Abstract
Before the mid-20th century, the primary research emphasis in early childhood identification and intervention was on the assessment of children’s intellectual abilities, with the goal of ensuring that children received appropriate educational opportunities (Kelley & Surbeck, 1991). Until the last few decades, early childhood psychosocial and behavioral disorders had received little attention from either researchers or practitioners. This lack of attention was due primarily to the prevailing sociocultural climate and the attitudes of past generations toward families and child-rearing responsibilities.
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Wheatcraft, T.K., Bracken, B.A. (1999). Early Identification and Intervention of Psychosocial and Behavioral Effects of Exceptionality. In: Schwean, V.L., Saklofske, D.H. (eds) Handbook of Psychosocial Characteristics of Exceptional Children. Springer Series on Human Exceptionality. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-5375-2_21
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