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Assessment of Young Developmentally Disabled Children pp 183–211Cite as

Cognitive Assessment of Infants and Preschoolers with Severe Behavioral Disabilities

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Part of the book series: Perspectives in Developmental Psychology ((PDPS))

Abstract

The area of behavioral disabilities is broad because of the range of disorders that have been identified. Therefore, differentiating among these disorders and identifying disordered children as being different from normals require a more extensive description of characteristics than would be necessary in other disability areas. The characteristics reviewed in this chapter include cognitive abilities as well as those related to cognitive and behavioral style. It is these latter characteristics that provide a basis for the identification of disordered children and of target behavior, whereas cognitive ability assessment provides some indication of prognosis and the framework for instructional programming.

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  1. Department of Special Education, Purdue University, West Lafayette, Indiana, 47907, USA

    Sydney S. Zentall

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  1. Purdue University, West Lafayette, Indiana, USA

    Theodore D. Wachs

  2. Cleveland State University, Cleveland, Ohio, USA

    Robert Sheehan

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Zentall, S.S. (1988). Cognitive Assessment of Infants and Preschoolers with Severe Behavioral Disabilities. In: Wachs, T.D., Sheehan, R. (eds) Assessment of Young Developmentally Disabled Children. Perspectives in Developmental Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-9306-2_10

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  • Online ISBN: 978-1-4757-9306-2

  • eBook Packages: Springer Book Archive

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