Effective early intervention

Ment Retard. 1992 Dec;30(6):337-45.

Abstract

Recent positive findings from three early educational intervention programs designed to prevent mental retardation as well as to improve school readiness and educational progress were summarized. Evidence was presented to show that without early intervention, children of low-IQ mothers are particularly at-risk for poor intellectual outcomes and that such children respond very favorably to intensive, systematic early intervention. In addition, new findings indicate a strong relation between the intensity of the early educational intervention and the amount of benefits realized by individual children. Further, there is new evidence that the benefits of continuous educational intervention over the first 5 years of life last at least until early adolescence. We identified six essential types of experiences that we think account for the positive outcomes and that need to be systematically included to the maximum feasible level in future early intervention programs.

Publication types

  • Research Support, Non-U.S. Gov't
  • Research Support, U.S. Gov't, Non-P.H.S.
  • Research Support, U.S. Gov't, P.H.S.

MeSH terms

  • Child
  • Child, Preschool
  • Disabled Persons*
  • Education, Special*
  • Educational Status*
  • Follow-Up Studies
  • Humans
  • Infant
  • Infant, Newborn
  • Intellectual Disability / etiology
  • Intellectual Disability / prevention & control*
  • Intelligence*
  • Outcome and Process Assessment, Health Care