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ERIC Number: ED407781
Record Type: Non-Journal
Publication Date: 1997-Apr-30
Pages: 257
Abstractor: N/A
Reference Count: N/A
Comparison of the Effects of a Social Competence Curriculum on the Outcomes of Toddler-Age Children with Disabilities Receiving Early Intervention in Two Types of Settings: Inclusive or Segregated. Final Report.
Bruder, Mary Beth
This federally-funded study examined the effect of two early intervention settings on the social behaviors and development of 46 toddler-aged children with disabilities in Connecticut. The toddlers received early intervention services in natural group environments in the community or segregated center-based programs servicing only children with disabilities. Evaluation outcomes were measured at 6-month month intervals beginning when the children entered the study at 24 months to their exit at 36 months. A fourth data point at 42 months served as a follow-up evaluation of the longer term effects of early intervention on social skills and behavior. While there were clear differences found in the classroom demographics, quality, and activities, and the prevalence, intensity, location, and modality of services provided, results found that the type of early intervention setting did not have major effects on the children's development of social behavior, or their families' social support, network, needs, or resources. The study did find that family income, family education, and socio-economic status was related to the children's developmental scores. The study also found that the cost of providing early intervention services in inclusive settings was higher. Attached tables depict specific data findings. (Contains 46 references.) (Author/CR)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC. Early Education Program for Children with Disabilities.
Authoring Institution: Connecticut Univ. Health Center, Farmington.
Identifiers - Location: Connecticut