Ramey C T, Campbell F A
Am J Ment Defic. 1984 Mar;88(5):515-23.
Longitudinal mental test scores for 54 educationally treated disadvantaged preschool children at high-risk for nonbiologically based mild mental retardation and 53 control children were compared. The educationally treated children were in a child-centered prevention-oriented intervention program delivered in a daycare setting from infancy to age 5. Language, cognitive, perceptual-motor, and social development were stressed. Children were examined with age-appropriate tests of development at 6, 12, 18, 24, 30, 42, 48, and 54 months of age. Beginning at 18 months, and on every test occasion thereafter, educationally treated children significantly outscored control group children on mental tests; treated children consistently scored at the national average whereas control children's scores declined from the average level at 12 months to below average at 18 months and thereafter. Implications of the results for early intervention were discussed.
对54名接受教育治疗的、有非生物学基础的轻度智力发育迟缓高风险的弱势学龄前儿童以及53名对照儿童的纵向心理测试分数进行了比较。接受教育治疗的儿童参加了一个以儿童为中心、预防导向的干预项目，该项目从婴儿期到5岁在日托环境中实施。重点强调语言、认知、感知运动和社会发展。在儿童6、12、18、24、30、42、48和54个月大时，用适合其年龄的发育测试对他们进行检查。从18个月开始，以及此后的每次测试中，接受教育治疗的儿童在心理测试中的得分显著高于对照组儿童；接受治疗的儿童得分一直处于全国平均水平，而对照儿童的得分从12个月时的平均水平下降到18个月及此后的低于平均水平。讨论了结果对早期干预的意义。
