Abstract
The progress made by two different groups of preschool children, those with autism or related disorders and those with other emotional/behavioral and developmental disorders, in a particular instruction model was examined. The model was developmentally based and heavily influenced by Piaget's theory of cognitive development, pragmatics theory of language development, and Mahler's theory of development of interpersonal relationships. Both groups of children made greater progress than was predicted by their initial developmental rates in cognitive and language areas. An important and unexpected finding was the similar amount of progress made by the two groups: Specifically, the groups with autism did not make less progress than the comparison group, which ran contrary to our hypothesis.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 29-47 |
| Number of pages | 19 |
| Journal | Topics in Early Childhood Special Education |
| Volume | 11 |
| Issue number | 2 |
| DOIs | |
| State | Published - 1991 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Education
- Public Health, Environmental and Occupational Health
Cite this
A Comparative Study of the Effects of a Developmentally Based Instructional Model on Young Children with Autism and Young Children with Other Disorders of Behavior and Development. / Rogers, Sally J; DiLalla, David L.
In: Topics in Early Childhood Special Education, Vol. 11, No. 2, 1991, p. 29-47.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - A Comparative Study of the Effects of a Developmentally Based Instructional Model on Young Children with Autism and Young Children with Other Disorders of Behavior and Development
AU - Rogers, Sally J
AU - DiLalla, David L.
PY - 1991
Y1 - 1991
N2 - The progress made by two different groups of preschool children, those with autism or related disorders and those with other emotional/behavioral and developmental disorders, in a particular instruction model was examined. The model was developmentally based and heavily influenced by Piaget's theory of cognitive development, pragmatics theory of language development, and Mahler's theory of development of interpersonal relationships. Both groups of children made greater progress than was predicted by their initial developmental rates in cognitive and language areas. An important and unexpected finding was the similar amount of progress made by the two groups: Specifically, the groups with autism did not make less progress than the comparison group, which ran contrary to our hypothesis.
AB - The progress made by two different groups of preschool children, those with autism or related disorders and those with other emotional/behavioral and developmental disorders, in a particular instruction model was examined. The model was developmentally based and heavily influenced by Piaget's theory of cognitive development, pragmatics theory of language development, and Mahler's theory of development of interpersonal relationships. Both groups of children made greater progress than was predicted by their initial developmental rates in cognitive and language areas. An important and unexpected finding was the similar amount of progress made by the two groups: Specifically, the groups with autism did not make less progress than the comparison group, which ran contrary to our hypothesis.
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UR - http://www.scopus.com/inward/citedby.url?scp=84965441316&partnerID=8YFLogxK
U2 - 10.1177/027112149101100205
DO - 10.1177/027112149101100205
M3 - Article
AN - SCOPUS:84965441316
VL - 11
SP - 29
EP - 47
JO - Topics in Early Childhood Special Education
JF - Topics in Early Childhood Special Education
SN - 0271-1214
IS - 2
ER -