A Cost-Effectiveness Analysis of Two Alternative Program Models for Serving Speech-Disordered Preschoolers

Abstract

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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