guild and his (amity and offorming- an = individdalized '06, grain ofstimulation and tritinfne forThe initial iriontryi.COM Orients- orihediagnoitler-PfotOr (social works t, Medi-cal evaltationP10011rolf Iirigedures,OrtOVIST(TOn the tioeteducational, and "= speec i and languageevaration)i -file diagnostice nee, and tfit fritis iritteviewlire
gxceptionit Cfiif Bibliography Series
treated. Noting the need of retarded chi!.dren for perceptual and motor stimuli ofmore than average intensity and frequen-0,, the authors describe the followingtreatment programs for the child: medi-cal treatment program including drugtherapies, special dietary regimens, surgi-cal, ophthalmological. dental. and correc-tive procedures. genetic counseling, andthe physician in the team; home trainingprogram focusing on such activities esfeeding. exercise, sitting, standing, .crawling, and verbal reinforcement;school program; and communication pro-gram involving language especially thera-py and a communications curriculum.Emphasizing the especially crucial importance of the family in the develop-ment of retarded children, the authorsrecommend maximal family involvementin both child treatment programs andtreatment programs specifically for thefamily including parental psychodynam-ics. individual psychotherapy, and grouppsychotherapy. A case study recountsthe progress of a young mongoloid girland her family through the various smices and programs that can be providedby a large, multidisciplinary center forretarded children.
ABSTRACT 50020EC 05 0020 ED N.A.Publ. Date Aug 72Downs, Marion P.; Hemenway, W.GarthNewborn Screening Revisited.EDRS not availableHearing and Speech News; V40 N4 P4-5.26.9 Jul-Aug 1972
Described is a newborn infant screeningprogram designed to detect infants with ahearing impairment utilizing both a regis-ter of high risk infants and a question-naire to be used at well-baby clinics It isasserted that 10 to 904 of children whoeventually suffer hearing loss would beincluded in a register of high risk new-born infants: Five factors said to havehigh predictive value of hearing impair-ment at birth are: rubella during pregnan-cy, family history of childhood deafness,blood incompatibility, low birthweight,and malformation of ears. nose, orthroat The authors recommend that allnewborn infants showing one or more ofthe predictive factors of hearing implar-ment be giver, in-depth audiological eval-uations by certified audiologists. It isrecommended that, since 10 to 407E ofthe deaf population may well developdeafness after birth: a questionnaire de-signed to distingulih betWeen the normaland the hearinginifiairiechlid be addedto the Oa developmental and Coninin-nicatioriVseilei arid' used at 2 itionthintervals during the first 'year.(DRI
ABSTRACT 50185EC-01RO : ", ED 069 086PUbi. the Aiir` 12 .. 47p -Rtacilifiig the Preschool Handlcipped
hild. , -
New York State Education Dept., Al-bany. Div. for Handicapped ChildrenEDRS mf.hcInstitute Proceedings Highlights, April2l -22, 1972, Utica, New York
Dcscriptors: exceptional child education;handicapped children; preschool chil-dren; early childhood education; confer-ence reports; diagnostic teaching; in-structional materials; identification;teacher role
The proceedings of a special study insti-tute on the preschool handicapped childinclude staff and participant lists, open-ing and closing remarks, and six papers,Topics discussed in the papers includeteacher clues for identifying learning dis-abled students, directions for teacheridentification of speech and hearinghandicaps, the concept of classificationand its integration into a preschool cur-riculum, prescriptive physical education,prescriptive (diagnostic) teaching andeducational materials. Sources and pricesare given in a list of professional books,children's library books, instructionalmaterials and aids, films and filmstrips,and tapes and records appropriaie foruse with preschool handicapped children.(KW)
ABSTRACT 50419EC 05 0419 ED N.A.Publ. Date Nov 72 4p.Gerber, Sanford E.Biomedical Technology and the Detec-tion of Birth Defects.EDRS not availableRehabilitation Literature; V33 NilP322.25 Nov 1972
