OBJECTIVE. We report the results of a preschool-based multidisciplinary intervention program.METHOD. This study took place in two educational settings and included 81 preschool boys from unique cultural backgrounds and of low social economic status (SES). The settings were randomly assigned to an intervention or control group. In the intervention group, boys identified as at risk for or with developmental delays received 8 mo. of intervention through a monitoring model. Additionally, a collaborative consultation model was used with all participants. Performance skills (visual-motor integration, motor, and cognitive) and performance and participation in preschool activities were evaluated at pretest and posttest.RESULTS. At termination of intervention, all children in the intervention group scored significantly better than control children on most performance skills and more fully participated in preschool activities.

The study objectives were: (a) to compare the prevalence of children at risk and/or with developmental delay (at risk/delayed) among the Ultra-Orthodox community with the prevalence reported in the literature and (b) to compare the performance of Ultra-Orthodox children in kindergarten versus that of children in preschool. To this end, motor, visual-motor integration and cognitive performance of 203 Ultra-Orthodox boys from low socio-economic status were assessed. We found a higher percentage of children who were at risk/delayed in gross motor and motor-cognitive skills as compared with the percentage reported in the literature. However, as opposed to expected, the results did not show that there was a higher percent of at-risk/delayed children among the kindergarten group as compared with those among the preschool group. Our findings are consistent with the research literature suggesting that children's cultural background and economic constraints can affect their motor and cognitive development. Thus, occupational therapists and other health professionals should be more culturally competent and more aware of the specific values and practices of families of children with whom they work, which can impact their development. However, in this study, it is difficult to distinguish between the influence of the cultural factors and the influence of socio-economic factors. Therefore, it is recommended to repeat this study among children from either low socio-economic status or other cultural backgrounds.

CASP scores were responsive to change over time at most measurements and differentiated between groups, particularly severe TBI. Further research is needed with a larger sample of children with moderate/severe TBI as they were underrepresented in this study.

Results provide evidence of convergent validity and internal consistency of the CASP and support its use for assessing participation of children with TBI over time. Prudence should be taken when considering use of factor scores due to differences in factor solutions found in this study and prior studies.

This study compared the effect of length-1 (shorter) versus 2 (longer) years-of a multi-model, multidisciplinary, school-based early intervention program on improving children's preschool participation, occupational performance, and performance skills both within activities and out of context (graphomotor, motor, and cognitive skills). Using a pre-post, two-group intervention design, low socioeconomic preschool boys, at risk for developmental delays, were assigned to a 2-year (n = 28) or a 1-year (n = 30) intervention program. While both group outcome measures improved following intervention, the outcome measures of the longer-group were significantly better than the shorter-group, except for performance skills out of context. Longer interventions appear to be more beneficial for at-risk preschool children.