Looks at the effectiveness of scholastic, early intervention programs.
Written in 2004; 1,086 words; 5 sources; MLA; $ 37.95
Paper Summary:
This paper looks at research and data collected on early intervention programs. What makes these programs effective, whether family-centered programs are effective, whether family intervention programs include more service access than in the past, and what types of models and methods are most effective in bridging the educational gap between at-risk children and their peers are the primary questions addressed in this paper. In addition, the sources listed in the bibliography are appended.
From the Paper:
"Early Intervention Programs have been on the top of the minds of educators and educational psychologists for as long as there has been recorded and statistical student success within them. ??children enrolled in early intervention programs can expect, on average, to achieve an increase on standard tests of intelligence of approximately 8-12 IQ points in comparison to those children not receiving intervention services.? (Guralnick, 1991) Ideas associated with the intellectual, psychosocial and language development of children occurring at a younger and younger age has spurned educators to track the long-term success of both early, preschool educational intervention and also standard kindergarten models of EIPs. ?EI programs are, by nature, programs that deliver comprehensive services.? (Dinnebeil, Hale & Rule, 1999, p. 225) Those comprehensive services are usually family focused, as the early childhood experience takes place mostly within the home."
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