Translating Developmental Findings into Teaching Strategies for Young Handicapped Children

Paula J. Beckman; Cordelia C. Robinson; Barbara Jackson; Steven A. Rosenberg

doi:10.1177/105381518601000105

Translating Developmental Findings into Teaching Strategies for Young Handicapped Children

Paula J. Beckman, Cordelia C. Robinson, Barbara Jackson, Steven A. Rosenberg

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

The growth of intervention programs for young handicapped children has generated concern about competencies critical for professionals who work with this group. Current theory and research place developmental importance on features of children's Interactions with the environment that include (1) responsivity to child cues, (2) appropriate language input, (3) active involvement with the environment, and (4) achievement of an “optimal match” between the child's level of functioning and task demands. This article reviews the theoretical and empirical bases for the importance of these elements and offers illustrations of their application to teaching.

Original language	English (US)
Pages (from-to)	45-52
Number of pages	8
Journal	Journal of Early Intervention
Volume	10
Issue number	1
DOIs	https://doi.org/10.1177/105381518601000105
State	Published - Jan 1986
Externally published	Yes

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Developmental and Educational Psychology
Psychiatry and Mental health

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10.1177/105381518601000105

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Translating Developmental Findings into Teaching Strategies for Young Handicapped Children

Abstract

ASJC Scopus subject areas

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