The manual provides instructions for administering and scoring gross and fine motor assessment procedures for use with trainable mentally handicapped children. It is noted that some assessment items were derived from formal standardized tests. Provided are a program description, general instructions, a list of equipment needed for testing, a…

This handbook, written in a conversational tone, is to help the teacher of very young children work effectively with the child who evidences a high risk for a learning disability. Based upon the theories of child development of Gesell, Piaget, and Kephart, this manual attempts to provide prescriptive activities for specific learning problems in…

This collection of color and symbol-coded cards comprises an activity program designed to help parents, teachers, or tutors teach basic movements to children. The 10 sets of activities included in the program are (1) relaxation, (2) flip flops and crawling, (3) lifting and rolling, (4) limb movements, (5) rolling, (6) creeping, (7) locomotion…

Examines the IQs of 75 preschool children perceived to be "at risk" by parents, teachers, and diagnostic nursery staff. Full Scale, Verbal and Performance IQs were correlated with: (a) assessment of problem area (b) socioeconomic and familial variables (c) gross assessments of speech and motor development and (d) improvement in a special preschool…

Three types of outcomes are proposed as guidelines for understanding movement in relation to learning problem theories and programs for perceptually handicapped children. (Author/PHR)

This model identifies the learning disabled child. This disturbance often lies underneath disruptive behavior. Counselors need learn to recognize and work with these children. (Author/MFD)

Reviewed is research on the McCarthy Scales of Children's Abilities, which are designed to assess several areas of a child's cognitive and motor development from the age of 2 1/2 to 8 1/2 years. (Author)

The visual-motor integration of preschool children who varied in terms of race, sex, and socioeconomic status was assessed using the Beery Buktenica Test of Visual-Motor Integration (VMI). An analysis of covariance revealed that there were significant main effects for race, sex, and socioeconomic status. (Author)

Thirty-five maltreated children (mean age 36 months) who received treatment in a therapeutic day program had significantly higher developmental scores in five areas -- fine motor, cognitive, gross motor, social/emotional, and language -- than did maltreated children not receiving the treatment. (Author/DB)

The article describes a programmatic approach that measured the qualitative dimensions and performance of functional movement in 43 infants and young children with delayed motor development (ages 4 weeks to 5 years). Procedures involved selection of posture and movement intervention targets, baseline assessments, intervention sequences,…

Suggestions are offered to teachers with deaf-blind children in their classrooms. Guidelines touch upon general curriculum development principles and approaches for improving communication skills, cognitive development, social and emotional development, motor and self care skills, and sensory development. (CL)

The purpose of this study was to determine differential relationships among teacher perceptions of student expression of effort, teacher expectation, grade, school, teacher, sex, and being handicapped/nonhandicapped on gross motor performance among handicapped and nonhandicapped children integrated together in physical education classes.…

Mild and moderately mentally retarded adults were presented with videotape recordings of standing broad jump practice to assess the effect of feedback as a teaching technique. Results indicate that videotape and extrinsic verbal feedback did not positively affect skill mastery or acquisition. Recommendations for further research are offered. (DF)