A longitudinal study of two early intervention strategies: Project CARE.
65 families with children at risk for cognitive difficulties were randomly assigned at the time of the child's birth to 1 of 3 groups, 2 intervention and 1 control. For the most intensive intervention group, family education was combined with a center-based educational day-care program; the less intensive intervention group received the home-based family education program only. To assess the cognitive performance of children, The Bayley Scales of Infant Development were administered at 6, 12, and 18 months; the Stanford-Binet Intelligence Test at 24, 36, and 48 months; and the McCarthy Scales of Children's Abilities at 30, 42, and 54 months. On each test after the 6-month assessment, scores of children in the educational day-care plus family support group were greater than those in the other 2 groups. No cognitive intervention effects were obtained for the family education group. Group effects were not obtained for measures of either the quality of the home environment or parent attention.
Wasik
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BH
Frank Porter Graham Child Development Center, University of North Carolina, Chapel Hill 27599-8180.
Ramey
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CT
Bryant
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Sparling
J J
JJ
D002656:Child Day Care Centers; D002675:Child, Preschool; D004519:Education, Special; D005500:Follow-Up Studies; D006801:Humans; D007223:Infant; D007231:Infant, Newborn; D008607:Intellectual Disability / Q000517:prevention & control* / Q000523:psychology; D008137:Longitudinal Studies; D009657:North Carolina; D010287:Parent-Child Relations; D010290:Parents / Q000193:education*; D011203:Poverty / Q000523:psychology*; D012931:Social Environment