Early Intervention The Essential Readings Essential Readings in Developmental Psychology Series Editors: Alan Slater and Darwin Muir University of Exeter and Queen’s University, Kingston, Ontario In this series of nine books, Alan Slater and Darwin Muir, together with a team of expert editors, bring together selections of readings illustrating important methodological, empirical, and theoretical issues in the area of developmental psychology. Volumes in the series and their editors are detailed below: Adolescent Development Gerald Adams Children and the Law Ray Bull The Nature–Nurture Debate Stephen J. Ceci and Wendy M. Williams Childhood Social Development Wendy Craig Teaching and Learning Charles Desforges and Richard Fox Early Intervention Maurice A. Feldman Childhood Cognitive Development Kang Lee Infant Development Darwin Muir and Alan Slater Language Development Michael Tomasello and Elizabeth Bates Each of the books is introduced by the volume editor with a rationale behind the chosen papers. Each reading is then introduced and contextualized within the individual subject debate as well as within the wider context of developmental psychology. A selection of further reading is also assigned, making each volume an ideal teaching resource for both classroom and individual study settings. Early Intervention The Essential Readings Edited by Maurice A. Feldman Editorial material and organization © 2004 by Blackwell Publishing Ltd 350 Main Street, Malden, MA 02148-5020, USA 108 Cowley Road, Oxford OX4 1JF, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Maurice A. Feldman to be identified as the Author of the Editorial Material in this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and Patents Act 1988, without the prior permission of the publisher. First published 2004 by Blackwell Publishing Ltd Library of Congress Cataloging-in-Publication Data Early intervention: the essential readings/edited by Maurice A. Feldman. p. cm. – (Essential readings in developmental psychology) Includes bibliographical references and index. ISBN 1-4051-1169-0 (hc) – ISBN 1-4051-1168-2 (pbk.) 1. Child psychopathology–Prevention. 2. Developmental disabilities– Prevention. I. Feldman, Maurice A. (Maurice Abraham), 1949–II. Series. RJ499.E227 2003 618.92'8905—dc21 2003004193 A catalogue record for this title is available from the British Library. Set in 101/2/13pt Photina by Graphicraft Limited, Hong Kong Printed and bound in the United Kingdom by MPG Books, Bodmin, Cornwall For further information on Blackwell Publishing, visit our website: http://www.blackwellpublishing.com Contents List of Figures ix List of Tables xi Introduction: What Is Early Intervention? 1 Maurice A. Feldman Part I A Model of Early Intervention 5 Introduction to Chapter 1 7 1 Effectiveness of Early Intervention for Vulnerable Children: A Developmental Perspective 9 Michael J. Guralnick Part II Early Out-of-home Programs: Primary Prevention of Cognitive Deficits and School Failure in At-risk Children 51 Introduction 52 Introduction to Chapter 2 53 2 Applying the Findings of Developmental Psychology to Improve Early Childhood Intervention 54 Edward Zigler and Sally J. Styfco vi Contents Introduction to Chapter 3 73 3 Persistent Effects of Early Childhood Education on High-risk Children and Their Mothers 75 Craig T. Ramey, Frances A. Campbell, Margaret Burchinal, Martie L. Skinner, David M. Gardner, and Sharon L. Ramey Introduction to Chapter 4 104 4 Day-care Participation as a Protective Factor in the Cognitive Development of Low-income Children 105 Margaret O’Brien Caughy, Janet A. DiPietro, and Donna M. Strobino Part III Secondary and Tertiary Prevention Programs for Children with Established Disabilities 129 Introduction 131 Introduction to Chapter 5 133 5 The Effectiveness of Early Intervention: Examining Risk Factors and Pathways to Enhanced Development 134 Lisa J. Berlin, Jeanne Brooks-Gunn, Cecelia McCarton, and Marie C. McCormick Introduction