Typological Differentiation Of Children With Developmental Delay Of School Entry Age

Abstract

The article discusses heterogeneity in a group of children with developmental delay (DD) resulting from the variety of etiological factors that cause this type of mental dysontogenesis. The wide range of DD expression varies starting from conditions close to the age norm up to the ones requiring contradistinction from intellectual disability, which makes it crucial to typologically differentiate the nosological group. The article presents a guideline, developed by the authors, for differentiating DD variants in children with DD around school entry based on the basic characteristics of mental development and behaviour of a child (i.t.) pecularities of the cognitive activity, intellectual performance (self-regulation and goal-directed behaviour), communication during and out of learning activities and cognitive and motivational learning capacity. Three typological variants of DD were identified (A, B, C). A screening program for differentiated school readiness assessment of children with DD has been described. It has been experimentally proven that although having the same nosological diagnosis, children with DD show different typological variants of DD by school entry age depending on the etymology and expression of the delay and on whether children had or had not received preschool intervention services. Of 100 children between the ages of 7-8 affected by DD, the research has revealed a significant difference in the development of those children who had received preschool intervention services as opposed to those who hadn’t (p 0.05). The obtained diagnostic data make for a better understanding of the «psychological portrait» of children with DD and their learning needs.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 4 citations exist upstream.