Award Date


Degree Type


Degree Name

Master of Science (MS)


Counseling and Educational Psychology and Foundations

First Committee Member

Na Sim Dil

Number of Pages



This study evaluated the developmental gains of sixteen handicapped children who attended an early intervention program at an urban university. The subjects ranged in age from twenty-four months to sixty-six months and included a variety of conditions. A holistic, non-categorical developmental approach was utilized for intervention specifically focusing on early childhood special education. Parental involvement was encouraged. The subjects were taught by graduate students enrolled in a personnel preparation masters degree program, and consultation support services, such as physical therapy and speech therapy, were provided. A pretest developmental score was determined in all areas of child development at program entry, and a posttest score was determined in the same areas in the Spring or when the child left the program. To account for maturational influences, a change in rate of development formula was applied to the developmental change data. Analysis of pretest and posttest differences demonstrated that individual children, subgroups of children based on conditions, and the group of children as a whole made significant developmental gains, mostly beyond the p {dollar}<{dollar}.001 level. The results of this study indicated that handicapped children can progress above their expected developmental rate, and through a well organized program, significant developmental changes can occur.


Children; Developmental; Early; Gains; Intervention; Special needs

Controlled Subject

Educational psychology

File Format


File Size

4669.44 KB

Degree Grantor

University of Nevada, Las Vegas




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