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Profiles of skill gain in delayed infants and young children
Insights
Preschool children with developmental delays showed greater gains in perceptual skills than motor skills over three months. These findings offer insights for early intervention programs.
Area of Science:
- Developmental Psychology
- Pediatrics
- Early Intervention
Background:
- Developmentally delayed preschool children often require targeted support.
- Early intervention programs aim to improve developmental trajectories.
- The South Glamorgan Home Advisory Service provides support to these children.
Purpose of the Study:
- To assess developmental progress in preschool children with delays.
- To evaluate changes in specific skill areas over a 3-month period.
- To identify implications for early intervention strategies.
Main Methods:
- Thirty-eight preschool children with developmental delays participated.
- Children received weekly tasks over a 3-month intervention period.
- Developmental progress was measured using twelve skills checklists before and after the study.
Main Results:
- Children generally showed more improvement in inspection/tracking and perceptual problem-solving skills.
- Progress was less pronounced in motor, self-help, and visuomotor skill areas.
- Subgroup analyses for Down's syndrome and varying developmental levels revealed distinct profiles.
Conclusions:
- Early intervention may yield greater benefits in perceptual and cognitive skills.
- Tailored interventions might be necessary based on specific developmental profiles.
- Findings inform the design and focus of early intervention programs for preschoolers with developmental delays.
Abstract:
Thirty-eight developmentally delayed preschool children were entered into a study to assess their developmental progress on skills checklists during a 3-month period. All children were receiving the South Glamorgan Home Advisory Service. Weekly tasks were set in a balanced manner. Children were assessed on twelve developmental checklists both prior to and following the study period. Results showed that in general children made greater progress in inspection/tracking and perceptual problem-solving skills than in motor, self-help and visuomotor areas. Separate analyses for Down's children and for children of different developmental levels indicated slightly altered developmental profiles. Results are discussed in terms of implications for early intervention programmes.