Three cerebral palsied children between approximately 6 and 11 years of age participated in conservation training. At the outset of training, these children were performing below age level compared with the normal population. A training procedure emphasizing the verbal rule of conservation and minimizing the motor demands of the task resulted in rapid acquisition of trained tasks and generalized mastery of two nontrained conservation tasks. Both trained and generalized mastery were retained over the longest tested interval of 9 weeks. I t was suggested that conservation can be acquired and retained with little motor involvement in the original learning. Able-bodied children's performance in conservation tasks and the development of skills mediating such performance have been extensively discussed (e.g.
As the number of commercially available communication aids increases, determining an appropriate device for a particular client becomes more difficult. The development of systematic assessment procedures on which to base device recommendations has therefore become an important research problem. This report presents a set of assessment procedures developed by the authors in the Assistive Device Center at California State University-Sacramento. These procedures and their use in determining a communication device recommendation are ilustrated through a description of two case studies.
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