Described are three techniques for thedetection and identification of congenitaldeafness in newborns: measurement ofrespiratory activity, measurement ofbrain wave activity, and measurement ofcardiovascular activity The author notesthat respiratory responses are easily de-tected and measured. and that they canbe used as a gross test of hearing, Theauthor prefers measurement of cardiacresponses to measurement of brain waveactivity due to problems with the analy-sis of electroencephalograms. (OW)
ABSTRACT 50448EC 05 0446 ED N.A.Publ. Date 70 152pPushaw, David and OthersTeach Your Child to 'Talks WorkshopManual,P:WS not available_COCO/Standard Publishing Company,104 Fifth- Avenue, New York, New York10011 ($)
DeStriplorsz 'prochOol children: work-slio0s; gtildefinet; language development;parent &ideation; SAWN- lingUagehandicitii;'preVention
_
fr (ended' Or irse by leaders of 'parenteduc`ati en workshops dl ere 'languagedevifo+fieiit''irt' °itnfanf avid -Rittil6o1&kite
Ide ntification and inferVention4kandierifislitlrirlYthliclhoOd
ent education kit, gives information onstarting a workshop and outlines the con-tent of three suggested workshop ses-sions. The authors believe that inverven-tion in the preschool period Is more et-(ective in preventing speech handicapsthan speech therapy after a child has aspeech disorder. Operation of a speechcenter is described as including the smallgroup workshops, and offering speechevaluation services. Given are instruc-tions on publicity, applications, a film,physical facilities, typical questions, andconcluding activities, Given are fourdifferent presentations. a publicity piesentation, and workshop presentatitins onlanguage development in the first, sec-ond, and third years of life respectively.Each workshop description includesequipment and material, content of slidesand script of the tape recording also in-cluded in kit, and sLiggested questionsfor discussion. A publicity flyer, radioand television announcements, an appli-cation form, a letter to parents, and aworkshop evaluation form are includedat the end of the manual. An addressfrom which further information about thekit can be obtained is given. See EC 050284 for the parent manual also Includedin the kit. (DB)
ABSTRACT 50549EC 05 0549 ED N.A.Publ. Date Mar 73 26p.Kohn, Martin; Rosman, Bernice L.A Two-Factor Model of Entotional Dis-turbance In the Young Child: Validityand Screening Efficiency,EDRS not availableJournal of Child Psychology er,d Psy-chiatry; V14 NI P31.56 Mar 1973
The study tested the validity and screen-ing efficiency of a proposed two factormodel of emotional disturbance In pre-school children. Two rating instruments,the Social Competence Scale and theProblem Checklist, were employed tomeasure the following two dimensions ofsocial-emotional functioning! Factor 1,interest-participation versus apathy-withdrawal; and Tractor if, cooper*.tion-compliance versus anger-defiance.After evaluation of 1,425 children (aged3 to 7 years) In day care centers, daytreatment facilities, and a mental hospi-tal, the factor dinteesions were found tobe efficient in differentiating "dlitUrbedchildren' frorria normal population,. -Thegroup dliturbefaill_10riAaCtolind .(0have morecandy- fewer child_git 'friinV in It nbriesthan the"nornialiteiaMpte. IS lisclikat-
ihargfric_46:Wite distur d ah.Wedpredominantly NI* I '7001,0 0; bAlt'that *only girls ,W1i(Cshosti et, Flo 1-0pathology fob
--triategOi; itirbfdstr-Auff 6 hadFactor corer r and
Major cOncitisio Were
that groups of children constituted on thebasis of teachers' ratings can be discr;mi-nattd by means of the Social Compe-tence Scale and the Problem Checklist,and that the rating scales discriminatechildren considered well functioningfrom children considered poorly func-tioning or in need of treatment an fromchildren assigned to various treatmentgroups. (OW)
ABSTRACT 60551EC 05 0561 ED N.A.Publ. Date Jul 72 7p.Denhoff, EricPrecursive Factors to Early and Identi-fled Learning Disabilitks. .
