OBJECTIVE. We report the results of a preschool-based multidisciplinary intervention program.

METHOD. This study took place in two educational settings and included 81 preschool boys from unique cultural backgrounds and of low social economic status (SES). The settings were randomly assigned to an intervention or control group. In the intervention group, boys identified as at risk for or with developmental delays received 8 mo. of intervention through a monitoring model. Additionally, a collaborative consultation model was used with all participants. Performance skills (visual–motor integration, motor, and cognitive) and performance and participation in preschool activities were evaluated at pretest and posttest.

RESULTS. At termination of intervention, all children in the intervention group scored significantly better than control children on most performance skills and more fully participated in preschool activities.

CONCLUSION. A multidisciplinary preschool early intervention program appears to assist children of low SES with improving their performance skills, and participation in preschool activities.

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