School Readiness and Early Intervention: Longitudinal Effects on Primary School Outcomes of Children with Developmental Delays in Oyo State

This study examines the longitudinal effects of early intervention participation on school readiness and subsequent primary school outcomes for children with developmental delays in Oyo State, South West Nigeria. School readiness, encompassing pre-academic skills, social-emotional competence, and self-regulation, is a critical predictor of early school success, and early intervention services are internationally recognised as the most cost-effective mechanism for improving readiness in children with developmental delays. However, longitudinal evidence for early intervention effects in Nigerian contexts is virtually absent from the published literature. Using a prospective longitudinal design, the study tracks two cohorts of children with developmental delays, one that received structured early intervention and one that did not, from age three through their second year of primary school. Data are collected at six-month intervals using the AEPS-3 developmental assessment, school readiness measures, and teacher-rated academic and social outcomes. Multilevel modelling is employed to analyse longitudinal trajectories and compare groups while accounting for individual and family-level clustering. The study contributes original longitudinal evidence on the developmental benefits of early intervention in a Nigerian context, filling a critical empirical gap. Findings are expected to demonstrate significantly better school readiness and primary outcomes in the early intervention group. Recommendations include expanding early intervention service coverage across Oyo State and establishing a longitudinal tracking system for children with developmental delays. Keywords: school readiness, early intervention, developmental delays, longitudinal study, Oyo State.