Preschool Intervention Programs Research Articles

Is an Intervention Program Necessary in Order to Improve Economically Disadvantaged Children's IQ Scores?

The hypothesis was investigated that alleviation of negative motivational factors underlies much of the 10-point IQ increase commonly found in economically disadvantaged children's performance following a preschool intervention program. Head Start and non-Head Start groups were tested on IQ and motivational measures 3 times before and during the Head Start year (pretest, retest, posttest). Both groups showed comparable IQ gains on retesting, but only the Head Start group showed continued gain from retest to posttest. Parallel changes were found on a motivational measure of wariness of an unfamiliar examiner. The test-retest improvement of both groups was interpreted as resulting from increased familiarity with the testing situation. The continued improvement of the Head Start children was interpreted as reflecting changes in the children's motivational structures as a result of attending a preschool intervention program.

Test-Retest Reliability and Predictive Validity of the Northwestern Syntax Screening Test

The Northwestern Syntax Screening Test (NSST), a measure that has been a source of considerable controversy since its publication, has also been one of the most widely used clinical screening tools of syntactic development. As part of the evaluation of a preschool in tervention program, the NSST was administered to approximately 700 pupils at the beginning and end of the program year. The NSST was found to have moderate test-retest reliability (.542 for the recep tive portion and .697 for the expressive portion). It was also found to be moderately accurate in predicting general academic achievement test scores of pupils in kindergarten and first grade.

Should we screen preschoolers?

The last decade has seen a substantial increase of interest on the part of professionals and legislators in early identification of children with potential learning/ behavior problems. In the present report, the purposes of early screening are delineated and selected arguments against preschool identification and intervention programs described. Arguments favoring the early screening of preschoolers are developed.

Maladapting preschool children: identification, diagnosis, and remediation.

This article evaluates a preschool intervention program conducted as a part of the Wayne State University Preschool Project. The project's aim is (a) to provide early identification of preschool age children experiencing mental health problems, and (b) to reverse the diagnosed deficiencies, particularly among high risk children. The program was evaluated with children ranging in age from 3 to 4 years, within demographically comparable regions in the Detroit School System. Pretest and posttest measures were taken on the AML Scale and the Caldwell Preschool Inventory. Pretest scores were used to establish high risk children. A prescriptive intervention program was established within one region, aimed primarily at reducing adjustment problems among high risk children. The analysis of posttest data revealed more favorable scores among experimental children when compared to control children. In addition, evidence is provided of specific benefits for high risk children in the experimental program.

Cognitive stimulation.

Cross-sectional studies suggest that the intellectual development of American children is affected by experiences in the first three years of life. Furthermore, Piaget and White have observed and documented direct effects of the environment on the development of infants during the first year of life. Principles derived from animal research and the disappointing results of preschool intervention programs highlight the irreversible nature of early infant-environment interaction. Future programs designed to prevent educational incapacitation among children must concentrate on optimizing the developmental milieu of the child before he is 4 years old. Accomplishing this task is the practical challenge in the field of child development today.

The Effects of Three Preschool Intervention Programs on the Development of Autonomy in Mexican-American and Negro Children

The Effects of Three Preschool Intervention Programs on the Development of Autonomy in Mexican-American and Negro Children

Implicit Assumptions Underlying Preschool Intervention Programs

Implicit Assumptions Underlying Preschool Intervention Programs