Early intervention

doi:10.1097/00001504-200309000-00003

Early intervention

2003-09-01

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Bruce L. Baker

DOI：10.1097/00001504-200309000-00003

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Purpose of review This review focuses on papers published during the past year on early childhood intervention. We consider literature reviews, program descriptions, and empirical studies in two broad areas of early intervention: for children with developmental disabilities, and for children considered at-risk for developmental problems. Recent findings This year's empirical studies utilized a broad array of outcome variables, going beyond cognitive factors to include children's socio-emotional development and family functioning as well. The 'at-risk' studies made contributions in three areas: predictors of outcome, parent-child relationships, and comparisons and replications of programs. The developmental disability reviews and studies were concentrated on autism, with a methodological focus. Their conclusion was that despite much encouraging evidence for early intervention effectiveness with autism, there is still no one approach that meets accepted criteria for an empirically validated treatment. Summary Comprehensive early intervention programs can be quite effective for young children with developmental disabilities, as well as for children who are at risk due to biological or environmental factors. There is a need for additional development and evaluation of evidence-based treatments, as well as a further understanding of mediators and moderators of treatment outcome.

Keywords:

early child intervention

prevention

intervention for children

parent training/education

mental retardation

Early intervention

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