A Descriptive Study of Early Childhood Intervention Programs in Saskatchewan. Final Report of "The Alpern-Boll" Data, 1984-1990.

Autor/in	Bloom, Barbara
Institution	Saskatchewan Univ., Saskatoon. Dept. for the Education of Exceptional Children.
Titel	A Descriptive Study of Early Childhood Intervention Programs in Saskatchewan. Final Report of "The Alpern-Boll" Data, 1984-1990.
Quelle	(1991), (135 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Development; Developmental Programs; Disabilities; Early Childhood Education; Early Intervention; Family Involvement; Foreign Countries; Home Programs; Program Effectiveness; Canada + Suchen Sie Ihr Suchwort? Kindesentwicklung; Entwicklungsplan; Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Kanada
Abstract	This document is a report of the Early Childhood Intervention Programs (ECIPs) in Saskatchewan (Canada), covering 1984 to 1990. The report describes: the ECIP approach to early intervention; the children who are enrolled in the ECIPs; children's levels of development when entering and leaving the ECIP; changes in rates of development while in intervention; and conclusions and implications. Disabilities included developmental delay, speech and language delay, cerebral palsy and other neuromotor disorders, Down syndrome, and at risk due to environmental factors. The ECIPs provide home-based intervention using a developmental plan with parents and children. Over the intervention period, children in most categories showed a pattern of initial marked positive change in rate of development, with a gradual tapering off. The less disabled children tended to move on to other programs while the more seriously disabled remained for 30 or more months of intervention with the ECIPs. Positive changes in rates of development were seen for all but one group of children (the Down Syndrome children). Appendices contain a reprint of a paper by Mark Wolery titled "Proportional Change Index: An Alternative for Comparing Child Change Data" as well as 28 figures and 27 tables showing developmental data about the 788 children in the study. (Contains 10 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC