Methodological Concerns in Evaluating Early Intervention

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Abstract
Methodological concerns related to the evaluation of early childhood special education programs are discussed using a recently published intervention study as a point of reference. The conservative nature of early intervention research and the role of statistical and measurement assumptions in that research are identified, as are significant changes in evaluation research currently underway in the field. These changes indicate dissatisfaction with research designs and analyses traditionally used in evaluation research and increased emphasis on evaluation studies directed toward an understanding of the interpretation of intervention outcomes.