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Are More Intensive Early Intervention Programs More Effective? A Literature Review

Examined the intensity hypothesis, which states that more intensive early interventions have better outcomes for children with disabilities. Three sources of evidence are analyzed: (1) previous reviews of early intervention research; (2) a meta-analysis that included data from 155 children, providing information on intensity and outcomes; and (3) previously reported experimental studies that compared the effects of different levels of program intensity. Based on these combined sources, there was little evidence indicating that more intensive programs lead to better outcomes for children with disabilities. Some limited support exists indicating that more intensive programs may be beneficial for disadvantaged children. (PsycINFO Database Record (c) 2004 APA, all rights reserved)

Meta-Analytic Review of Responsiveness-To-Intervention Research: Examining Field-Based and Research Implemented Models

This meta-analysis considered the relationship between Response-to-Intervention (RTI) and systemic and student achievement outcomes. Four existing large-scale RTI models were analyzed alongside RTI models implemented within a research context. Twenty-four effect sizes and unbiased estimates of effect (UEE)* were computed. The UEE for student achievement and systemic outcomes both exceeded 1.0. The UEE for systemic outcomes among large-scale RTI models was significantly greater than those implemented within a research context.

The Efficacy of Early Intervention Programs: A Meta-Analysis

Meta-analysis techniques were used to statistically combine findings from 74 primary research studies investigating the effectiveness of early intervention with preschoolers with disabilities. Findings indicate that (a) early intervention with children who have disabilities produces a positive sizeable effect size; (b) longer, more intense programs are associated with effectiveness; and (c) there is little support for commonly held beliefs about early intervention, such as the importance of age at start and the degree of parental involvement.

When Should We Begin? A Comprehensive Review of Age of Start in Early Intervention

This literature review examines whether verifiable evidence supports the supposition that early interventions result in better child developmental outcomes than later interventions for disadvantaged children with disabilities. First, existing reviews of the literature on the "earlier is better" supposition were examined. Second, a meta analysis on a database of articles that allowed exploration of the concept of early intervention was conducted. Finally, research reports which directly attempted to address the "earlier is better" supposition were reviewed. The paper concludes there is mild evidence to support the belief that earlier interventions lead to better outcomes for children with disabilities or from disadvantaged backgrounds. The evidence to support this claim is not overwhelming, however, and other intervention factors (such as location of services and severity of child risk) interact with the factor of starting age. Relatively little research was found which was designed to adequately and directly answer the "earlier is better" supposition.


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NICHCY thanks our Project Officer, Dr. Judy L. Shanley, at the Office of Special Education Programs (OSEP), U.S. Department of Education.

Publication of this Web resource page is made possible through Cooperative Agreement #H326N030003 between the Academy for Educational Development and the Office of Special Education Programs of the U.S. Department of Education. The contents of this document do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

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