Although used extensively in other areas of social science and medicine, randomized experiments are used infrequently in early childhood special education programs. Indeed, many administrators, service providers, and researchers have claimed that randomized experiments in early childhood special education are unnecessary, impractical, or unethical. This paper summarizes and presents counter arguments for each of these positions. It is concluded that more frequent use of randomized experiments in early childhood special education would facilitate the advancement of knowledge. Procedures for using such designs more extensively are suggested.
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