The Longitudinal Observation and Intervention Study: A Preliminary Report. [Report No.: CB-SF-500

Autor/inn/en	Caldwell, Bettye M.; und weitere
Institution	Center for Early Development and Education, Little Rock, AR.
Titel	The Longitudinal Observation and Intervention Study: A Preliminary Report. [Report No.: CB-SF-500
Quelle	(1972), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Child Development; Disadvantaged Youth; Home Visits; Individual Development; Infants; Intervention; Learning Activities; Longitudinal Studies; Parent Child Relationship; Socioeconomic Influences; Testing; Toys + Suchen Sie Ihr Suchwort? Kindesentwicklung; Benachteiligter Jugendlicher; Hausbesuch; Individuelle Entwicklung; Infant; Toddler; Toddlers; Kleinkind; Lernaktivität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sozioökonomischer Faktor; Testdurchführung; Testen; Toy; Spielzeug
Abstract	This study investigated the decline in rate of development often observed in disadvantaged children, and compared the effectiveness of different types of intervention designed to prevent this decline. Approximately 125 infants from both middle and lower class backgrounds were recruited as subjects. Each infant was assigned to one of four experimental groups in which one of the following procedures was used: (1) testing of the infant with age-appropriate measures at 6, 12, 24, and 36 months of age; (2) testing of the infant every month from 8 through 12 months, and then quarterly from 12 to 36 months; (3) testing as in group 2 and experimental intervention by suggesting and demonstrating activities and toys which were given to the mother to help the baby "learn new things" in some developmental areas; or (4) testing as in groups 2 and 3 and home intervention in which the target was the parent-child unit who received biweekly tutoring sessions. The results contained in this preliminary report indicate that the predicted decline in developmental test scores did occur, and that neither of the intervention strategies were effective in circumventing it. (SDH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01