The Influence of Early Intervention Length on the Participation of Low Socioeconomic At-Risk Preschool Boys: A Two-Group Control Study

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.