A Counter-Interpretation of Early Intervention Effects: A Response to Casto and Mastropieri

1986 ◽  
Vol 53 (3) ◽  
pp. 260-265 ◽  
Author(s):  
Phillip S. Strain ◽  
Barbara J. Smith
2016 ◽  
Vol 52 (9) ◽  
pp. 1409-1421 ◽  
Author(s):  
Jelena Obradović ◽  
Aisha K. Yousafzai ◽  
Jenna E. Finch ◽  
Muneera A. Rasheed

2015 ◽  
Vol 64 (4) ◽  
pp. 461-475 ◽  
Author(s):  
Greer L. Fox ◽  
Vey M. Nordquist ◽  
Rhett M. Billen ◽  
Emily Furst Savoca

1989 ◽  
Vol 55 (6) ◽  
pp. 534-540 ◽  
Author(s):  
Kenneth J. Ottenbacher

The statistical conclusion validity of early intervention research studies was examined by conducting a post hoc power analysis of 484 statistical tests from 49 early intervention articles. Statistical power determinations were made based on Cohen's (1977) criteria for small, medium, and large effect sizes. The analysis revealed that the median power to detect small, medium, and large effect sizes ranged from .08 to .46. Four percent of early intervention studies had adequate power (.80 or greater) to detect medium intervention effects and 18% to detect large intervention effects. The power values suggest poor statistical conclusion validity in the analyzed research and should alert investigators to the possibility of Type II experimental errors in the early intervention research literature. The argument is made that low statistical conclusion validity has practical consequences in relation to program evaluation and cost-effectiveness determinations.


Physiotherapy ◽  
2015 ◽  
Vol 101 ◽  
pp. e578
Author(s):  
Y.W. Ho ◽  
W.S. Hsieh ◽  
C.H. Hsu ◽  
H.C. Hsu ◽  
N.C. Chiou ◽  
...  

2013 ◽  
Vol 93 (11) ◽  
pp. 1475-1483 ◽  
Author(s):  
Janeline W.P. Van Hus ◽  
Martine Jeukens-Visser ◽  
Karen Koldewijn ◽  
Loekie Van Sonderen ◽  
Joke H. Kok ◽  
...  

Background Infants with very low birth weight (VLBW) are at increased risk for motor deficits, which may be reduced by early intervention programs. For detection of motor deficits and to monitor intervention, different assessment tools are available. It is important to choose tools that are sensitive to evaluate the efficacy of intervention on motor outcome. Objective The purpose of this study was to compare the Alberta Infant Motor Scale (AIMS) and the Psychomotor Developmental Index (PDI) of the Bayley Scales of Infant Development–Dutch Second Edition (BSID-II-NL) in their ability to evaluate effects of an early intervention, provided by pediatric physical therapists, on motor development in infants with VLBW at 12 months corrected age (CA). Design This was a secondary study in which data collected from a randomized controlled trial (RCT) were used. Methods At 12 months CA, 116 of 176 infants with VLBW participating in an RCT on the effect of the Infant Behavioral Assessment and Intervention Program were assessed with both the AIMS and the PDI. Intervention effects on the AIMS and PDI were compared. Results Corrected for baseline differences, significant intervention effects were found for AIMS and PDI scores. The highest effect size was for the AIMS subscale sit. A significant reduction of abnormal motor development in the intervention group was found only with the AIMS. Limitations No Dutch norms are available for the AIMS. Conclusions The responsiveness of the AIMS to detect intervention effects was better than that of the PDI. Therefore, caution is recommended in monitoring infants with VLBW only with the PDI, and the use of both the AIMS and the Bayley Scales of Infant Development is advised when evaluating intervention effects on motor development at 12 months CA.


1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.


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