Abstract
A survey of the literature on the efficacy of early intervention with preschool handicapped children was conducted to analyze the results of such intervention on preacademic deficits. The survey includes a review of published efficacy articles from 1939 through 1982, an historical overview, and a discussion of the significance of federal funding on the number of demonstration models. Positive results for over-all program effectiveness were found, and individual child gains were demonstrated. Limitations of efficacy studies and implications for future research were discussed.
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