What
is "Early Intervention" and who benefits from it?
Why intervene early?
What are the critical
features of a successful Early Intervention program?
Is Early Intervention Effective?
After nearly 50 years of research, there is evidence--both quantitative (data-based) and qualitative (reports of parents and teachers)--that early intervention increases the developmental and educational gains for the child, improves the functioning of the family, and reaps long-term benefits for society.
Early intervention has been shown to result in the child:
Disadvantaged and gifted preschool-aged children benefit from early intervention as well.
Longitudinal data on disadvantaged children who had participated in the Ypsilanti Perry Preschool Project showed that they had maintained significant gains at age 19 (Berrueta-Clement, Schweinhart, Barnett, Epstein, Weikart, 1984). These children were more committed to schooling and more of them finished high school and went on to postsecondary programs and employment than children who did not attend preschool.
They scored higher on reading, arithmetic, and language achievement tests at all grade levels; showed a 50% reduction in the need for special education services through the end of high school; and showed fewer antisocial or delinquent behaviors outside of school. Karnes (1983) asserts that under-achievement in the gifted child may be prevented by early identification and appropriate programming.
*Source: U.S. Department of Education