UMI Number: 3495232
[Excerpts from abstract]
"The study included secondary data analysis to examine the impact of several factors, including the Early Intervention program, demographic factors and potential mediating factors on preschool special education student outcomes. The Pre-elementary Education Longitudinal Study was utilized to answer the following research questions:
1) What is the effect of Part C Early Intervention on the pre-academic achievement of preschool special education students?
2) What factors are related to parent involvement?
3) What is the relationship of parent involvement to the pre-academic achievement of preschool special education students?
Linear Mixed Models were used to test the long term effects of Early Intervention and parent involvement on student outcomes and the effect of Early Intervention on parent involvement. Although Early Intervention did not predict parent involvement, results indicated that the program had a positive significant impact on cognitive student outcomes. Children who received EI were more likely to score higher on the cognitive tests..."
"Implications are that early intervention is effective in increasing cognitive development levels which can lead to positive school outcomes such as higher grade point averages and graduation rates in the future. Since parent involvement appeared to be an important factor in improving student achievement, it was suggested that policies such as IDEA encourage interventionists to work collaboratively with families to help children reach their full potential."