Learning, Using and Generalising Manipulative Skills in a Preschool Classroom by Non‐handicapped and Down's Syndrome Children

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Abstract
Five preschool children were taught selected fine motor tasks by means of behavioural teaching techniques. Three children (one non‐handicapped and two with Down's syndrome) learned a bimanual manipulation task involving disc threading. Two children (one non‐handicapped and one with Down's syndrome) learned a heirarchical construction task involving bridge building with blocks. Teaching was carried out using specially developed manipulative material in a one‐to‐one setting in the classroom. Spontaneous generalisation of the learned skills was assessed using a Pre‐ and Post‐test design in which the teaching material was available during freeplay periods in the classroom. Here there was no adult intervention and children were free to interact with this material or not, as they chose. Generalisation to different types of material was assessed in the context of the one‐to‐one teaching situation employing material that varied on such physical attributes as colour, size and shape. While four of the children learned the tasks and showed a good generalisation to different types of material in the teaching setting, evidence of spontaneous generalisation during free‐play to the teaching material was slight. The implications of this finding for behavioural models of early intervention are discussed and alternative approaches suggested.

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