Effectiveness of Early Intervention based on the Quinn Project on Cognitive, Verbal, and Socio-Emotional Learning of Children with Borderline Intellectual Functioning

The purpose of the present study was to investigate the effectiveness of early education based on Quinn project on cognitive, verbal, and social-emotional learning in children with borderline intelligence performance.

The present semi-experimental with pretest-posttest design and follow-up with control group study was performed on 30 pre-school students with borderline IQ in Isfahan selected via convenience sampling who were randomly assigned to experimental and control groups. Research tools included the International Lighter Performance Scale and Wechsler Intelligence Scale for Preschool Children together with evaluation of socio-emotional learning. Early training based on the Quinn project was administered to the experimental group for eight sessions. Data were analyzed using repeated measure ANOVA.

Based on the findings, it can be stated that the main effects of group membership (early intervention based on Quinn project vs. no intervention) in groups showed significant differences in the scores of cognitive, verbal, and socio-emotional learning scores (P <0.05).

According to the results of the current study, it can be concluded that early education based on Quinn project increases the scores of cognitive, verbal, and socio-emotional learning scores of children with borderline IQ.