Aggregated early intervention effects for Down's syndrome persons: patterning and longevity of benefits

Abstract

ABSTRACT. Pooled findings from 21 early intervention demonstration studies for Down's syndrome infants and children yield consistency of short‐term benefits in the growth of liner motor skills, simple social repertoire and DQ/IQ scores, hut conflicting evidence in support or not of benefits in the gross motor, linguistic and cognitive/ academic domains. Support for the tenacity of gains, on follow‐up to the early years of primary schooling, is disappointing. It is recommended that: (1) intervention programmers view the key working assumptions and ideological positions governing present practices more critically; (2) intervention curricula reflect the unique biological and behavioural properties of the syndrome, taking into account individual differences which are independent of etiological label; and (3) care delivery systems be based more fully on multidisciplinary collaboration, especially between the health sciences and education fields.

Socio-cognitive understanding: a strength or weakness in Down's syndrome?

“…Regrettably, few substantive or lasting benefits in terms of cognitive outcomes have thus far been reported from early intervention programmes (see e.g. Gibson & Harris 1988; Spiker & Hopmann 1996), although the move to more individually‐tailored, family‐centred programmes may well pay greater dividends (Guralnick 2005; Iarocci et al. 2006).…”

Parents’ perceptions and children's experiences of early intervention – inclusive practice?

“…We will be focusing on parental views and experiences in the early years and their involvement in supporting their children's learning. Gibson and Harris (1988) have considered early intervention programmes to be a ‘movement’ characterised by a ‘parent‐oriented populist cause’ and an ‘area of professional and scientific specialisation’ (Gibson & Harris, 1988, p. 1). They made these assertions about early intervention programmes in the context of the demise of segregated institutionalised care and education for children in the late 1980s.…”

The development of learning difliculties in children with Down's syndrome

“…Evidence is weak that early intervention leads to substantial or long-lasting cognitive benefits although indirect benefits also need to be considered in any cost-effectiveness evaluation (see e.g. Spitz 1986;Sloper, Glenn & Cunningham 1986;Gibson & Harris 1988;Wishart 1991a). Developmental patterns emerging from recent studies are in fact very similar to those found in much earlier studies^studies carried out when children did not receive any of the supposed benefits of early intervention and had no access to formal schooling.…”