Abstract
This article describes a variety of conceptual and methodological limitations of existing research on the efficacy of early intervention programs. Problems related to the specification of both independent and dependent variables are noted, and recent studies using meta-analytic techniques to generate testable hypotheses are reviewed. Recommendations for greater precision in measurement and for improved research design are presented. Finally, some reasons for the persistence of common problems in program evaluation are offered in conjunction with suggestions for future research efforts.
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