17 preschool children, who had been previously identified as having notable delays or difficulties with development, participated in a remedial nursery school program. Each child spent an average of 9 mo. in the program during which he received individualized instruction and treatment for specific problems. Parental involvement was encouraged, and enrichment activities were emphasized throughout the course of the program. Comparison of participant's pre- and post-program Stanford-Binet IQs showed a significant increase on completion of the remediation.
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