Young children and those with developmental disabilities are by definition "pre-logical." That is, their reasoning does not yet demonstrate an understanding of cause-effect relationships nor exhibit the multiple variable considerations capable of older, more logical reasoners. If a student of any chronological age has intellectual disability, reasoning skills have not kept pace with age, and the student processes information as a much younger student might. These students will of course have a greater repertoire of information but the way in which they use that information will be like a much younger child. Understanding developmental learning styles is important if effective behavior Intervention plans are to be developed.
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