Two alternative program models for serving speech-disordered preschoolers: a second year follow-up

This study investigates the appropriate roles of parents and speech-language pathologists in early intervention by longitudinally comparing the costs and effects of two programs for speech-disordered preschoolers: a home parent training program and a clinic-based, low parent involvement program. Results from follow-up testing one year after the intervention ended corroborated the results immediately following intervention. Specifically, the home parent training group performed at least as well as the clinic-based group on measures of speech and language functioning as well as on a measure of general development. On one variable measuring personal/social skills and one measuring adaptive behavior, the home parent training group performed significantly better than the other group. Results of the cost analysis indicated that, excluding the value of parent time, there was no meaningful difference in program costs. The implications of this study are that parents can be given significant responsibilities in early intervention and that program administrators have the viable option of training parents to provide the primary early intervention services. Findings support the need for therapists to be trained to work with parents as well as with the child.