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The behavioral development of physically handicapped children in the second year
Journal of Developmental and Behavioral Pediatrics : JDBP
|February 1, 1985
Summary
Developmental patterns in toddlers with physical anomalies mirror those in older children, showing early cognitive-linguistic deficits and behavioral challenges. These findings highlight the importance of early intervention for at-risk infants.
Area of Science:
- Developmental Psychology
- Pediatric Neurology
Background:
- School-aged children with physical handicaps often exhibit cognitive-linguistic deficits, passivity, and inhibition.
- These patterns may originate in earlier developmental stages.
Purpose of the Study:
- To investigate if developmental patterns observed in older children with physical handicaps are present in toddlers.
- To compare toddlers with physical anomalies to premature toddlers and normal toddlers.
Main Methods:
- Longitudinal videotaping of 14 infants per group (physically anomalous, premature, normal) at 9, 12, 18, and 24 months.
- Assessment of developmental level using Bayley scales (12 months) and Stanford-Binet IQ (24 months).
Main Results:
- Both at-risk toddler groups showed poorer performance in focused play, language production, social initiative, affective expression, and 2-year IQ.
- Physically anomalous toddlers were more distractible, less compliant, and less willing to separate from mothers compared to premature toddlers.
Conclusions:
- Developmental patterns of cognitive-linguistic deficits and behavioral challenges seen in older handicapped children are recognizable in the second year of life.
- Early identification and intervention are crucial for toddlers with physical anomalies.