Effects of the EDUS Evidence-based Early Intervention Program: A possible solution for Children with Developmental Disorders in Low-and Mid-Income Countries LMIC

BACKGROUND/OBJECTIVES: Early childhood is a critical period of neurodevelopment, characterised by heightened brain plasticity and substantial potential for learning and developmental change. For children with developmental delays and disorders, early identification and timely, evidence-based intervention are essential to optimise developmental outcomes, prevent widening developmental disparities, and support successful transitions to mainstream preschool settings. (Dzanko et al., 2026; Rabadi et al., 2026). However, in many low- and middle-income countries (LMICs), including Bosnia and Herzegovina (BiH), early identification and intervention systems remain insufficiently developed, limiting children’s timely access to specialised support (Draper et al., 2024). Recent research in BiH found that a low-intensity developmental and behavioural intervention combined with parent education was associated with greater improvements across assessed developmental areas than preschool attendance alone (Dzanko et al., 2026), highlighting the potential of structured, evidence-based approaches to improve developmental outcomes in resource-constrained settings. In Bosnia and Herzegovina, research identified 25.6% of children are at risk of not reaching their full developmental potential (Pištoljević et al., 2021), underscoring the need for accessible, systematic, and evidence-based early intervention services. EDUS – Education for All addresses this need through an early intervention model that integrates comprehensive developmental assessment, individualized developmental and behavioral intervention planning, systematic implementation of evidence-based teaching strategies, and active parental involvement. This study aimed to examine developmental changes in children with developmental disorders aged 18–36 months following participation in a nine-month EDUS Early Intervention Program. METHODS: This study examined developmental skill acquisition of 76 children aged 18–36 months who participated in a nine-month intensive developmental and behavioral intervention program implemented by EDUS – Education for All. The intervention consisted of three hours of daily, structured developmental-behavioral programming guided by an individualized stimulation plan developed according to each child’s specific developmental needs. The program employed systematic, consistent, and evidence-based teaching strategies to promote skill acquisition across developmental domains. Developmental skills were assessed at baseline and following completion of the intervention using the EDUS Guide for developmental assessment and design of individualized educational programs for Children from Birth to Three Years of Age (Pištoljević & Majušević, 2015). The assessment covered five developmental areas. The study analyzed changes in the number of acquired developmental skills between pre- and postintervention assessments to characterize developmental progress over the nine-month intervention period. RESULTS: Following nine months of intervention, children demonstrated developmental gains across all five assessed developmental areas. Before entering the program, the 76 children demonstrated a total of 3,687 developmental skills, equivalent to 33% of the skills demonstrated by typically developing peers at the same developmental stage. At the end of the intervention, this total had increased to 6,454 skills, equivalent to 58% of the skills demonstrated by typically developing peers at the same developmental stage. Overall, children gained 2,767 additional skills through the EDUS Early Intervention Programs and natural development, increasing their performance relative to typically developing peers at the same developmental stage by 25%. According to the parents’ satisfaction questionnaire, parents reported an improved understanding of their children’s learning and communication, reduced stress, and greater confidence in supporting their children’s developmental progress. Individual consultations further helped parents apply developmental strategies at home and establish subsequent learning goals. Regarding child outcomes, 92% of parents reported that the programme contributed to their child’s overall development, while 89% reported positive effects on their child’s self-confidence and motivation to learn. These findings indicate that parents perceived positive changes in both their own capacity to support their children and their children’s developmental and learning-related outcomes. CONCLUSION: The findings suggest that early, structured, and individualised intervention can support developmental progress in young children with developmental delays and disorders. The EDUS model results emphasise the importance of early identification and timely intervention, capitalising on the early years as a critical period for neurodevelopment and learning. An approach combining transdisciplinary collaboration, individualised developmental planning, and evidence-based intervention strategies offers a feasible model for strengthening early intervention services in LMIC’s and supporting children in reaching their developmental potential.