EDRS not availableSlow Learning Child; VI9 N2 P79-85 Jul1972
Outlined are prenatal and perinatal fac-tors contributing to later learning disabilities and the roll of the pediatrician inearly identification and remediation ofsuch problems. Five categories of factorscontributing to make an infant at-risk forlater learning disability are identified: lowbirth weight, dysmaturity, respiratorydistress syadrome, high bilirubin level,and hemolytic syndrome. The impor-tance of preschool evaluation when po-tential learning disability is suspected isstressed, but teacherlphysician disparityin assessment is noted (the teacher as-sessing functions and the physician deal-ing in pathology). The physician Is urgedto better PrePare himself to evaluatefunctions and skills related to academicperfcrmance. Recommended for a pre-liminary screening evaluation are bodymeasurements and assessment of grossmotor skills, fine patterned movements,sensory functions, sensory integration.and complex integration, (KW)
ABSTRACT 50885EC 05 0683 ED N.APubl. Date Nov 71Frankenburg, William K. and OthersReliability and Stability of the DenverDevelopmental Screening Test.FURS not availableChild Development; V42 N5 P1315.25Nov 1971
The investigation evaluated tester -observer agreement and test retest sta-
Vpy -ofthe Denver DevelopmentalScreening Test (DDST) with '76 and 186infants and presebodl children, respee:-tiVely: Cofielatleai coeintients for menialages obtained at 1 Fwiek interval Weredetermined for 13 age -groups betweenf.f in if '49 -months: Cotikients rangedbetweet(14-irid lk age trenddisplayed:-Tear-obterviragreement t&
ittbss was greater ''''thante aereit stability := "re*Oiltir stability
higglebighirthit
14
bilities for other tests at comparableages. The group of items with highlest-retest stability contained mom: itemsthat were passable by parenhi repotsthan did the group of low test-retest sta-bility items. It was concluded that thehigh tester-observer reliability andtest-retest stability and validity of theDUST, and me ease of adminstrationand interpretation of the test make it auseful tool for screening (or developmen-tal deviations in preschool children.(Author/KW)
ABSTRACT 50985F.0 05 0965 ED 072 575Publ. Date Jan 72 122p,Starkovich, PaulTwo-Year Study of Northwest Region-al Center's Summer Sessions for Pre-school, Rubella, Deaf-811W Children.Northwest Regional Center forDeaf-/Blind Children, Vancouver, Wash-ington .
Bureau of Education for the Handi-capped (DREW /OE), Washington, D. C.
The report describes the Summer Ses-sions for Preschool, Rubella, Deaf-BlindChildren conducted in 1970 and 1971 bythe Northwest Regional Center forDeaf-Blind Children in Vancouver,Washington. The summer programs wereprimarily designed to evaluate preschooldeaf-blind children in a learning and liv-ing situation. The report is Intended notonly to describe the short-term evalua-tive programs, but also to sh,Av how acoordinated program may be organizedadministered, and evaluated, Dcscribedare program objectives and the learningstation concept upon which the programwas bated. The calendar of events forthe 1971 program is included. Detailedare the methods of description and eval-uation utilized as well as the process offorming recommendations for the chil-dren. Outlined are the objectives andprocedures of the five learning stations(specialized areas of (wilting and evalua-tion), which focused on communicationskills, experience training, self helpskills, physical development, and socialskills. Briefly described are the residen-tial station and medical diagnostic andevaluative services. Recommendationsdeal with program extensions and im-proved descriptive and assessment tech-niques. (KW)
ABSTRACT 50980IC050980 ED N APub)) Date 72 297p.Satz, Paul, Ed.. Ross, John J., Ed.fide I/earner: t.arly Detectionarid interliption-.F. DR s `ribt availableInternational Schqlarly Book Servkes.Inc00.; Box' 4347; Portland,: Oregon:97208 418.45j.
