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A Longitudinal Study of Two Early Intervention Strategies: Project CARE
Author(s) -
Wasik Barbara Hanna,
Ramey Craig T.,
Bryant Donna M.,
Sparling Joseph J.
Publication year - 1990
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.1990.tb03559.x
Subject(s) - intervention (counseling) , psychology , cognition , bayley scales of infant development , parent education , test (biology) , intelligence quotient , child development , developmental psychology , clinical psychology , psychomotor learning , psychiatry , paleontology , biology
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.