Developmental Test Performance of Disadvantaged Children

Sandler, Louise; Jamison, Daniel; Deliser, Oswald; Cohen, Leonard A.; Emkey, Kenneth; Keith, Helen

doi:10.1177/001440297203900303

Cited by 5 publications

(3 citation statements)

References 7 publications

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“…Restrained normal motor stimulation due to social deprivation or cultural habits can cause gross motor delay and give a special profile at developmental assessment (Kohen-Raz et al 1975). Socially disadvantaged children aged 3' /2 to 5'/2 years have been found to be awkward in balance skills compared to other children (Sandler et al 1972) and to have poor motor performance (Shapiro 1974). In the present series social deprivation was not suspected in any child.…”

Section: Discussionmentioning

confidence: 99%

Dissociated Motor Development – Developmental Patterns, Clinical Characteristics, Causal Factors and Outcome, with Special Reference to Late Walking Children

Lundberg¹

1979

Neuropediatrics

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Dissociated motor development, defined as marked gross motor delay without any abnormal neurological signs and contrasting to a normal fine motor-adaptive performance, was studied prospectively in a consecutive in a consecutive series of 78 children, 48 girls and 30 boys, aged 7-23 months at first examination. When 17 months of age, 10 of them had become normalized, and in further three a disability explaining their gross motor delay had been diagnosed. At an average age of 4.2 years, the remaining 65 late walkers were, regardless of cause and developmental and neurological findings at final follow-up, characterized by a number of deviating clinical features as muscular hypotonia (71%), shuffling (51%) and dissociated or late pattern of learning to sit (79%). In 30 out of 65 late walkers (46%) a defined clinical condition of probable pathogenetic implication was found. In 35 out of 65 late walkers (54%), no explaining clinical condition was found. They have been designed to be idiopathic late walkers. Except for muscular hypotonia, present in 77%, conventional neurology was normal in this group. Minor neurological signs such as a positive Foerster sign, defect balance reactions in standing, or asymmetry in prewalking locomotion were, however, occasionally and temporarily observed. Girls were overrepresented among idiopathic late walkers, 69% compared to 43% among the symptomatic late walkers. Complete normalization was more common in the idiopathic group (66%) than in the symptomatic group (27%). Early differentiation between the late walkers who were normalized and those who developed mild mental retardation or neurological handicaps was difficult but not quite impossible. Heredity for shuffling, a non-revealing pre- and perinatal history, a developmental pattern of late learning to sit, and shuffling favoured a normal outcome. Creepers with a dissociated pattern of learning to sit and crawlers with muscular hypotonia were found to have an increased risk for later handicap.

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Section: Discussionmentioning

confidence: 99%

Dissociated Motor Development – Developmental Patterns, Clinical Characteristics, Causal Factors and Outcome, with Special Reference to Late Walking Children

Lundberg¹

1979

Neuropediatrics

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“…The problem with much of this work is that it grew out of studies conducted during the 1960s and 1970s that concentrated on poor, urban Black American communities. This research on low-income Blacks resulted in findings that focused primarily on racial differences between Whites and Blacks as well as on the social problems experienced by Blacks (e.g., Isaac, 1973;Sandler et al, 1973;Stack, 1974). Although significant numbers of Blacks have low incomes, recent work has emphasized that the diversity of the Black population should be considered in research designs (e.g., Dressler, 1985;Gary et al, 1984;Neighbors & Jackson, 1986).…”

Section: Methodological Problems In Conducting Research In Minority Cmentioning

confidence: 99%

Conducting epidemiologic research in a minority community: Methodological considerations

Milburn

Gary

Booth

et al. 1991

J. Community Psychol.

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Researchers have noted the difficulties of conducting surveys, one of the most widely used techniques for collecting social science data, in minority communities. These difficulties include low response rates, interviewer bias, and the development of adequate sampling strategies to tap diverse segments within minority communities and locate specific segments of the population, such as male respondents. Efforts to minimize these difficulties in the implementation of an epidemiological, field‐based survey of 1,018 Black American adults are described.

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“…Analysis of the data from the various WISC sub testa suggests that remedial programmes should be individualized father than based on preconceived concepts. Sandler et al (1972) administered tho Denver Developmental Screening Test to 373 disadvantaged black children attending pre-school nursory classes in a large urban area. Findings are presented and discussed.…”

Section: Emphasis On Early Learning and Treatmentmentioning

confidence: 99%

Editorial: Should There Be Special Education for the Intellectually and Emotionally Different?

Lowenstein¹

1982

School Psychology International

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In this issue I shall speak briefly about a variety of handicaps and of handicapped children who attend special schools or receive treatment of a special nature in ordinary schools or child guidance centres for a variety ofdisabilities. Some vital statistics will be provided and some opinions given.These will be based on reason, logic and on obvious rather than specific research, since this is at present insufficient either to confirm irrefutably or to deny the necessity for special education. To answer the question 'should there be special education?' we must return to five basic considerations: 1. The threat and the reason for the threats to .special education. 2. Concern for individual differences. 3. How best to deal with individual differences.4. The relationship of special education and ordlnary education. 5. Appropriate settings for special education.The greater proportion of time will be spent on children who are psychologically maladjusted and children who are afflicted by moderate and severe learning difficulties, rather than on specifically dealing with the great variety of other handicaps. Some fairly recent relevant research will also be assessed.I shall dedicate some time towards exploring our motives, our ideological or philosophical bases for having and retaining our faith in the desirability and efficacy of special education by asking frankly: should there be special educution? and questioning the value of special schools and special classes. Our major concern will be with intellectual and behavioural handicaps, rather than with physical handicaps. Much of what will be said, however, applies to the physically handicapped as well.We shall look at the roleof the teacher, the psychologist and workers in other disciplines who help in the identification, diagnosis and containing or remedying of the problem.Before looking into and attempting to answer the hypothetical question w.e have posed for ourselves, here arc some realities.

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Developmental Test Performance of Disadvantaged Children

Cited by 5 publications

References 7 publications

Dissociated Motor Development – Developmental Patterns, Clinical Characteristics, Causal Factors and Outcome, with Special Reference to Late Walking Children

Dissociated Motor Development – Developmental Patterns, Clinical Characteristics, Causal Factors and Outcome, with Special Reference to Late Walking Children

Conducting epidemiologic research in a minority community: Methodological considerations

Editorial: Should There Be Special Education for the Intellectually and Emotionally Different?

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