Ludlow J R, Allen L M
J Ment Defic Res. 1979 Mar;23(1):29-44. doi: 10.1111/j.1365-2788.1979.tb00851.x.
This paper describes the effect on a group of D.S. children of early and continuous parental counselling together with intensive pre-school stimulation in which the parents were fully involved. The stimulated group is compared with a similar group who developed unaided in their own homes, and with a third group who were institutionalised before their second birthday. Developmental Clinics in East Kent providing the stimulus are described. The effects of social class, parental age and family pattern were noted. The tests used were the Griffiths' Developmental and Stanford-Binet Scales, and the school placement at five years was studied. The results show that the stimulated group score higher on the IQ and DQ tests and particularly on Personal Social and Speech Development. School placement acts as an unbiased measurement of progress, and suggests that they are more easily integrated into the normal community.
本文描述了早期持续的家长咨询以及家长充分参与的强化学前教育对一组发育迟缓儿童的影响。将受刺激组与在家中自然成长的类似组以及在两岁前就被送进机构的第三组进行了比较。文中介绍了东肯特郡提供刺激措施的发育诊所。记录了社会阶层、父母年龄和家庭模式的影响。使用的测试是格里菲斯发育量表和斯坦福-比奈智力量表，并研究了这些儿童五岁时的学校安置情况。结果表明，受刺激组在智商和发育商测试中得分更高，尤其是在个人社交和语言发展方面。学校安置是对进步的公正衡量，表明他们更容易融入正常社区。
