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Direct linkJacob I. Feldman; Varsha Garla; Kacie Dunham; Jennifer E. Markfeld; Sarah M. Bowman; Alexandra J. Golden; Claire Daly; Sophia Kaiser; Nisha Mailapur; Sweeya Raj; Pooja Santapuram; Evan Suzman; Ashley E. Augustine; Aine Muhumuza; Carissa J. Cascio; Kathryn L. Williams; Anne V. Kirby; Bahar Keceli-Kaysili; Tiffany G. Woynaroski – Journal of Autism and Developmental Disorders, 2024
Early differences in sensory responsiveness may contribute to difficulties with communication among autistic children; however, this theory has not been longitudinally assessed in infants at increased familial versus general population-level likelihood for autism (Sibs-autism vs. Sibs-NA) using a comprehensive battery of sensory responsiveness and…
Descriptors: Infants, Autism Spectrum Disorders, Sensory Experience, Siblings
Wieder, Serena – Topics in Language Disorders, 2017
Symbolic play is a powerful vehicle for supporting emotional development and communication. It embraces all developmental capacities. This article describes how symbols are formed and how emotional themes are symbolized whereby children reveal their understanding of the world, their feelings and relationships, and how they see themselves in the…
Descriptors: Play, Emotional Response, Models, Child Development
Smyth, Catherine A.; Spicer, Carol L.; Morgese, Zoe L. – Topics in Early Childhood Special Education, 2014
Infants with visual impairment often require additional interaction from adults to reinforce behaviors that lead to competency at mealtimes, but parental and professional confidence in teaching these skills is often limited. In the following collective case study, the authors, a speech/language pathologist (S/LP), occupational therapist (OT), and…
Descriptors: Infants, Visual Impairments, Infant Behavior, Skill Development
Download full textPrzybocki, Mary, Ed.; Miller, Stephanie A., Ed. – PAM Repeater, 1984
The guide presents information on approximately 150 toys useful for infants and children with sensory impairments. The toys listed are available from stores found nation-wide and the list is organized according to age level (infants, toddlers, and elementary levels). A brief description, price, source, and coding of types of skills the toys may…
Descriptors: Deaf Blind, Elementary Education, Games, Hearing Impairments
Kiernan, Dennis W.; DuBose, Rebecca F. – Education of the Visually Handicapped, 1974
Descriptors: Cognitive Development, Deaf Blind, Exceptional Child Research, Infants
Zambo, Debby; Hansen, Cory Cooper – Young Children, 2007
How can language and literacy enhance emotional development in the very young (birth to three years)? Although all children begin to understand their world through language and social interaction, literacy differs from culture to culture. It can range from oral stories of personal and cultural relevance to songs of ethnic pride and includes a…
Descriptors: Interpersonal Relationship, Interaction, Caregivers, Picture Books
Rogow, Sally M. – Education of the Visually Handicapped, 1973
To insure the development of normal speech, the multiply handicapped blind infant or child needs oral/vocal sensory stimulation associated with communication experiences. (DB)
Descriptors: Blindness, Child Development, Exceptional Child Education, Infants
Meyer, Donald J.; And Others – 1984
Based on the SEFAM (Supporting Extended Family Members) program, the manual is intended to help organize a program for fathers of handicapped young children. A program for fathers and infants focuses on unique father concerns and resources. The first chapter further explores reasons for father programs while the second describes program components…
Descriptors: Art Activities, Disabilities, Fathers, Group Discussion
Differences in Physical and Sensory Development: ECI-2. Early Childhood Intervention Catalog Module.
Evans, Joyce; Bricker, Donna – 1982
The second of seven modules on early intervention for young (birth to age 3) handicapped children provides information on training teachers and other professionals working with children who have motor, hearing, or visual disabilities. An outline of two inservice training sessions, "Explore--There's Environment Everywhere!" and "Is This My Body?"…
Descriptors: Annotated Bibliographies, Body Image, Early Childhood Education, Hearing Impairments
Peer reviewedYoung, Susan – Early Child Development and Care, 1996
Describes alternative conceptions to the connection between music and movement by relating aspects of recent research on infant-caregiver interaction to musical development. Claims that existing explanations seem to fall short of providing an explanation adequate for the immediate, expressive, and integrated nature of this bond. (MOK)
Descriptors: Caregiver Child Relationship, Classroom Techniques, Early Childhood Education, Infants
DuBose, Rebecca F. – 1976
The sequence of prelinguistic patterns in the infant and young child is described and explained to aid in identifying the nonverbal child's level of signal and symbol communication. Child-object and child-adult interactions are grouped into the following levels (with sample characteristic behaviors in parentheses): sensation (ceasing crying upon…
Descriptors: Behavior Patterns, Communication Disorders, Communication Skills, Communication (Thought Transfer)
