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Predicting Preschool Function from Contingency Intervention

机译:从应急干预预测学前教育功能

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This project determined whether experience with a special early interventionprogram, focusing on the process of learning itself, was pedictive of the cognitive, communicative, and adaptive functioning and motivation of developmentally delayed preschoolers. A group of more than 100 developmentally delayed preschoolers who participated in a special supplemental 3-month contingency intervention program during their first year were seen at 4 years of age. The study provided evidence of the long-term impact of learning to control environment early in life on subsequent functioning. The results have implications for the effective cognitive and physical therapy of the very young disabled child.

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