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Early intervention and early experience

C T Ramey1, S L Ramey

  • 1Civitan International Research Center, University of Alabama at Birmingham 35294-0221, USA.

The American Psychologist
|March 10, 1998
PubMed
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Intensive, high-quality early interventions significantly improve outcomes for children facing poverty or developmental disabilities. Targeted, ecologically pervasive programs are most effective, guiding policy and resource allocation for maximum impact.

Area of Science:

  • Developmental Psychology
  • Public Health Policy
  • Neurobiology

Background:

  • For 40 years, early intervention programs have aimed to improve outcomes for children in poverty and those with developmental disabilities.
  • Previous efforts have focused on the premise that early support yields significant cognitive, academic, and social gains.

Observation:

  • A conceptual framework, biosocial developmental contextualism, integrates social ecology, developmental systems theory, epidemiology, and neurobiology.
  • This framework suggests fragmented interventions are less effective than intensive, high-quality, ecologically pervasive ones.

Findings:

  • Evidence supports 6 key principles regarding the efficacy of early intervention.
  • Intensive, high-quality, and pervasive early interventions demonstrate success.

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Implications:

  • Public policy must balance cost containment with precise targeting of early interventions to maximize benefits for at-risk children.
  • Empirical evidence on biobehavioral effects is crucial for federal and state policy development and resource allocation in early intervention.