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A comparison of the effects of academic and cognitive curricula for young handicapped children one and two years post program

Cole, K.; Mills, P.; Dale, P.
This follow-up study examined the effects of two intervention models, Direct Instruction (DI) and Mediated Learning (ML), one and two years after the completion of the interventions. One hundred and ten students, aged three to seven, participated in the initial study. All were diagnosed as having either cognitive and/or language delays. For the initial follow-up testing, 84 of the students were found and tested in the spring and summer, one year after their exit from the program. For the second year of follow-up testing, 76 of the 84 students were available. The Stanford-Binet Intelligence Scale and the Peabody Individual Achievement Test were administered to measure the long term effects of each program. Results indicated that students from both programs generally maintained or increased cognitive and academic skills after completing their program. Notes on differential effects for subscales of the Peabody Individual Achievement Test and the Stanford-Binet were included for the first-year of follow-up testing. Results from the second-year of follow-up testing revealed the differential effects had decreased, but the overall benefits of the early intervention programs appeared to remain. The authors concluded both programs are valuable sources in promoting important skills, and neither program appears detrimental to students in the long-term. Additionally, the differences in relative effectiveness of the two models were not overwhelmingly large in terms of educational significance. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Direct Instruction; Mediated Learning; students with learning disabilities; academic skills; cognitive skills; special education; preschool; Stanford-Binet Intelligence Scale; Peabody Individual Achievement Test
Topics in Early Childhood Special Education
Design type:
Pretest Posttest Control Group Design with Random Assignment
Fidelity monitored:
Students included:
Preschool students, kindergarten students, elementary students, special education students, students with learning disabilities, Caucasian students, African American students
University laboratory school, preschool, metropolitan area,

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