Early Intervention with Mentally Handicapped Children: A Critical Appraisal of Applied Research

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Abstract
Research on the impact of early intervention with mentally handicapped children and their families has placed too much emphasis upon child develop mental progress to the neglect of several important parental and environmental variables upon which the child's ultimate development depends. Studies have also tended not to include process measures in their pro gram evaluation procedures. These two major issues and others related to the appropriateness of traditional group research designs for the early intervention field are examined through an analysis of 20 studies carried out in five countries in the last 10 years.