Award Date

1-1-1997

Degree Type

Thesis

Degree Name

Master of Science (MS)

Department

Counseling and Educational Psychology and Foundations

First Committee Member

Nasim Dil

Number of Pages

119

Abstract

The purpose of this study was to investigate the impact of early intervention services on sixteen young handicapped children who were nonverbal or exhibited limited expressive verbal skills. It was proposed that these children would make gains in all areas of development including cognitive, receptive language, expressive language, fine motor, gross motor, self-help, and social/emotional as a result of carefully and systematically planned intervention. The subjects in this study had expressive language delays ranging from eight to thirty-three months. All children participated in an early intervention learning center that provided services noncategorically using a wholistic and transdisciplinary approach; The findings from this study confirmed that each of the sixteen children made gains in all developmental areas. By implementing Wolery's (1983) formula gains were shown to be a result of early intervention and not merely maturation. Findings for the group as a whole reveal that gains in all areas of development were significant (p {dollar}<{dollar}.0005). Five categorical subgroups formed according to the primary handicapping conditions of the sixteen children all showed gains in each developmental domain.

Keywords

Children; Early; Expressive; Handicapped; Interventions; Language; Limited; Nonverbal; Skills; Young

Controlled Subject

Early childhood education; Special education

File Format

pdf

File Size

4331.52 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/qhob-efpg


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