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The social attention skills of preschool children with an intellectual disability and children with a hearing loss |
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Anna M. Bortoli
Faculty of Education, University of Melbourne
P. Margaret Brown
Faculty of Education, University of Melbourne
Thirty preschool children (10 typically developing, 10 intellectually disabled and 10 hearing impaired) were videotaped during play. Data was collected for each participant group, covering the number, length and nature of social engagement opportunities (SEOs) and the children's attentional states during SEOs.
The typically developing group had SEOs of longer duration than did the children with an intellectual disability, although not significantly longer than those of the group with a hearing impairment. The children with intellectual disability were more frequently disengaged during SEOs. The typical group's SEOs were more visual and interactive than those of the other two groups. The typically developing group was more attentive than the group with a hearing impairment, and was more likely to display aware–alert and sustained attention than were the two disability groups. For higher-order attentional states, the typically developing group was more likely to achieve focused and divided attention than was the hearing impaired group, which was more likely to exhibit these states than was the group with an intellectual disability.
Australian Journal of Early Childhood – Volume 33 No 4 December 2008, pp. 25–34.
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Last Updated ( Thursday, 28 May 2009 )
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