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An evaluation of the longitudinal impact of an early intervention program for children with speech-language impairments
Abstract
This investigation was a retrospective, longitudinal program evaluation of an early childhood special education program. Specifically, the evaluation described outcomes for a sample of students verified with Speech-Language Impairments who received preschool services and compared a sample of these students to a sample of students who did not receive preschool services. A parent questionnaire was also developed and disseminated to parents of the total early childhood sample to assess their satisfaction with preschool special education services and outcomes for their children. Factor analysis of the parent questionnaire data showed four common factors. Results from the parent questionnaire suggested overall a high rate of satisfaction for the 49% of the parents who returned the questionnaire. The type of preschool program a child received was found to not influence parents' satisfaction. However, the number of years of preschool service a child received influenced parent's satisfaction with their input into the program, with home visits, and influence on later school years. Data from the preschool sample showed that the speech-language verification was associated with the level and type of service received in preschool. This relates to the severity of the disability, duration of services, and outcome. Fifty-one percent of the participants continue to receive special education services mainly with verifications of Speech-Language Impairment in articulation, Specific Learning Disability in reading and/or writing, or Mental Handicap: Mild. Comparisons between a sample of preschool special education participants and a sample who did not receive preschool found no differences between the two groups on the variables evaluated. Results are discussed in terms of implications for use of the parent questionnaire and relation of results to previous preschool literature. Limitations and suggestions for future evaluation efforts are presented.
Subject Area
Preschool education|Special education
Recommended Citation
Bryant, Lorrie Elizabeth, "An evaluation of the longitudinal impact of an early intervention program for children with speech-language impairments" (1996). ETD collection for University of Nebraska-Lincoln. AAI9712508.
https://digitalcommons.unl.edu/dissertations/AAI9712508