Directed to a multidisciplinary audience,proceedings from the 1971 conference ondisabled learners contain 13 articlesabout rrecursors, etiology, detecti.sn,and management of learning problems inchildren, as well as critical evaluations ofnew methods of intervention. Four arti-cles on preschool development treat themodifiability of human potential, earlybrain damage and later development, ear-ly language development its the normalchild, and followup data on predictiveantecedents of specific learning disabili-ty. Nine discussions on problems of ear-ly school development ,consider topicssuch as the following: learning disabili-ties found in elementary schools, a theo-ry of developmental dyslotia, naturalhistory and electrophysiological dime,teristics of familial language dysfunction,childhood aphasia, remediationlprevention methods and mattrials, asequential learning approach (or cultural-ly deprived children, effective trichinafor young, d:sadvantaged children, preci-sion teaching, and applied behavioralanalysis and learning disorders. (OW)
ABSTRACT 61051EC 05 1051 El) N.A.Publ. Date Feb 73 5p.Woodruff, M. E.The Visually 'At Risk' Child.EDRS not availableJournal of the American OptometricAssociation; V44 N2 P110.4 Feb 1973
The concept of the visually at risk childis said to offer a productisie approach tothe early detection of visual defects byproviding a means of discriminating chil-dren most likely to need the services ofavailable professional personnel.Conditions which would place childrenvisually at risk are categorized. heredity;prenatal disease: social and environmen-tal influences on the mother: perinatalconditions, stresses and traumas; postna-tal disease or traumatic states; and esi-dent ocular or behavioral abnormality,Practitioners are urged to identify visual-ly at risk children by means of these cat-egories and to refer such individuals forvision examinations. (OW)
ABSTRACT 51135EC 03 1 i.33 El) N.A.Publ. Date Apr 71 6p.Eisenberg, Rita B.Pediatric Audiology: Shadow or Sub-Stance?EhRS not availableJournal of AuditOry Research: VII '142P148.53 Apr 1971
Descriptors :-.exceptiona child services:atifk, W050-flea infant early110-nd clArdhodd Weak h nee fslittfdintolgY; Tie NO -sieveldr Men t t lc
test's; anditniy Ws-is; scree-A.1g reit%
Pace ption-ifewfalribtiograriti y Series
The author cites a lack of research onstages of normal hearing developmentand a corresponding lack of insight intothe nature of childhood abnormalities,particularly communication disorders, asevidence of a neglect of pediatric audiol-ogy. Current auditory screening proce-dures are criticized for involving onlygross observation of an infant's respon-ses to sound which does not allow theexaminer to say anything about the integ-rity of the eighth nerve, much less theprocesses of hearing. Progress in podia.iris audiology is said to require normative information about normal develop -meet as a prerequisite to the design ofclinical measures that refer quantitativelyto specific coding operations and to thedevelopment of specific therapeutic pro-cedures. (OW)
ABSTRACT 51137EC 03 1137 ED N.A.Publ. Date 72 260p.Bell, William E.; McCormick, William P.
Increased Intracranial Pressure inChildren.EDRS not availableW. B. Saunders Company. 218 WestWashington Square, Philadelphia, Penn-sylvania 19105 (516.00).
Descriptors: exceptional child services;physically handicapped; neurologicallyhandicapped; neurology; anomalies; in-fancy; early childhood; medical evalualion; medical treatment; textbooks
Intended for physicians, the book pres-ents information about diseases whichcan produce intracranial hypertension ininfancy and childhood and describes di-agnostic procedures and plans of thera-peutic management. Part I of the bookconsiders increased intracranial pressurein childhood by examining headaches inchildhood, lumbar puncture with in-creased intracranial pressure, roentgeno-graphic signs of Increased intracranialpressure, and transtentorial and cerebel-lar herniations. Part Ii discusses causesof increased
