included data collection from ages three to 21 years, which allowed for long-term findings. Thus the conclusion that positive results indicate long-term effects on cognitive and academic development is within the scope of the study. The authors also concluded that since findings differed from previous studies it may be that specific program components were related to these longer-lasting effects. The current program began in early infancy and the other programs began at age three or four years. The duration of the treatment, program intensity, and service delivery model may also have been factors in the program effectiveness. The current intervention was a child-centered model which is shown to have more long-term effects on cognitive outcomes. The cognitive improvements accounted for half of the intervention effects on academic achievement. While these factors are important to con
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