Abstract
An historical analysis of early intervention efficacy research documents the need for rigorously conducted longitudinal studies of early intervention with handicapped children. In this article the issues to be addressed in a series of 16 longitudinal studies recently funded by the U.S. Department of Education are described, the design characteristics of these studies are discussed, and the projected benefits of such research are summarized.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
