The rationale and structure of a 3-year model center program for severely handicapped children is discussed. Child progress data are given, and a regression analysis was conducted to isolate possible predictors of improvement. Results show significant progress in each of the assessed domains. This improvement can best be predicted by the child's pretest score and by his age at pretesting. There is also some evidence that length of enrollment may be a significant predictor of child progress. This information is discussed along with other implications for educating the young severely handicapped child.
Get full access to this article
View all access options for this article.
References
1.
BrickerD.CasusoV.Family involvement: A critical component of early intervention. Exceptional Children, in press.
2.
BrickerD.DowM.G.Selected sociological factors and demographic information on a population of young severely handicapped children. Manuscript submitted for publication, 1979.
3.
BrickerD.SeibertJ.CasusoV.Early intervention. In HoggJ.MittlerP. (Eds.), Advances in mental handicap research.London: Wiley, 1978.
4.
BrickerD.SeibertJ.ScottK.Early intervention: History, current status and the problem of evaluation. Paper presented at Gatlinburg Conference on Mental Retardation Research, March, 1978.
5.
CohenJ.CohenP.Applied multiple regression/correlation analysis for behavioral science.New York: Wiley, 1975.
6.
HaringN.G.BrickerD.Overview of comprehensive services for the severely/profoundly handicapped. In HaringN.G.BrownL. (Eds.), Teaching the severely handicapped (Vol. I). New York: Grune & Stratton, 1976.
7.
HerzbergP.The parameters of cross-validation. Psychometrika, 1969, 34, No. 2, Part 2, Monograph Supplement 16.
8.
LewisM.Lee-PainterS.An interactional approach to the mother-infant dyad. In LewisM.RosenblumL. (Eds.), The effect of the infant on its caregiver.New York: Wiley, 1974.
9.
MartinE.Integration of the handicapped child to regular schools. Minnesota Education, 1976, 2(2), 5–8.
10.
MosierC.Problems and designs of cross-validation. Educational and Psychological Measurement, 1951, 11, 5–28.
11.
PiagetJ.Piaget's theory. In MussenP.H. (Ed.), Carmichael's manual of child psychology (Vol. 1). New York: Wiley, 1970.
12.
PiagetJ.InhelderB.The psychology of the child.New York: Basic Books, 1969.
13.
WherryR.J.A new formula for predicting the shrinkage of the coefficient of multiple correlation. Annal of Mathematical Statistics, 1931, 2, 440–457.
14.
WhiteO.EdgarE.HaringN.G.Uniform Performance Assessment System. Seattle: College of Education, Experimental Education Unit, Child Development and Mental Retardation Center, University of Washington, 1978.
15.
WhiteO.HaringN.G.Evaluating educational programs serving the severely and profoundly handicapped. In HaringN.G.BrickerD. (Eds.), Teaching the severely handicapped (Vol. III). Seattle: American Association for the Education of the Severely/Profoundly Handicapped, 1978.
