Parental Preferences for Early Intervention Programming Examined Using Best–Worst Scaling Methodology

Background: Many programs and interventions are available to support families of young children, yet engagement and participation in these programs is often inconsistent. One explanation for poor engagement is that program parameters may not align with participant preferences. Further, preferred program components may vary across demographic groups. Objective: In the present experiment, a best–worst scaling approach was utilized to ascertain parental preferences for early intervention programming. Methods: Four hundred twenty-six parents of young children answered a set of 27 best–worst scaling questions regarding preferred components of early intervention programs. Results: Overall results indicated that the most preferred aspect of program descriptions were those that emphasized parent and child outcomes (e.g., increased academic readiness, increased educational attainment). Parameters such as the provision of free childcare and teaching through experiential activities were also highly preferred. Programs held during a weekend, lasting 120 min, attended alone, led by a parent, attended without parent–child interactions, lasting 16 weeks, requiring paid or no childcare, and providing no food were least preferred. Although in general preferences were consistent across parents, there were significant differences in preferences across subgroups of parents. Conclusions: Improvements in child outcomes were the most preferred attribute of early intervention programming. Few differences between subgroups of parents were observed. In cases where there were differences, mothers and single parents preferred some program activities to be separate from the child’s other parent. Parents from minority groups preferred programs that also included components directed at their own development as well (e.g., job training).