A longitudinal study of two early intervention strategies: Project CARE

Child Dev. 1990 Dec;61(6):1682-96.


65 families with children at risk for cognitive difficulties were randomly assigned at the time of the child's birth to 1 of 3 groups, 2 intervention and 1 control. For the most intensive intervention group, family education was combined with a center-based educational day-care program; the less intensive intervention group received the home-based family education program only. To assess the cognitive performance of children, The Bayley Scales of Infant Development were administered at 6, 12, and 18 months; the Stanford-Binet Intelligence Test at 24, 36, and 48 months; and the McCarthy Scales of Children's Abilities at 30, 42, and 54 months. On each test after the 6-month assessment, scores of children in the educational day-care plus family support group were greater than those in the other 2 groups. No cognitive intervention effects were obtained for the family education group. Group effects were not obtained for measures of either the quality of the home environment or parent attention.

Publication types

  • Clinical Trial
  • Randomized Controlled Trial
  • 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 Day Care Centers
  • Child, Preschool
  • Education, Special*
  • Follow-Up Studies
  • Humans
  • Infant
  • Infant, Newborn
  • Intellectual Disability / prevention & control*
  • Intellectual Disability / psychology
  • Longitudinal Studies
  • North Carolina
  • Parent-Child Relations
  • Parents / education*
  • Poverty / psychology*
  • Social Environment