intracranialpressure in
childhood and xamines cerebral edema,.hydrocephalus, benign intracranial hyper-tension (pseudotumor cerebri), lead enct.phalopathy, head trauma, and brain ab-scess. intracranial tumors in childhoodare considered in Part Ill which discuss-es clinical signs and diagnostic assess-ment; posterior fosse tumors; tumors inthe region of the pineal gland; parapitul-tars+, pituitary,_ and hypothalamic tumors;Cerebral hemisphere tumors; congenitaltumors; and miscellaneous tumor's. (1313)
ABSTRACT 1,51419 _
E.0 Of 049 ED N.A.hitt*bale 2p.fieverion, Roger A.Earl Detection of Children with Pa
Ditabilkiest A Seven--
'E &I-040445fibee Anntial Convention,Ma zsAi eitkia 'AtS6t'Association; V7
'K2Deicriptitt: ikeeptinnal 'child research;!earning disabilities; early childhOckl;
Identification and interitention of Handicaps
prediction; diagnostic tests; evaluation;test reliability; test validity
Reported were results of a project whichassessed the diagnostic value of instru-ments used for the early detection ofchildren with potential learning disabili-ties. Seventeen samples of 4, 3-, and6-year-old children were employed, withthe smallest sample including 60 childrenand the largest sample Involving 400 chil-dren. Instruments such as the followingwere evaluated: the five subtests of theWechsler Intelligence Scale for Children,the Wechsler Preschool and PrimaryScale of Intelligence, the group and indi-vidual form of the Bender Gestalt Testand the Frostig Developmental Test ofVisual Perception. The predictive abilityof the Bender Gestalt Test, the FrostigDevelopmental Test, the Wepman Testof Auditory DiFcrimination, and the Illi-nois Test of s'sycholinguistic Abilitieswere found to be the most disappointing.It was reported that two subtests, (infor-mation and vocabulary), of the WechslerIntelligence Scale for Children accom-plished almost as much predictively asthe full IQ test. Recent project effortswere reported to have focused on diag-nosing the teaching envirnoment ratherthan investigating the student's currentstatus. (GW)
ABSTRACT 51363EC 05 1363 ED N.A.Publ. Date Jan-Feb 6p.1-in -Fu, Jane S.Preventing Lead Poisoning in Chil-dren.EDRS not availableChildren Today; V2 NI P2-6, 36 Jan-Feb1973
Descriptors: exceptional child education;special health problems; infancy; earlychildhood; prevention; urban environ-ment; identification; public health; LeadPoisoning
Discussed is the prevention of lead poi-soning in young children I. to 6-years of
- age.- Lead poisoning is said to be mostprevalent among children living In urbanslum housing, and Is reported to lead tomental retardation, cerebral palsy, con-vulsive disorders, blindness, learningdefects, behavior disorders, kidney dis-eases, and Other handicaps. Stressed isthe importance of Identifying childrenearly In thi-stage of undue lead absorp-tion. It is reported that up to 40% ofpreschool children living in high riskareas have been found to have blondlevers of 40 40 oimoie; Had isthai'citildhoOdleid poisoning Ts not con-fined to inner' city meat:- C0145 sourcesof lead -ixiiospre are -ialrt*, includestreet dust, Vika oith-t,tqr=e:, eVaperati `olk.;,theolot kat-
cr ihkiu tiibeV and theink used by-&-tw *ifori, 'Among thefecoMenendatiOnl giver 80, t
01-:f-kreeding _diva'- ea-gtatAs;-14- co tine t I itireet'of ilPelec,11 t atiolffitil4iCIOrteitiOtt the e-hoof lelidifolsonine
in Early Childhood
ABSTRACT 5140$EC 03 1408 ED N.A.Publ. Date Mar 73 8.Dontanville, Virginia K.; Cunningham,George C.Effect of Feeding on Screening forPKU In infants.Pediatrics; V$1 N3 P531.8 Mat 1973
Descriptors: exceptional child research;special health problems; Infancy; eatinghabits; screening tests; test reliability;Phenylketonuria
