To evaluate treatment of preschool children with conduct disorders, 16 studies were reviewed in which single-subject methodology was employed. Studies were coded for a number of variables including (a) description of target subjects, (b) type of intervention, (c) length and intensity of intervention, (d) primary intervenor, and (e) setting as well as a quantitative outcome variable, percent of treatment data points nonoverlapping with previous baseline phases. Variables were analyzed for covanation between outcomes and study characteristics. Results indicated that (a) reinforcement produced most positive outcomes, followed by punishment timeout and differential attention, respectively: and (b) subject characteristics such as sex, handicapping condition, and target behavior generally bore little relation to treatment outcome. Finally, stronger outcomes were found for homebased interventions and younger subjects, but these findings were inconsistent and were thought to reflect the effects of other variables. Implications for further research are given.

This study contributes to the discussion of appropriate parent and therapist roles in early intervention by comparing the costs and effects of two programs for speech-disordered preschoolers: a home parent training program and a clinic-based program with low parent involvement. The posttest results indicated that the children in the home parent training group performed at least as well as those in the clinic-based group on measures of speech and language functioning as well as on a measure of general development. On several of these variables, the home parent training group performed significantly better than the other group. Results of the cost analysis indicated that, excluding the value of parent time, there was no meaningful difference in program costs. The implications of this study are that parents can be given significant responsibilities in early intervention and that program administrators have a viable option of using parents as a substantive support to a program. In addition, findings support the need for therapists to be trained to work with parents as well as with the child.

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This study investigated the economic efficiency of alternative types of intervention with languageimpaired preschool children. Forty children were randomly assigned to one of four groups: (a) homebased (parent-delivered) intervention, (b) center-based intervention, (c) both center-and home-based intervention, and (d) no treatment. The home intervention program taught parents to incorporate therapy techniques into ordinary parent-child interactions in the home and to create a language-stimulating home environment. Center-based treatment emphasized language development in individual, small group, and large group settings. The combined intervention group received both the home-and centerbased programs. Program effectiveness was measured with two language scales (PLS-R, APPS). Cost analysis encompassed all resources consumed by the program, including the time contributed by parents and students. The results indicated that the home-based program was more efficient. The center-based intervention was more expensive and less effective. Combining the two types of intervention increased costs without significantly increasing effectiveness. Although the study was limited in size and duration, it suggests that future research should investigate the potential of parent-delivered services to be effective, low-cost alternatives to center-based early intervention.

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