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PROJECT
BY: ASHLEY DRUNGIL
About the Early Training Project:
Developed by Susan Gray, Rupert Klaus, and Barbara Ramsey
in 1962.
Both defined as
necessary for
success in school.
Children were assessed before and after each
summer session using the:
Stanford-Binet IQ Test
Peabody Picture Vocabulary Test (PPVT) How Results
1st, 2nd, 3rd summer = pre and post-tests In all 4 were
groups
4th, 5th, 7th summer = follow-up tests
May 1962-July 1968
Concluded:
. Researcher mention the differences between IQs with what little intervention higher
scoring children had.
It was not sufficient, however, to offset the massive effects of a low income home in which
the child had lived since birth onward (Gray & Klaus, 1970, p. 13).
2. PPVT- Rose during intervention, leveled off after 1 st grade, then a slight decline.
4. Diffusion- Research under the direction of the writers had found both vertical
and horizontal diffusion in families.
Still an effect after 2 year of not receiving Family was not able to carry on what they learned to offset these
effects alone.
intervention. (Seen in IQ scores).
When children were followed up with at the age of 21, there were no
Cannot carry the entire burden of offsetting statistically significant findings between experimental and control
groups.
these effects. Can only create a basis.
Related to the home visits of the program using materials the family already has.
Practitioners work with the family to identify, access, and use formal and informal resources
and supports to achieve family-identified outcomes or goals (Division for Early Childhood, 2014, p.
10).
Actively support and engage in research intended to improve the learning outcomes of
persons with exceptional learning needs (Council for Exceptional Children, 2011, p. 4).
The research related to the program engaged in improving learning outcomes through prevention.
Areas of Improvement:
DEC Recommended Practices
Practitioners use a variety of planned and timely strategies with the child and
family before, during, and after the transition to support successful
adjustment and positive outcomes for both the child and family (Division
for Early Childhood, 2014, p. 15).
With what is now known about the field of early intervention, the Early
Training Project could have improved on transitioning children and
families into the school systems. If researchers wanted strategies and
knowledge to continue they could have supported families during the
adjustment period.
Areas of Improvement:
DEC Recommended Practices
Practitioners promote the childs social-emotional development by observing,
interpreting, and responding contingently to the range of the childs emotional expressions
(Division for Early Childhood, 2014, p. 13).
The program had a large focus on improving the cognitive skills of the participating
children. Adding in a social-emotional piece could have created a strong foundation to
build cognitive skills on.
1. Provide an in-home session In-home educator, Train the in- A successful transition
for the family to learn about the supervisors. home educator of the family from
Plan to assist transition from preschool to to assist the preschool to grade
with grade school. 1. 6 months before the family with the school marked by a
transitioning 2. Create a plan for the family child enters grade transition. continuous increase in
and child to promote success in school. Supervisor or in- the test scores of the
school. 2. During the home educator children.
3. Monitor the family after transition. will need to
transition period. 3. 6 months after the follow-up with
transition. the family.
Action Steps for the Program:
*Practices to be *Action Steps to be Timelines and Resources and *Indicators of
Addressed Taken Persons Supports Needed Success
Responsible (e.g.,
teachers,
administrators,
families)
1. Actively involve the Beginning next Educate the Each family has an
family in assessments of sessions: implementers on intervention plan, or
the child. how to better IFSP, that was created
Use Parent Responsibility of the involve parents. by the professional
Knowledge 2. Involve the family in in-home educator and and family together.
planning intervention family. Educate the family
based on the priorities on how they can be
they share. active participants.
Gray & Klaus (1970) discuss the fact that even the most effective intervention programs
for children cannot immunize them from effects of a low income home and schools that
do not meet these needs.
The lasting effects seen in the IQ scores of the children involved and the effects of
diffusion, according to the authors of the study,
gives us some hope that intervention programs can have a lasting effect that goes beyond
the children that were the target of that intervention program (Gray & Klaus, 1970, p. 18).
Shows the importance of learning from sufficient research such as the research done on
the Early Training Project to improve the field of early intervention.
(At the time there were very few, short lasting programs such as this).
References
Besharov, D. J., Germanis, P., Higney, C. A., & Call, D. M. (2011). Early Training
Project. Assessments of Twenty-Six Early Childhood Evaluations, 9, 1-8. Retrieved from
http://www.welfareacademy.org/pubs/early_education/pdfs/Besharov_ECE
assessments_Early_Training_Project.pdf
Council for Exceptional Children. (2011). CEC special education professional practice standards.
Retrieved from http://www.cec.sped.org/~/media/Files/Standards/Professional%20Ethics
%20and%20Pr ctice%20Standards/CEC%20Special%20Education%20Professional
%20Practice%20Stand rds.pdf
Division for Early Childhood. (2014). DEC recommended practices in early intervention/early
childhood special education 2014. Retrieved from
http://www.decsped.org/recommendedpractices
Gray, S. W., & Klaus, R. A. (1970). The early training project: A seventh-year report. Child
Development, 41(4), 909-924. doi:10.1111/1467-8624.ep10403093