China
Africa
Explore chapters and articles related to this topic
6.00: Early concept development
Published in Fiona Broadley, Supporting Life Skills for Young Children with Vision Impairment and Other Disabilities, 2020
Babies usually start to understand object permanence from around 6 months of age. The process continues to be refined up to the age of 2. However, for babies with a vision impairment, onset can be much later and averages at around 15 months.
Motor and cognitive development
Published in Miguel Pérez-Pereira, Gina Conti-Ramsden, Language Development and Social Interaction in Blind Children, 2019
Miguel Pérez-Pereira, Gina Conti-Ramsden
Fraiberg, once again, was the first author to investigate the cognitive development of blind children, from a Piagetian frame of reference. This author studied the development of the notion of object permanence (Fraiberg, 1968, 1977), that is to say, the understanding that an object continues to exist even if it is not currently perceived. She differentiated two stages. In the first stage, around 6 or 8 months of age, blind children could find a sound-making object if the children had handled or touched the object immediately before. This corresponds to Stage 3 behaviours. Shortly after, the blind children Fraiberg studied could search a sound-making object following a sound cue only. The blind children did not need previous tactile experience with the object. However, the object needed to be placed in front of the children. Otherwise, if the object was placed at the left or the right side, the children had more difficulties in reaching for the object. This behaviour appeared in the 10 blind children studied by Fraiberg (1968, 1977) between 0;6.11 and 0; 11.1 months of age (mean age: 0;8.27).4 This behaviour corresponds to stage 4. What she called a “directional search of an object on sound cue alone” appears shortly later (Fraiberg, 1977). Now, the blind children show the intent to reach the object independent of its placement. This behaviour is typical of Stage 5.
Jenny and Elizabeth
Published in Anne McFadyen, Special care babies and their developing relationships, 2019
In both observations there are clear examples of the baby taking control of the 'coming and going' of her wooden bricks. She pulls them to her, pushes them away, pulls them back, and so on. Finally she drops them over the side, either dramatically or slowly, almost tantalisingly, and watches after them knowing where they have gone but often unable to see them. Her rocking back and forth is also a way of making things come and go, nearer and further, nearer and further. There is concrete evidence of the development of, and the baby's experimentation with, the concept of 'object permanence'.
The development and implementation of the Nottingham early cognitive and listening links (Early CaLL); A framework designed to support expectation counselling and to monitor the progress, post cochlear implantation, of deaf children with severe (SLD) and profound and multiple learning difficulties (PMLD) and associated complex needs
Published in Cochlear Implants International, 2020
Gill Datta, Karen Durbin, Amanda Odell, Jayne Ramirez-Inscoe, Tracey Twomey
Cognition: Within most developmental profiles, the early stages of cognitive development are frequently linked to the acquisition of motor planning. Some of this information was included but attempts were also made to find skills which could be demonstrated in a range of other ways or by the use of augmentative technology. The key reference sources used were the DMP profile and the Schedule of Growing Skills (Bellman et al., 1996). The stages move from reflexive behaviours and recognition of faces, through to an understanding of object permanence, simple problem solving and culminate in some symbolic understanding. This is typically the most challenging area for professionals on a cochlear implant team to assess and is likely to require additional input from external sources of expertise, such as the child’s paediatrician and the psychologist overseeing the local service and support.
Musical interaction with children and young people with severe or profound intellectual and multiple disabilities: a scoping review
Published in International Journal of Developmental Disabilities, 2023
Linn Johnels, Simo Vehmas, Jenny Wilder
The focus of musical-interaction intervention varied in the identified studies, and several focused on two or more abilities and/or behaviours (see Figure 3). Social interaction/communication was the focus of (18/25) 72% of the studies, and engagement, attention and affect were highlighted in (11/25) 44% of the studies. Musical abilities were the focus of (8/25) 32% of the studies, and movement and motor abilities in (6/25) 24%. Cognitive abilities such as grasping object permanence, making choices and understanding causality, were highlighted in (3/25) 12% of the studies. The last category, other behaviours, (e.g. reduced parental stress, reduced frequency of epileptic seizures, participation and strategies used by music therapists) was found in (3/25) 12% of the studies.
The effect of technology assisted therapy for intellectually and visually impaired adults suffering from separation anxiety: Conquering the fear
Published in Assistive Technology, 2019
N. Hoffman, P. S. Sterkenburg, E. Van Rensburg
Persons with an intellectual disability (ID) are at risk of developing separation anxiety (SA; Emerson, 2003; Emerson & Hatton, 2007). This can be explained by insecure attachment relationships, which are more often found among people with ID than among their normally developed peers (Clegg & Sheard, 2002). The limited cognitive skills characteristic of ID is identified by Janssen, Schuengel, and Stolk (2002) as a risk factor for the development of an insecure attachment relationship in this population. An insecure attachment relationship, in turn, might put this population at risk for developing psychopathology, including SA (Greenberg, 1999). The limited cognitive skills typically found in persons with ID are developmental delays regarding object and person permanence, and identifying and selecting attachment behavior to suit the situation (Cassidy, 1999). A visual impairment may cause a delay in this cognitive development, resulting in the development of object permanence being delayed by up to 10 months (Bals, Gringhuis, Moonen, & Van Woudenberg, 2002; Rogers & Pulchalski, 1988). Limitations regarding these cognitive skills may thus cause persons with ID and a visual impairment to function in a nearly fixed condition of separation distress (Janssen et al., 2002). SA is up to four times more prevalent among children and adolescents with ID compared to those without ID (Emerson, 2003; Emerson & Hatton, 2007) and, if left untreated, it can be a risk factor for the development of comorbid psychopathology later in life (Greenberg, 1999). However, little research has been done on the treatment of SA among persons with ID, and even less on the treatment of persons with ID with a comorbid visual impairment (Hagopian & Jennet, 2008).