Abstract
This report considers in longitudinal perspective the Baby Talk intervention pioneered by Sally Ward in Manchester. A close empirical look at the seven-year outcome data for 62 children is provided for the first time, as well as a look at the Scholastic Achievement Test (SAT) scores obtained for 33 children who participated in the 11-year follow-up. Results confirm that the early intervention appears to have significantly improved the cognitive profile of children at age 7, while the 11-year follow-up data do not replicate this pattern of results. Discussion concerns the possibly unrepresentative nature of the small subsample at 11-years, the need to broaden the focus of attention so that social as well as cognitive outcomes of early interventions are studied, and the enduring appeal and validity of early interventions aimed at facilitating mother-infant relationship quality.
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