Cost-Effectiveness Analysis of Full-Day Versus Half-Day Intervention Programs for Handicapped Preschoolers

Abstract

A cost-effectiveness analysis was conducted to compare half-day versus full-day center-based programs for handicapped preschool children. Children were matched across seven half- and eight full-day classrooms. The research sample consisted of eleven pairs of communicatively disordered (CD) and 15 pairs of mentally retarded (MR) children. Program effectiveness was evaluated using cognitive and expressive language scores from a developmental inventory. Cost data were collected by child on personnel, facilities, equipment, transportation, and contributions. Results suggest that the more cost-effective programs are full-day for CD children and half-day for MR children, When contributed resources (especially parent time) are considered as costs, the cost-effectiveness of full-day programs for CD children decreases substantially.

Get full access to this article

View all access options for this article.

References

Brittain, C.V. (1966). Preschool programs for culturally deprived children . Children, 13, 130-134.

Carran, N. (1983). Early Childhood Continuum of Assessment, Programming, Evaluation, and Resources. Sioux City, IA: Western Hills Area Education Agency #12.

Colligan, R. (1977). The Minnesota Child Development Inventory as an aid in the assessment of developmental disability. Journal of Clinical Psychology, 33, 162-163.

Cornell, E.H. , & Gottfried, A.W. (1976). Intervention with premature human infants. Child Development, 47, 32-39.

Glass, G. (1977). Integrating findings: The meta-analysis of research . Review of Research in Education, 5, 351-379.

Gray, S.W. (1969, September). Selected longitudinal studies of compensatory education: A look from the inside. Paper presented at the annual meeting of the American Psychological Association, Washington, D.C. (ERIC Document Reproduction Service No. ED 033 762)

Grotberg, E.H. (1969). Review of research 1965 to 1969. Washington, D.C.: Research and Evaluation Office, Project Head Start, Office of Economic Opportunity.

Ireton, H. , & Thwing, E. (1972). The Minnesota Child Development Inventory in the psychiatric-developmental evaluation of the preschool-age child. Child Psychiatry and Human Development, 3, 102-114.

Ireton, H. , & Thwing, E. (1974). Minnesota Child Development Inventory. Minneapolis, MN: Interpretive Scoring Systems.

10.

Levin, H.M. (1983). Cost-effectiveness: A primer. Beverly Hills, CA: Sage Publications, Inc.

11.

Pezzino, J. (1983, April). A critical review: Cost-effectiveness analysis in human service research. Paper presented at the annual meeting of the Rocky Mountain Psychological Association, Snowbird, Utah.

12.

Ramey, C.T. , & Bryant, D.M. (1982). Evidence for prevention of developmental retardation during infancy. Journal of the Division for Early Childhood , 5, 73-78.

13.

Ullman, D.G. , & Kausch, D.F. (1979). Early identification of developmental strengths and weaknesses in preschool children. Exceptional Children , 46, 8-13.