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Effectiveness of early intervention for vulnerable children: a developmental perspective
1Center on Human Development and Disability, University of Washington, Seattle 98195-7920, USA. mjgural@u.washington.edu
American Journal of Mental Retardation : AJMR
|February 26, 1998
Summary
This study reviews early intervention effectiveness for at-risk children and those with disabilities. It presents a cognitive development model to understand intervention impacts and future research needs.
Area of Science:
- Developmental Psychology
- Pediatric Medicine
- Special Education
Background:
- Early intervention is crucial for children facing developmental challenges.
- Understanding the effectiveness of these interventions is vital for optimizing child outcomes.
- Existing service systems require evaluation within a developmental framework.
Purpose of the Study:
- To analyze the current knowledge on early intervention effectiveness.
- To present a cognitive development model for early intervention.
- To examine short- and long-term effects and underlying mechanisms.
Main Methods:
- Literature review and analysis of existing research.
- Development of a theoretical model integrating cognitive development and intervention.
- Consideration of service system organization and program limitations.
Main Results:
- Early intervention shows varied short- and long-term effects.
- Mechanisms of influence link intervention to developmental outcomes.
- Current programs have limitations impacting effectiveness.
Conclusions:
- A developmental framework is essential for understanding early intervention.
- Further research is needed to refine intervention strategies and service delivery.
- Optimizing early intervention requires addressing system-level factors and program constraints.
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