Cognitive Asssessment of Multiply Handicapped Young Children

Abstract

(from the chapter) basic premise . . . is that traditional methods of early cognitive assessment have restricted rather than advanced our ability to adequately assess and intervene with multiply handicapped young children propose an alternative strategy for assessing the early cognitive interactive capabilities of multiply handicapped children description of a developmental model of early cognitive growth on which the assessment strategy is based illustrates how the model can be used for assessment purposes describes how the assessment information can be applied to the design and implementation of interventions for fostering the acquisition of interactive competencies (PsycINFO Database Record (c) 2012 APA, all rights reserved)