No relationship between the phenylalan-ine content of the feedings prior to thephenylketonuria (PKU) screening testand a positive test result could be dem-onstrated In a study of hospital recordsof 68 phenylketonuric, 14 atypical, and26 hyperphenylalaninemic infants.Infants' mean age at testing was 62.8hours. The median intake before testingwas 383 milligrams (mg) of phenyialaninewith a range of 0 in five cases to over3,000 mg for two late tested Infants. Onequarter of the infants with positive testshad ingested less than 200 mg of pheny-lalanine, while only one of the 11 withnegative tests had less than 200 g. Themissed cases were represented at eachintake interval, and Intakes ranged from174 to 1,326 mg phenylalanine. Screeningtest results ranged from Ito 40 mg/100milliliter (ml) with wide variation at allintervals of phenylalanine intake, Therewas a gradual increase in mean levelsfrom 7.1 mg/I00 ml in the group withleast intake to 13.0 for those having themost. This increase was attributablemainly to the PKUs whose mean levelswere higher than those of the atypicalsand hypers at all Intake intervals, andwent much higher with increase intake.Serial tests on 20 infants who had repeattesting in the first few days of life whenfeeding was documented demonstratedthe rapid rise in serum levels in PKUs asfeeding continued in contrast to the atyp.icals and hypers who showed only slightincreases during this period. The authorsconcluded there is no evidence thatmissed cases are significantly related tofeeding protein or early testing iii routinePKU screening of the newborit infant,(Author)
ABSTRACT $1456EC 05 1456 ED N.A.Publ. Date Mar 73 8p.Carolan, Robert H.Sensory Stimulation and the Blind In-fant. ,New Outlook for the Blind; V67 N3P119.26 Mar 23
Exposure to rich ertiilionnient or ken.miry stir-notation Ifaitidlo ilec-4'sfAryfor thi RtY_Siatl;'ffSYcholoilcal,rind intelletlail.--deVeliSpinent 'of 'rblind
e behaviori _tat.fiii ay(1011 froirileirs de pri 1011 Ere fdTh-11 di Provisi eapf 1184 *00-
egii6884 frth gfi 14:461fCliar'entf havewent; a ftettioria , and $aitisle iiItitUdei
--15
toward the child; establishment of a cur-riculum of sensory input; and profession-al assistance for parents attempting tomeet the developmental needs or theblind infants and preschool chi ten.Roles of teachers and pediatricians arediscussed briefly. (OW)
ABSTRACT 524118
EC 05 2488Publ. Date Spr 73Abbott, Robert E.Perceptions ofWhere Have WeWe Going?
16
ED N.A.7p.
Early Childhood:Been and Where are
EDRS not availableJournal of the Association for the Studyof Perception; V8 NI P26-32 Spr 1973
The analysis of trends in early childhoodeducation stresses the importance ofmental development during the earlychildhood period, examines the distribu-tion of intelligence, recommends early
identification and intervention with hand-icapped children, emphasizes the impor-lance of parent involvement, considers theeffects of differing among professionals,and reports on a new Illinois law whichrequires that special educational servicesbe provided for all handicapped childrenbetween the ages of 3 and 21 years. Earlyidentification and appropriate interventionis thought to prevent later problems in theareas of social, physical, emotional, ormental development. (DB)
Exceptional Child Bibliography Sales
Adkins, Patricia 0 42001.Barraga, Natalie 40609.Beery, Keith E 10132.Btil, William E 51137.Birns, Beverly 40876.Blatt, Burton 31576.Bluth, Linda and Others 40252.Broussard, Elsie R 31069,Bullard, Bonnie M 40609,Calvert, Donald R 30347,Carolan, Robert H 51456.Corrigan, FraileiS V and Others 20722.Crandall, Barbara F and Others 51970.Cunningham, George C 51408.Cusworth, D C, Ed 40491.Dtnhoff, Eric 30328, 50561.Dontanville, Virginia K 51408.Eaves, Linda C and Others 22238.Eisenberg, Rita B 51135.Erickson, Marilyn T and Others 22998.Esche, Jeanne 33054.Fiedler, Miriam F and Others 32894.Fischer, Margaret 40338.Francis-Williams, Jessie 32481.Frankenburg, William K and Others
50685.Garfunkel, Frank 31576.Gerber, Sanford E 50419.Gold, Edwin M, Ed 42898.Golden, Mark 40876.
