<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Blok, H.</style></author><author><style face="normal" font="default" size="100%">Fukkink, R. G.</style></author><author><style face="normal" font="default" size="100%">Gebhardt, E. C.</style></author><author><style face="normal" font="default" size="100%">Leseman, P. P. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Behavioral DevelopmentInternational Journal of Behavioral DevelopmentInternational Journal of Behavioral Development</style></secondary-title><alt-title><style face="normal" font="default" size="100%">Int J Behav Dev</style></alt-title><short-title><style face="normal" font="default" size="100%">Int J Behav DevInt J Behav Dev</style></short-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attending head-start</style></keyword><keyword><style  face="normal" font="default" size="100%">day-care</style></keyword><keyword><style  face="normal" font="default" size="100%">disadvantaged-children</style></keyword><keyword><style  face="normal" font="default" size="100%">dutch families</style></keyword><keyword><style  face="normal" font="default" size="100%">emergent literacy intervention</style></keyword><keyword><style  face="normal" font="default" size="100%">follow-up evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">no preschool</style></keyword><keyword><style  face="normal" font="default" size="100%">nurse home visitation</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool programs</style></keyword><keyword><style  face="normal" font="default" size="100%">school outcomes</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Jan</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">1</style></number><volume><style face="normal" font="default" size="100%">29</style></volume><pages><style face="normal" font="default" size="100%">35-47</style></pages><isbn><style face="normal" font="default" size="100%">0165-0254</style></isbn><language><style face="normal" font="default" size="100%">English</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Although it is generally believed that early intervention programmes are an effective means to stimulate children&amp;#39;s cognitive development, many questions remain concerning programme design and delivery. This article reviews 19 studies into the effectiveness of early intervention programmes published from 1985 onward. The database comprised 85 different outcomes or effect sizes (71 in the cognitive domain, 14 in the socioemotional domain). The over-all effect size estimate was d = 0.32 (SE = 0.05) in the cognitive domain, and d = 0.05 (SE 0.02) in the socioemotional domain. Effect sizes were found to depend on delivery mode. Centre-based interventions and interventions following the combined home- and centre-based delivery mode produced greater effect sizes than did home-based programmes in the cognitive domain, but not in the socioemotional domain. The programme inclusion of coaching of parenting skills was also positively related to outcomes in the cognitive domain. Several other programme characteristics, including age of onset, programme length and intensity, continuation after kindergarten. and the inclusion of social or economic support, appeared not to be uniquely related to outcomes.&lt;/p&gt;
</style></abstract><accession-num><style face="normal" font="default" size="100%">WOS:000226584300005</style></accession-num><notes><style face="normal" font="default" size="100%">891md&lt;br/&gt;Times Cited:35&lt;br/&gt;Cited References Count:70</style></notes><auth-address><style face="normal" font="default" size="100%">Blok, H&lt;br/&gt;Univ Amsterdam, Fac Social &amp; Behav Sci, SCO Kohnstamm Inst, Wibautstr 4, NL-1091 GM Amsterdam, Netherlands&lt;br/&gt;Univ Amsterdam, Fac Social &amp; Behav Sci, SCO Kohnstamm Inst, Wibautstr 4, NL-1091 GM Amsterdam, Netherlands&lt;br/&gt;Univ Amsterdam, Fac Social &amp; Behav Sci, SCO Kohnstamm Inst, NL-1091 GM Amsterdam, Netherlands</style></auth-address></record></records></xml>