The Effect of Early Intervention on Academic Achievement of Hearing-Impaired Children
Référence bibliographique 
Martineau, Guylaine, Lamarche, Paul A., Marcoux, Sylvie et Bernard, Paul Marie. 2001. «The Effect of Early Intervention on Academic Achievement of Hearing-Impaired Children ». Early Education and Development, vol. 12, no 2, p. 275-289.
Intentions : « The purpose of the present project was to explore early intervention services provided to a hearing-impaired population of young children to help identify component or features that contribute to better outcomes. » (p. 277)
Échantillon/Matériau : « This retrospective population-based study was conducted during the 1995-1996 school year on the elementary school population of six urban, semi-urban and rural regions of the province of Quebec. [...] 112 respondents met the study eligibility criteria: age between 6 to 12 years, mild to profound prelingual hearing loss and no other handicap (mental retardation, visual impairment, severe physical disability, diagnosed neurological dysfunction, etc.). » (p. 277)
Type de traitement des données : Analyse statistique
« Objective. This population-based study assessed the relationship between characteristics of early intervention programs for hearing-impaired children and academic achievement. Methodology. The study was conducted on the elementary school-age population of six regions of the province of Quebec. Of the 301 hearing-impaired children registered, 112 met the eligibility criteria and participated in the study. The characteristics of early intervention which had been assessed were: age of initial access, the intensity, target and nature of services, service setting, coordination mechanisms, communication mode and parental compliance. Results. After adjustment for child and family characteristics and the other service variables studies, higher academic achievement was found to be significantly associated with services that (a) were initiated before children reached the age of two, (b) were parent-centered rather than child centered, and (c) emphasized auditory intervention and an oral mode of communication. The results also showed that the socioeconomic environment in wich the children lived significantly influenced the effect of certain characteristics with regard to specialized intervention and service delivery conditions that could lead to more effective early intervention programs. » (p. 275)