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Abstract

This study examined the short-term effects of early intevention on 489 children who began special education services under the age of 5 years. Program effects were determined by comparing observed growth to expected growth through the use of a statistical technique called “value. added analysis.” The findings indicate that the children made developmental gains in their first program year beyond that predicted by maturation alone. Program effects were documented in a variety of skill areas for children classified as language impaired and children classified as multi-handicapped. For children classified as speech impaired, benefits were found in the cognitive domain only. This study can serve as an analytic model for others who must evaluate programs without manipulating treatments or using control groups.

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References

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Using Value-Added Analysis to Examine Short-Term Effects of Early Intervention

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