Abstract

Hearing-impaired children who had earlier received home intervention were compared with hearing-impaired children who had not received such intervention, on measures of language, academic achievement, and social functioning. Additionally, children who had received early home intervention (before 30 months) were compared with children who had received late intervention (after 30 months). Children who had attended preschool but had received no home intervention were compared with children who had experienced neither. Using a longitudinal research design and statistical techniques of analysis of covariance and multiple comparison procedures, home intervention children were found to perform better than no-intervention children on the majority of the dependent variables. Slight advantages for early over late and preschool over no preschool children were also determined.

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