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A Comparison of the Effects of Academic and Cognitive Curricula for Young Handicapped Children One and Two Years Postprogram

Paulette E. Mills

Philip S. Dale

University of Washington

Follow-up testing of graduates from two highly contrasting models of early intervention, Direct Instruction and Mediated Learning, was conducted at 1 year and 2 years postintervention. Children from both programs generally maintained or increased cognitive and academic skills following intervention. Trends suggesting differential effects for subscales of the Peabody Individual Achievement Test and the Stanford-Binet (fourth edition) were noted in the first-year follow-up. The differential effects decreased by the second year postintervention, although the overall benefits of early intervention appeared to continue.

Topics in Early Childhood Special Education, Vol. 9, No. 3, 110-127 (1989)
DOI: 10.1177/027112148900900309


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