to Chapter 6 151 6 Randomized Trial of Intensive Early Intervention for Children with Pervasive Developmental Disorder 153 Tristram Smith, Annette D. Groen, and Jacqueline W. Wynn Part IV Home Visiting Programs: Primary and Secondary Prevention in At-risk Children 183 Introduction 185 Introduction to Chapter 7 186 Contents vii 7 Effectiveness of Home-based Early Intervention on the Language Development of Children of Mothers with Mental Retardation 188 Maurice A. Feldman, Bruce Sparks, and Laurie Case Introduction to Chapter 8 212 8 Effects of Early Intervention on Psychiatric Symptoms of Young Adults in Low-risk and High-risk Families 214 Eeva T. Aronen and Terttu Arajärvi Introduction to Chapter 9 236 9 Long-term Effects of Nurse Home Visitation on Children’s Criminal and Antisocial Behavior: Fifteen-year Follow-up of a Randomized Controlled Trial 238 David Olds, Charles R. Henderson Jr, Robert Cole, John Eckenrode, Harriet Kitzman, Dennis Luckey, Lisa Pettitt, Kimberly Sidora, Pamela Morris, and Jane Powers Part V Family Aspects 257 Introduction 259 Introduction to Chapter 10 261 10 Revisiting “Rethinking Early Intervention” 262 Carl J. Dunst Introduction to Chapter 11 284 11 The Effect of Early Intervention Services on Maternal Well-being 285 Marji Erickson Warfield, Penny Hauser-Cram, Marty Wyngaarden Krauss, Jack P. Shonkoff, and Carole C. Upshur Introduction to Chapter 12 309 viii Contents 12 Family Predictors of Maternal and Paternal Involvement in Programs for Young Children with Disabilities 311 Susana Gavidia-Payne and Zolinda Stoneman Part VI Future Directions 339 13 Conclusion: The Future of Early Intervention Research and Practice 341 Maurice A. Feldman Index 347 Figures 1.1 Factors influencing developmental outcomes for children 17 1.2 Components of early intervention programs as a response to stressors 24 3.1 Mean Z scores and mean standardized scores for high-risk preschool treatment and control children in the Abecedarian Project at nine preschool measurement occasions 82 3.2 Design of Abecedarian Project 85 3.3 Abecedarian Project Woodcock–Johnson age-referenced reading and mathematics standard scores at age 8 90 3.4 Abecedarian Project Woodcock–Johnson age-referenced reading and mathematics standard scores at age 12 92 3.5 Abecedarian Project Woodcock–Johnson age-referenced reading and mathematics standard scores at age 15 93 3.6 Zscores and effect sizes in intellectual performance as a function of treatment condition in the Abecedarian Project 94 3.7 Abecedarian Project: percentage of treatment group participants assigned to special services, grades K-9 95 3.8 Percentage of total group and teen mother subgroup with post-high school education at study entry and three subsequent points by preschool treatment group 97 x Figures 3.9 Percentage of full set of teen mothers employed when children were age 15 97 4.1 PIAT Reading Recognition scores by year of day-care initiation and HOME-SF total score 117 4.2 PIAT mathematics scores by type of day-care arrangement and HOME-SF total score 118 5.1 Children’s cognitive development group over time (12, 24, and 36 months) 139 5.2 Adjusted IQ scores by risk groups and poverty status 142 7.1 Mean percentage observational intervals of child behaviors at pretest, posttest, follow-up, and replication for the 14 children of mothers with low IQ in each of the training and attention-control groups 200 10.1 Model depicting the direct and indirect influences of social support (environmental variables) and intrafamily factors (person variables) on parent and family well-being, parenting styles, and child behavior and development 270 10.2 Four components of a family system intervention model 272 10.3 Major components of an integrated evidence-based model for early intervention and family support 276 12.1 Theoretical model for predictors of parental involvement 314 12.2 Theoretical model for maternal involvement 326 12.3 Theoretical model for paternal involvement 327