Profiles of skill gain in delayed infants and young children

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Abstract
Summary 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.

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