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Educational intervention with multiply handicapped preschool children.

R K Kaminer, S P Chinitz

    Archives of Physical Medicine and Rehabilitation
    |February 1, 1982
    PubMed
    Summary

    This study shows that a specialized nursery program significantly improved social skills and self-care in multiply handicapped children. Teachers effectively measured these improvements using a reliable rating scale.

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    Area of Science:

    • Pediatrics
    • Developmental Psychology
    • Special Education

    Background:

    • Multiply handicapped children often require specialized educational interventions.
    • Assessing functional changes in this population presents unique challenges.
    • Existing assessment tools may not adequately capture improvements in social competence.

    Purpose of the Study:

    • To objectively measure changes in the functioning of multiply handicapped children in a specialized nursery school program.
    • To evaluate the reliability and utility of a teacher rating scale for assessing these changes.
    • To document improvements in social competence and daily living skills.

    Main Methods:

    • A cohort of 18 multiply handicapped children participated in the study.
    • A quantitative teacher rating scale was developed, tested for reliability, and administered.

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  • Assessments were conducted at baseline, 3 months, and 6 months.

    • Main Results:

    • Significant improvements were observed in interaction, communication, and task orientation at 3 months.
    • Self-care skills showed significant improvement after 6 months.
    • No measurable changes were noted in motor performance or intellectual functioning.

    Conclusions:

    • The specialized nursery program effectively enhanced social competence and self-care in multiply handicapped children.
    • The teacher rating scale proved to be a reliable and useful tool for measuring functional changes in this population.
    • Informed teacher observation is crucial for assessing social and interactional parameters in young children with disabilities.