Abstract
Assessment of cognitive skills in severely handicapped students is complicated by a high prevalence of deficits in reflex and voluntary motor development. This study assessed object permanence construct performance in a group of severely handicapped students who were differentiated by treatment (prompt) condition and motor ability level. After assessing and differentiating students by motor ability level, a split-plot randomization design was used to assign students to one of two treatment conditions for assessing the object permanence construct: physical guidance plus verbal prompt or verbal prompt (only). Results revealed a trait (motor ability) x treatment interaction. Significant main effects were also found for the motor factor among those students receiving physical guidance prompts. Implications are discussed for future research and for improving assessment and intervention practices.
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