Moncur, John P 21046.Goldstein, Robert 31790.Gordon, Ronnie and Others 40720.Griffin, Carol 33054.Griswold, Patricia A 42886.Haeussermann, Else 31543.Hartner, Miriam Sergay Sturgeon 31069,Hemenway, W Garth 50020.Hodges, Walter L and Others 31745.Hoffman, D T 30270.Holden, Raymond H 41159.Horton, Kathryn B 22722.Hoversten, Gloria H 21046.Hunter, Marvin H and Others 42943.Husted, 3 and Others 31879.Kang, Ellen Song and Others 31441.Kohn, Martin 50549.Korner, Anneliese F 40856.Kuhn, Roy 42769.Lagos, Jorge C 42611.Lin-Fu, Jane S 51363.Luterman, David M 22738.Mager, Robert F 42115.Marion P 20310, 50020.Matheny, Adam P, Jr 23270.McConnell, Freeman 22722.McCormick, William F 51137.Mcneil, Thomas F and Others 23169.Mednick, Miriam F 21528.Merklein, Richard A 42399.Molitor, M Graham 10126.
32199,-401176, 42272.Cognitive Measurement 40409.Communication ticiiis 42943.Community PrOgritiii 2028,COnpe n s a (ON Education 31745.Coltditiopifel Res 6nle41941.-ConfeiNW r ottge,--)618,-2-mm,
42g98, 80.bili6liniaged 2083 i',421-99.
identification aisd intervention 'ofHtiindicips In Essilithiid hood
Newcomb, Mary Ann 40350.Northcott, Winifred H, Ed 40761.Painter, Genevieve 32199.Palk, Gloria Gayle 41320.Pa'rson's, Michael 32135.Pushaw, David and Others 50446.Read, Merrill S 21214.Redell, Rayford C 30347.Reger, Roger, Ed 23268.Reistroffer, Mary 42769.Ritchie. Betty Caraway 42399.Robb, Richard M 23120.Rosman, Bernice L 50549.Ross, John J, Ed 50980.Satz, Paul, Ed $0980.Severson, Roger A 51349.Sluckin, W, Ed 42941.Smith, Stanley A 32342.Solanto, Joseph R 32342.Sonstegard, Manford A 32233.Spitz, Rene A 40461.Starkovich, Paul 50965.Tait, Charles 31790.Tseng, Meng-Shu 32233.Tyler, Nancy B 42059.Vernon, McCay 11553.Walker, Carl 42001.Woodruff, M E 51051.Yarrow, Leon J and Others 42272,Timmerman. Irla Lee and Others 32525.
41320,42886, 42943.Educational Television 23164.Educational Testing 11333,Educational Theories 11333.Electronic Equipment 21046.Elementary and Secondary Education
Act Title VI 32685,Elementary Grades 23164.Emotional Adjustment 11553.Emotional Development 20821.Emotional Problems 32233.Emotionally Disturbed 23169, 31069,
Identification arid Interventioin'Of Haisilicirit in Early Childhood 19
ERIC DOCUMENT REPRODUCTION SERVICELEASCO INFORMATION PRODUCTS, INC.
P.O. Of Wief 0, Bethesda, Md. 20014
For EDRS UseCUSTOMER NO.ORDER NO.TYPE CAT.INVOICESON FILE
ONDEMAND ORDER BLANK
BILL TOSHIP TO
PURCHASE ORDER NO (zip,
ERIC REPORTS TO BE ORDERED
ItemERIC Report
16 Disk ED No.)Number of Copies
MIF ! PC
10
12
13
14
LO PREPAID
TAX EXEMPTION NO.
DEPOSIT ACCT. NUMBER
O CHECK NUMBER
Unit Prise
1
SUBTOTAL
SALES TAX
POSTAGE
TO, TA
Torsi PriceI
Orders are fated only 461 eib Two are notchecked. Please be sure you have SuOplied the toffee( numbed.-
ERTh Dt
1/12
(Zip)
IMPORTANT INSTRUCTIONS
Order ERIC Reports only by 6 digit ED No shownin Research in Education (R1E) or other Indices
Indicate if you want microfiche film (M/F) orpaper copies (PC)
Enter unit prices from the Price List below. Allother prices are out of date
Enclose check or money order payable to EDRSfor orders totalling less than $10.00
PRICE LIST
MICROFICHE MP)
Each ERIC Report
Microfiche Film (M/F) Is4" x 6" sheet of ntiolofilinon which up to 70 pages oftext are reproduced.
