Compared a classroom-based early intervention program for disabled children and the same program with a parent training-support component. Found a small, immediate effect on child and family functioning and a long-term positive effect on child educational placement and teacher perceptions of child functioning, in favor of the parent involvement…

Compared a center-based early intervention program for disabled children and the same program with a parent training-support component. Found no immediate or long-term benefits in child or family functioning for parent component participants in the first four years of follow-up. Concludes however, that parents should still be involved in…

Examined the effects of number of hours of early intervention services received by 72 disabled children on benefits received by children and their families. Found that hours of services received were not related to gains in child development levels. Suggests that increased services are not cost effective despite some benefits for mothers. (BCY)

Research Findings: Integrated services for young children and families are part of the new policy landscape in early childhood, but there is limited evidence of the effectiveness of these programs and how they develop on the ground. This study examined the use of the Early Development Instrument (EDI) as both a summative program evaluation tool…

Used post hoc matching design to compare children who participated in the Home Instructional Program for Preschool Youngsters throughout Arkansas with children from same classrooms with either no preschool experiences or with other preschool experiences in Grades 3 and 6. Found that HIPPY showed a modest positive impact on school suspensions,…