Abstract
In the review of evidence on the pattern of cognitive and socioemotional development of the young developmentally disabled child, three factors combine to make the job difficult. First, as will become obvious, although for some disabilities, such as retardation, there is ample evidence on developmental patterns across the life span, for other groups, such as the mutiply handicapped, there are large gaps in our knowledge base, particularly below the age of 5 years. Often, only a single study represents our knowledge of development in critical areas. This problem is compounded by the all-too-common practice of aggregating data for different disability conditions under the labels of handicapped or developmentally delayed, and comparing the performance of a heterogeneous group of handicapped children to that of the nonhandicapped (i.e., Mundy, Seibert, & Hogan, 1984). As will become obvious, this assumption that all handicapping conditions are functionally equivalent in their developmental patterns does not appear to be justified by the data. Further, even when supposedly homogeneous handicaps are used, children with differing degrees of handicaps are very often clumped together. Thus, it is not uncommon to find studies in which the term motor-impaired is used to designate children with and without central nervous system (CNS) etiology (i.e., Fishman & Palkes, 1974). As a result, even when consistent relationships are found, the degree of generalizability is unclear, as distinctions based on the degree of the etiology of the handicap are rarely made.
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Wachs, T.D., Sheehan, R. (1988). Developmental Patterns in Disabled Infants and Preschoolers. In: Wachs, T.D., Sheehan, R. (eds) Assessment of Young Developmentally Disabled Children. Perspectives in Developmental Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-9306-2_1
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