Evaluation of teaching methods in a home‐based training scheme for developmentally delayed pre‐school children

Abstract

Thirty-eight pre-school developmentally delayed children receiving the South Glamorgan Home Advisory Service were included in the study. The children were grouped according to developmental ability and manifesting problems. The effectiveness of three methods of teaching (activity charts, target setting, suggestion) were assessed under a balanced design. Weekly skill gain and increments on checklists were measured at the start and at the end of the study period. Parents' opinions on the different methods of teaching were requested and time samples of duration of home visiting were taken. On weekly skill gain, suggestion proved less effective than activity charts or target setting. Severely delayed children made least progress on weekly skill gains. Progress on checklists was independent of teaching method. However, group differences were observed in that severely delayed children (DQ range 22-61) and older (greater than 17 months) Down's syndrome children made least gains on the checklists. Activity charts were preferred by parents although they were also rated as being the most time consuming. Duration of home visits tended to be greater when activity charts were used. Implications of the findings are discussed with reference to ways of improving advice given to parents and alternative ways of evaluating pre-school educational programmes for particular groups of children.

Parents' Perceptions of Portage: Towards a Standard Measure of Parent Satisfaction

“…However, Pugh (1981) noted that in South Glamorgan most children were referred under the age of one year, and some as early as six to eight weeks. Most studies suggest that parents prefer the structured teaching approach to less structured methods (Bidder, Hewitt & Gray, 1983) and find the requirement to record their child's progress using weekly activity charts acceptable (Blake, 1987). Weekly visits are generally preferred (Land, 1985;Buckley, 1985).…”

“…Weekly visits are generally preferred (Land, 1985;Buckley, 1985). However, Pugh (1981) and Bidder et al (1983) suggest that there is room for flexibility regarding teaching methods and intervals between visits, depending on the needs and preferences of individual families.…”

Aggregated early intervention effects for Down's syndrome persons: patterning and longevity of benefits

“…Small short-term effects over DS control subjects were attributable to reduced performance variability for the treated subjects. Sloper et al observe that their findings are consistent with those of Harris (1981) and Bidder et al (1983), 'in that the fairly small effect of more intensive teaching methods in skills taught is not reflected in the general mental assessment' (p. 158). Accordingly, to expect process or multiplier effects of El programming to surface later in the form of significant cognitive growth is unrealistic.…”

Parents and Education for Severe Learning Difficulties

“…When the girl was at age two years eight months verbal expression and comprehension were both at the two-year level; Le Prevost suggests that greater attention should be paid to this kind of early intervention. Significant gains in the language and reasoning skills of school age children with Down's syndrome were reported when parents were given training in reinforcing the children's utterances (Bidder et al, 1983). There were changes, too, in the styles of parentchild communication.…”