This paper provides a review of three conceptual issues pertinent to a clear understanding of current outcome data on the effects of early intervention for handicapped children: (1) intervention and assessment assumptions in early intervention research, (2) political and ethical concerns with arguing for the cost-effectiveness of early intervention, and (3) the weight of evidence required to make the case for intervention effectiveness. The paper is based upon an address delivered to state coordinators of early childhood/special education, March, 1984.
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