Cost-Effectiveness Analysis of Full-Day Versus Half-Day Intervention Programs for Handicapped Preschoolers

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Abstract
A cost-effectiveness analysis was conducted to compare half-day versus full-day center-based programs for handicapped preschool children. Children were matched across seven half- and eight full-day classrooms. The research sample consisted of eleven pairs of communicatively disordered (CD) and 15 pairs of mentally retarded (MR) children. Program effectiveness was evaluated using cognitive and expressive language scores from a developmental inventory. Cost data were collected by child on personnel, facilities, equipment, transportation, and contributions. Results suggest that the more cost-effective programs are full-day for CD children and half-day for MR children, When contributed resources (especially parent time) are considered as costs, the cost-effectiveness of full-day programs for CD children decreases substantially.