A follow-up study of the Good Beginnings programme.

This paper reviews literature that has focused on following up long term outcomes for children, who received an early intervention programme in their preschool years, in connection with social and communication needs that were identified at a young age.

A limited number of studies were found, and this highlighted the need for further research in this area.

Using this as a rationale, the study follows up the outcomes for cohorts of Key Stage 2 children (n=28) who had received an early intervention programme called 'Good Beginnings' as part of local authority provision. This consists of a parent training course, a family support key worker and support in the setting.

The sample was tracked at least five years on. Progress was evaluated by examining change on important outcome measures; Childhood Autism Rating Scale (CARS); Vineland Adaptive Behaviour Scales (VABS).

The number of months attended on the Good Beginnings course was significantly correlated with the mean standard score change in both the communication (r = -0.60, p<0.01) and socialization ( r = -0.58, p<0.01) domains of the VABS between this present follow up and at baseline over 5 years ago, indicating negative outcomes.

However there was a significant correlation between the number of hours of learning assistant support received during the intervention programme and the mean standard score change in the socialization domain of the VABS scale (r =0.40, p=0.04), and between the duration of support and the mean standard score change in the communication domain of the VABS ( r = -0.38, p = 0.05).

No significant findings were found for the change in CARS scores over time. Correlations also revealed significant positive parent perceived outcomes on four out of five domains on the Strengths and Difficulties Questionnaire against attendance on the parent course, and one domain as rated by teachers.

Analysis is also conducted on the sample by age group and provision at Key Stage 2 to explore further trends.

This research adds to the literature in the paucity of longitudinal studies that follow up children who received early intervention programmes for children with ASD, although it is limited by not having a comparison group.