Date of Award
2001
Degree Name
Psychology
College
College of Liberal Arts
Type of Degree
M.A.
Document Type
Thesis
First Advisor
Roger P. Mooney
Second Advisor
Beverly Winter
Third Advisor
Julie Vuchetich
Fourth Advisor
Stephen L. O’Keefe
Abstract
The author explored the relationship between language skills and self-help skills in young children diagnosed as developmentally delayed. Twenty-eight children from the West Virginia Birth to Three Program at Southern Highlands Community Mental Health Center in Princeton, West Virginia, were involved in the research. The data was analyzed using the Spearman r formula. The analysis found a strong positive relationship between language skills and self-help skills. The results indicated that developmental interventions need to be global and not delay-specific. Young children learn skills in the various areas of development concurrently. Recommendations for future research were made.
Subject(s)
Children – Language.
Developmentally disabled children – Education.
Recommended Citation
Roberts, Tammy M., "The relationship between language development and self-help skills in developmentally delayed infants and young children" (2001). Theses, Dissertations and Capstones. 1805.
https://mds.marshall.edu/etd/1805
