Early Detection of Learning Problems: Questions, Cautions, and Guidelines.
Assumptions underlying programs of early identification of young children viewed as educationally ‘at risk’ are reviewed in terms of the research literature relevant to questions of validity of identifying or screening techniques, implications of recognition for remediation, and possible compounding...
| Publicado en: | Exceptional Children Vol. 40; no. 1; pp. 5 - 12 |
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| Autores principales: | , |
| Formato: | Artículo |
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Sage Publications Inc.
Sep1973
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19723400&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19723400 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00144029 EXC jtl: Exceptional Children issn: 00144029 maglogo: Y pubinfo: dt: Sep1973 vid: 40 iid: 1 pid: 344 pub: Sage Publications Inc. artinfo: ui: 19723400 10.1177/001440297304000101 ppf: 5 ppct: 7 formats: tig: atl: Early Detection of Learning Problems: Questions, Cautions, and Guidelines. aug: au: Keogh, Barbara K. Becker, Laurence D. affil: Associate Professor, Special Education, Department of Education, University of California, Los Angeles Director, Special Education Research Program, Department of Education, University of California, Los Angeles Assistant Professor, Department of Education, University of California, Riverside su: Children with learning disabilities Children with intellectual disabilities Psychological tests for children Exceptional children Student attitudes Educational tests & measurements Special education Education Child psychology sug: subj: Children with learning disabilities Children with intellectual disabilities Psychological tests for children Exceptional children Student attitudes Educational tests & measurements Special education Education Child psychology ab: Assumptions underlying programs of early identification of young children viewed as educationally ‘at risk’ are reviewed in terms of the research literature relevant to questions of validity of identifying or screening techniques, implications of recognition for remediation, and possible compounding negative effects of early identification. Guidelines for development and implementation of programs of early detection are proposed. Recommendations include emphasis upon techniques which are short term and educationally oriented and which are based on functional aspects of children's behavior in classroom settings. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1973 holdings: @attributes: islocal: N |
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