What is the evidence for the effectiveness of early childhood intervention programs?

2010 ◽  
Author(s):  
Margaret Burchinal ◽  
Martha Moorehouse ◽  
C. Cybele Raver ◽  
John Love ◽  
Herbert P. Ginsburg
Keyword(s):  
Early Childhood ◽  
Intervention Programs ◽  
Early Childhood Intervention ◽  
Childhood Intervention

scholarly journals Early Childhood Practitioner Judgments of the Social Validity of Performance Checklists and Parent Practice Guides

2017 ◽  
Vol 5 (3) ◽  
pp. 176 ◽  
Author(s):  
Carl J. Dunst
Keyword(s):  
Early Childhood ◽  
Field Test ◽  
Social Validity ◽  
Field Tests ◽  
Intervention Programs ◽  
Early Childhood Intervention ◽  
The Social ◽  
Childhood Intervention ◽  
Made In

Findings from three field tests evaluations of early childhood intervention practitioner performance checklists and three parent practice guides are reported. Forty-two practitioners from three early childhood intervention programs reviewed the checklists and practice guides and made (1) social validity judgments of both products, (2) judgments of the compatibility of the checklists and practice guides, and (3) suggestions for improving the intervention products and materials. Results showed that practitioner feedback and suggestions yielded valuable information for improving the products where changes made in response to the practitioners’ social validity ratings and suggestions from the first field test had discernible effects on judgments and feedback of revised products. The importance of striving to develop intervention products and materials that are judged as socially important and acceptable is described.

Early Classroom Based Intervention and the Role of Organizational Structure

1975 ◽  
Vol 42 (1) ◽  
pp. 25-31 ◽  
Author(s):  
Michael J. Guralnick
Keyword(s):  
Early Childhood ◽  
Organizational Structure ◽  
Curriculum Evaluation ◽  
Intervention Programs ◽  
Early Childhood Intervention ◽  
Feedback Model ◽  
Effective System ◽  
Childhood Intervention ◽  
Evaluation Feedback

The role of organizational structure in classroom based early childhood intervention programs was explored. Nine characteristics were identified as necessary components for an effective system. The operation of a curriculum evaluation feedback model which incorporates these nine components is described and discussed in terms of the interrelationships among the elements of the system.

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