The role of individual differences in special education research and practice is examined through analysis of aptitude-treatment interaction methodology (ATI). Each component of the design is assessed with regard to problems with current conceptualizations and possible solutions. The general themes expressed are that the heterogeneity of participants and interventions needs to be addressed and that more attention is due to psychological interactions as compared to statistical interactions. The conclusion is that new life may be breathed into the fundamental, but battered, concepts underlying ATI by using multivariate and transactional approaches.
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