PAPER COPIES (PC)
Number of Pages edsaper MC
1 100 33.29101 200 6.68201 300 9.07
Each additional100 pages orportlon thereof $3.29
NOTE:
1. Fourth Clue Book Rate Or Library Rate pottep Isinducted In above Mos.
2. The difference between Book Rate Or Library Rate andfirst Hass OrAirefin postage (coati& the continentalUnited State) rate erdil be belled at COO.
3. Pei*ere CPC). "vg,0 6$ rstrd copy (SIC) In pest outtoot, 11 beitaplisi with paper corers.
SIGNATURE DATE
: OR DEPT.
MAKE ALL OAPTS PA VASE tOEDASItifibi4ra edtfl4asco inftirriiiititiii-Products; InC, for tittP.t.: tifireiitrid4a11611.
4SUBJE41 TO ALL MAMIANOCONOITIONS ON 11EyEltSE SIDE dl UIS POAM.
TERMS AND CONDITIONS
1. PRICE LISTThe prices set forth heroin may be changed with-
out notice; however, any price change will be subjectto the approval of the U.S. Office of Education Con.tracting Officer.
2. PAYMENTThe prices set forth herein do not include any
sales, use, excise, or similar taxes which may apply tothe sale of microfiche or hard copy to the Customer.The cost of such taxes, if any, shall be borne by theCustomer.
Payment shall be made net thirty (30) days fromdate Of invoice, Payment shall be without expense toLIPCO.
3. REPRODUCTIONMaterials supplied hereunder may only be repro.
duced for notfor-profit educational institutions andorganizations;provided however, that express permis-sion to reproduce a copyrighted document providedhereunder must be obtained in writing from the copy.right holder noted un the title page of such copy.righted document.
4. CONTINGENCIESLIPCO shall not be liable to Customer or any
other person for any failure or delay in the performance of any obligation if such failure of delay (a) isdue to events beyond the control of LIPCO Including,but not limited to, fire, storm, flood, earthquake, eX*plosion, accident, acts of the public enemy, strikes,lockouts, labor disputes, labor shortage, work stop-pages, transportation embargoes or delays, failure orshortage of, materials, supplies or machinery, acts ofGod, or acts or regulations or priorities of the federal,state, or local governments; (b) is due to failures ofperformance of subcontractors beyond LIPCO.s con-trol and without negligence on the part of LIPCO; or(c) is dtie to erroneous or incomplete Informationfurnished by Customer.
6. LIABILITYLIPCO's liability, if any. arising hereunder shall
not exceed restitution of charges.In no event shall LIPCO be liable for special, con
sequential, or liquidated damages arising from theprovision of services hereunder.
6. WARRANTYLIPCO MAKES NO WARRANTY, EXPRESS OR
IMPLIED, AS TO ANY MATTER WHATSOEVER,INCLUDING ANY WARRANTY OF MERCHANT.ABILITY OR FITNESS FOR ANY PARTICULARPURPOSE.
7. QUALITYLIPCO will replace products returned because of
reproduction defects or incompleteness. The qualityof the Input document is not the responsibility ofLIPCO. Best available copy will be supplied.
8. CHANGESNo waiver, alteration, or modification of any of
the provisions hereof shall be binding unless in writ.ing and signed by an officer of LIPCO.
9. DEFAULT AND WAIVERa. If Customer fails with respect to phis or any
other agreement with LIPCO to pay any ir(volce whendue or to accept any shipment as ordered, LIPCOmay without prejudice to other remedies defer anyfurther shipments until the default is corrected, orcancel this Purchase Order
b. No course of conduct nor any delay of LIPCOin exercising any right hereunder shall waive anyrights of LIPCO or modify this Agreement.
10. GOVERNING LAWThis Agreement shall be construed to be between
merchants. Any question concerning Its validity, COI)struction, or performance shall be governed by thelaws orthe State of New York.
