A comparative analysis of the effectiveness of selected variables from two preschool program models for children with developmental delays, 1975

American education is committed to the development of the indi-vidual; and one of the responsibilities the country has accepted in ful-filling this commitment is that of free public education for all children of all people. It is, therefore, from the framework of America's professed commit-ment as set forth in its goals of education: self realization, human relationships, effective citizenship, and economic efficiency that the defense for a downward extension of free public education to include early childhood education is supported. The purpose of this study was to investigate the effect of the Center Based and Home Based Parent Training Models on the selected vari-ables: developmental gains of children, parent involvement, adminis�tration, and cost-effectiveness; and the relationship of these variables to the growth gains of focal children. The experimental method of research was used in this study. The procedures used to obtain data for this research report were: (1) To test the null hypotheses that there are no significant differences between the developmental gains of randomly selected subjects in the two experi�mental programs; and between each experimental group and the randomly selected subjects in the control group. (2) To analyze the Quarterly Evaluation Reports of the Regional Evaluation Team for each project under the headings: Administration, Parent Involvement and Budget. Selected Findings 1. There was a significant difference between the growth gains of focal children enrolled in the Home Based Parent Training Program as against the focal children enrolled in the Center Based Program in com-munication skills. 2. There were significant differences between each experimental group and the control group in the five areas of growth and development identified in the study. 3. The administration of the projects was given low priority in the Quarterly Evaluation Reports. The Parent Child Center administrator was cited as 'above average' in the Parent Child Center Evaluation Report, but administration was not mentioned in the Home Based Parent Training Quarterly Evaluation Reports. 4. Since parent participation was part of the selection criteria, the parents were actively involved in both of the experimental programs. The data from the Parent Response Forms indicated that eighty-eight per�cent (88) of the Center Based parents, and one hundred percent (100) of the Home Based parents would continue to teach their children a period each day if the projects were discontinued. 5. An analysis of the budgets showed that there was a cost differ-ence of $1,260.00 per child between the two delivery systems. The cost for each child's one-month-gain in the Parent Child Center was $270.00 per child and $115.00 in the Home Based model. This was a cost differ�ential of $155.00 6. There tended to be a relationship between the variables: admin-istrative process and parent involvement as evidenced by the growth gains of the focal children enrolled in the experimental programs. Conclusions There were no significant differences between the two delivery systems for children with developmental delays except in the area of communication skills. Comparisons of the experimental group with the control group indicated that early intervention can accelerate learning. The parents involved in the experimental programs understood the projects* philosophy, goals and objectives. Parents were positive in their attitudes toward their project. The capable administration (management) of the projects assured the public that the services for which the programs were designed were delivered in a manner that stimulated growth for the program participants and its personnel. The study pointed out that the needs of focal children with develop-mental delays are many, but to meet these needs, careful-attention must be given to purpose (overall growth and development) administration, parent participation, and cost-effectiveness to gather the information necessary for future planning of early intervention programs