A STUDY TO ANALYSE THE EFFECTS OF SENDING CHILDREN WHO ARE MORE LIKELY TO HAVE DEVELOPMENTAL DELAYS TO EARLY INTERVENTION PROGRAMMES

Abstract

This study investigates the impact of early intervention programs on children at high risk for developmental delays, so as to help understand how support within an early stage leads to changes in developmental pathways. In a quantitative research design, 1,850 families received a structured questionnaire. Lastly, data gathered were analyzed using the SPSS version 25 on 1,788 valid responses. Descriptive statistics and ANOVA had to be used in examining the relationship of participation in early intervention with diverse sets of developmental outcomes, such as cognitive, social, and emotional skills. Results indicated highly significant positive effects of early intervention with an F-value of 2543.581 and p less than 0.001, meaning the effect of early intervention is statistically significant. Children receiving such programs proved to show significant improvements in developmental milestones comparing to those who did not receive early intervention. This study also emphasizes the need to make collaboration among family, teachers, and doctors provide a supportive environment that is highly required for children suffering from developmental delays. These findings underscore the need for accessible early intervention services to improve developmental outcomes and serve as a resource for policy allocations that emphasize increased awareness. Thus, efforts to invest in early intervention were come as an important step to better the quality of life for at-risk children while serving as a firm foundation for long-term success. This study further contributes to the existing and continually growing body of evidence that has to argue the case for the central role early intervention serves in the landscape of support for vulnerable populations.