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The Journal of Special Education
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Parent and Professional Roles in Early Intervention

A Longitudinal Comparison of the Effects of two Intervention Configurations

William D. Eiserman

The University of West Florida

Claudia Weber

Utah State University

Marilyn McCoun

Granite School District, Salt Lake City, Utah

This study longitudinally compares the costs and effects of two alternative forms of early intervention that differed with respect to the roles assumed by parents and professionals: a home parent training intervention and a clinic-based, low parent involvement intervention. Results of follow-up testing 42 months after the initiation of the interventions indicated that the home parent training group performed as well as the clinic-based group on measures of speech and language functioning, the primary area of delay for all subjects, as well as on measures of general development and family functioning. The comparable longitudinal effects of the two interventions examined in this study support the viability of programs that offer options to parents and the need for interventionists to be trained broadly enough to be able to assume a variety of roles and to provide a range of services.

The Journal of Special Education, Vol. 29, No. 1, 20-44 (1995)
DOI: 10.1177/002246699502900102
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