![[ Visit Client Website ]](images/banner.JPG)
Objectives: To examine the relationship between child characteristics at exit from CTS and later IQ, adaptive behaviors, diagnosis, school placement, utilization of services, and parental stress.
Methods: Twenty-nine primary caregivers of children who exited CTS completed the Parenting Stress Index (PSI) and a school placement and services questionnaire. Twenty of these families participated in follow-up diagnostic testing; children ranged in age from 4 to 12 years.
Results: The majority of children attended non-inclusive special education upon exit from CTS. Among the 15 children currently in elementary school, a majority were in typical classrooms. As expected, scores at follow-up were significantly correlated with scores at program exit more often than the scores at program entry. Although the largest gains in IQ were seen between the time of program entry and exit, IQ gains were typically maintained or increased at follow-up. Similar gains were found on the Vineland, excepting Socialization scores which remained low. Diagnosis was generally stable. Parents continued to report clinically significant stress associated with child behaviors. The PSI Child Domain scores in the areas of Distractibility/Hyperactivity and Demandingness at follow-up were significantly correlated with the number of services currently received by the children.
Conclusions: Children enrolled in early intervention make gains in many domains, including IQ, which are stable over time. Diagnosis remained stable as were behavioral issues. Socialization is a particularly difficult area to affect change and should continue to be an area of research and treatment focus. Parent stress over child behaviors may need to be more directly addressed.