A Longitudinal Study of Two Early Intervention Strategies: Project CARE

• Published in: Child development Vol. 61; no. 6; pp. 1682 - 1696
• Main Authors: Wasik, Barbara Hanna, Ramey, Craig T., Bryant, Donna M., Sparling, Joseph J.
• Format: Journal Article
• Language: English
• Published: Malden, MA University of Chicago Press 01.12.1990; Blackwell; University of Chicago Press for the Society for Research in Child Development, etc; Blackwell Publishing Ltd
• Subjects: At Risk Persons; Bayley Scales of Infant Development; Biological and medical sciences; Center Based Programs; Child Day Care Centers; Child development; Child development centers; Child rearing; Child, Preschool; Children; Cognitive Development; Cognitive Measurement; Control groups; Day Care; Day care centers; Early Intervention; Education; Education, Special; Families & family life; Family Role; Family School Relationship; Follow-Up Studies; Home Based Programs; Home Instruction; Home Visits; Homes; Humans; Infant; Infant, Newborn; Intellectual Disability - prevention & control; Intellectual Disability - psychology; Longitudinal Studies; McCarthy Scales of Childrens Abilities; Medical sciences; Miscellaneous; Mothers; North Carolina; Parent Child Relationship; Parent-Child Relations; Parents; Parents - education; Poverty - psychology; Preschool children; Preschool Education; Project CARE; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Social Environment; Social research; Stanford Binet Intelligence Scale; Treatments; Young Children; North Carolina; Human; Therapeutic efficiency; Children's Abilities Scales Mc Carthy; Infant Development Scale Bayley; Cognitive disorder; Psychometrics; Intelligence test; Test Stanford Binet; Follow up study; Risk factor; Therapeutic schedule; Child; Age
• ISSN: 0009-3920; 1467-8624
• DOI: 10.2307/1130831

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.