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Evaluation of two intervention progr...

Central Michigan University.

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Evaluation of two intervention programs for toddlers' cognitive development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Evaluation of two intervention programs for toddlers' cognitive development./
作者:	Swanson, Jennifer R.
面頁冊數:	87 p.
附註:	Adviser: Sharon Bradley-Johnson.
Contained By:	Dissertation Abstracts International67-11B.
標題:	Psychology, Developmental. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3238622
ISBN:	9780542925849

Evaluation of two intervention programs for toddlers' cognitive development.
Swanson, Jennifer R.

Evaluation of two intervention programs for toddlers' cognitive development. - 87 p.

Adviser: Sharon Bradley-Johnson.

Thesis (Ph.D.)--Central Michigan University, 2006.

Previous studies on the effectiveness of early intervention programs have involved interventions that have been broad-based, have been limited in evidence-base, occurred in centers and homes or centers only, and funded by large grants. Many prior programs were intensive and costly, limiting their application. This study evaluated the effect of a program focused on enhancing toddlers' cognitive skills that could be realistically implemented by school psychologists. A second purpose of the study was to evaluate the Mozart Effect on the cognitive development of toddlers using Baby Einstein(TM) products.

ISBN: 9780542925849Subjects--Topical Terms:

1017557
Psychology, Developmental.

Evaluation of two intervention programs for toddlers' cognitive development.
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245 1 0 $a Evaluation of two intervention programs for toddlers' cognitive development.
300 $a 87 p.
500 $a Adviser: Sharon Bradley-Johnson.
500 $a Source: Dissertation Abstracts International, Volume: 67-11, Section: B, page: 6758.
502 $a Thesis (Ph.D.)--Central Michigan University, 2006.
520 $a Previous studies on the effectiveness of early intervention programs have involved interventions that have been broad-based, have been limited in evidence-base, occurred in centers and homes or centers only, and funded by large grants. Many prior programs were intensive and costly, limiting their application. This study evaluated the effect of a program focused on enhancing toddlers' cognitive skills that could be realistically implemented by school psychologists. A second purpose of the study was to evaluate the Mozart Effect on the cognitive development of toddlers using Baby Einstein(TM) products.
520 $a Forty-two toddlers 18 through 23 months and their parents were randomly assigned to a Cognitive-Skills (CSG) or Mozart-Effect Group (MEG). Participants were yoked for time with the researcher. Parents implemented intervention with their children for four months. The CSG infants received an intervention program based on individualized assessment with the Cognitive Abilities Scale-Second Edition. Children in the MEG received exposure to classical music and a video, the Baby Einstein(TM) Program.
520 $a The CSG and MEG interventions were equally ineffective (F (1, 38) =.13, p =.72) in improving children's performance on the Bayley Scales of Infant Development-Second Edition (CSG pretest and posttest scores were 73-122 and 74-124, respectively; MEG pretest and posttest scores were 73-111 and 74-118, respectively). More time spent in intervention activities produced significantly larger linear increases in children's scores on the BSID-II (chi2 = 5.31, p < .05). Parents of children in the CSG rated the intervention more positively than MEG parents.
520 $a Evidence in support of the concurrent and construct validity of the CAS-2 Infant Form and the BSID-II was found. Evidence also was provided for discriminant validity of the Adaptive Behavior Assessment Scale-Second Edition and the CAS-2 Preschool Form, as well as the construct stability of the ABAS-II.
520 $a Besides the information on the technical adequacy of the measures, the implication of this study for practitioners is helping parents recognize that spending time in activities with their children can enhance their children's learning. Further research comparing these interventions with interest-based interventions in natural learning environments, including a larger number of participants and a longer intervention period would be informative.
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