Prevention

Early intervention programmes for children with ID, either alone or accompanied by physical disability, have been shown to have an impact on later adjustment, although the extent and durability of this effect remains a matter for debate. Such programmes focus on skills training for the child in conjunction with parent support and training (Lange & Carr, 2002; O’Sullivan & Carr, 2002). Controversy remains about the value of early intervention programmes for speech and language disorders, particularly in the case of expressive language disorders and articulation problems (Snowling, 2002). With specific reading retardation and other specific learning disabilities, there is agreement that the earlier these problems are recognized and remedial tuition started, the better, although there are few data to support this position (Maughan, 1995; Topping, 1986). With head injury, teaching children safety skills such as wearing helmets when riding bicycles is central to prevention, and programmes to teach such skills can be effective (Weiss, 1992).