Abstract
This study compared the effect of length-1 (shorter) versus 2 (longer) years-of a multi-model, multidisciplinary, school-based early intervention program on improving children's preschool participation, occupational performance, and performance skills both within activities and out of context (graphomotor, motor, and cognitive skills). Using a pre-post, two-group intervention design, low socioeconomic preschool boys, at risk for developmental delays, were assigned to a 2-year (n = 28) or a 1-year (n = 30) intervention program. While both group outcome measures improved following intervention, the outcome measures of the longer-group were significantly better than the shorter-group, except for performance skills out of context. Longer interventions appear to be more beneficial for at-risk preschool children.
| Original language | English |
|---|---|
| Pages (from-to) | 188-202 |
| Number of pages | 15 |
| Journal | Journal of Occupational Therapy, Schools, and Early Intervention |
| Volume | 6 |
| Issue number | 3 |
| DOIs | |
| State | Published - 2013 |
Bibliographical note
Funding Information:This study was carried out in collaboration with the “Achiya for Preschoolers” project of the Achiya Institute and was supported by a grant from the Bernard van Leer Foundation. ISR-2008-025.1.1.
Keywords
- Preschool
- early intervention
- intervention studies
- longitudinal study
- participation
- socioeconomic factors