Relational and behavioral interventions with economically disadvantaged toddlers

Area of Science:

• Child Development
• Developmental Psychology
• Early Intervention

Background:

• Early identification of developmental lags (social, verbal) and home-environment issues in toddlers (12-24 months) is crucial.
• Intervention effectiveness can vary based on program structure and delivery method.

Purpose of the Study:

• To compare the effectiveness of a center-based "relational" intervention versus a home-based "behavior modification" intervention.
• To assess the impact of these interventions on intellectual development in young children.

Main Methods:

• Matched groups of children aged 12-24 months were assigned to either a center-based relational program or a home-based behavior modification program.
• Children were referred due to early social or verbal developmental lags or home-environment problems.

Main Results:

• Both intervention groups showed acceleration in intellectual development.
• There were minimal significant differences observed between the relational and behavior modification groups on the measured outcomes.

Conclusions:

• Both relational and behavior modification interventions appear beneficial for enhancing intellectual development in at-risk toddlers.
• The specific approach (center-based vs. home-based) showed limited differential impact on the studied developmental measures.