Recognizing the difficulties in conducting empirically valid impact or efficacy evaluations in local early intervention programs, this article also recognizes the need for such programs to be actively involved in evaluation efforts. Seven evaluation questions are presented about the quality of services provided by early intervention programs. For each question, various strategies for developing answers are discussed.
Get full access to this article
View all access options for this article.
References
1.
Apolloni, T., Cooke, S.A., & Cooke, T.P. (1977). Establishing a normal peer as a behavioral model for delayed toddlers. Perceptual and Motor Skills, 44, 231-241.
2.
Bagnato, S.J., & Neisworth, J.T. (1980). The intervention efficiency index: An approach to preschool program accountability. Exceptional Children, 46, 264-269.
3.
Bailey, D.B., Helsel-DeWert, M., Thiele, J.R., & Ware, W.B. (1983). Measuring individual participation on the interdisciplinary team. American Journal of Mental Deficiency, 88(3), 247-254.
4.
Barlow, D.H., & Hayes, S.C. (1983). Alternating treatments design: One strategy for comparing the effects of two treatments in a single subject. Journal of Applied Behavior Analysis, 12(2), 199-210.
5.
Billingsley, F.F., & Romer, L.T. (1983). Response prompting and the transfer of stimulus control: Methods, research, and a conceptual framework. Journal of the Association for the Severely Handicapped, 8, 3-12.
6.
Billingsley, F.F., White, O.R., & Munson, R. (1980). Procedural reliability: A rationale and an example . Behavioral Assessment, 2, 229-241.
7.
Brassell, W.R. (1977). Intervention with handicapped infants: Correlates of progress. Mental Retardation, 15, 18-22.
8.
Bryk, A., & Light, R. (1981). Designing evaluations for different program environments . In R. Berk (Ed.), Educational evaluation methodology: The state of the art (pp. 11-31). Baltimore : Johns Hopkins University Press.
9.
Doke, L.A. (1975). The organization of day-care environments: Formal versus informal activities. Child Care Quarterly, 4, 216-222.
10.
Doke, L.A., & Risley, R.T. (1972). The organization of day-care environments: Required versus optional activities. Journal of Applied Behavior Analysis , 5, 405-420.
11.
Dunst, C.J., & Rheingrover, R.M. (1981). An analysis of the efficacy of infant intervention programs with organically handicapped children. Evaluation and Program Planning, 4, 287-323.
12.
Evans, E.D. (1974). Measurement practices in early childhood. In R. W. Colvin & E. M. Zaffiro (Eds.), Preschool education: A handbook for the training of early childhood educators (283-341). New York: Springer.
13.
Gentry, D., & Haring, N.G. (1976). The essentials of performance measurement. In N. G. Haring & L. Brown (Eds.), Teaching the severely handicapped (Vol. 1, pp. 209-236). New York: Grune & Stratton.
14.
Gersten, R.M., Carnine, D.W., & Williams, P.B. (1982). Measuring implementation of a structured educational model in an urban school district: An observational approach. Educational Evaluation and Policy Analysis, 4, 67-79.
15.
Godby, S., Gast, D.L., & Wolery, M. (1984), A comparison of time delay and system of least prompts in teaching object identification. Manuscript submitted for publication.
16.
Goodwin, W.L. (1974). Evaluation in early childhood education. In R. W. Colvin & E. M. Zaffiro (Eds.), Preschool education: A handbook for the training of early childhood educators (201-252). New York: Springer.
17.
Hall, G.E., & Loucks, S.F. (1977). A developmental model for determining whether the treatment is actually implemented. American Educational Research Journal, 14, 263-276.
18.
Haring, N.G., Liberty, K.A., White, O.R. (1980). Rules for data-based strategy decisions in instructional programs: Current research and instructional implications. In W. Sailor, B. Wilcox, & L. Brown (Eds.), Methods of instruction for severely handicapped students (159-192). Baltimore: Paul Brookes.
19.
Harms, T., & Clifford, R.M. (1980). Early childhood environment rating scale. New York: Teachers College Press.
20.
Hart, B., & Rogers-Warren, A. (1978). A milieu approach to teaching language. In R. L. Schiefelbusch (Ed.), Language intervention strategies (pp. 195-235). Baltimore: University Park Press.
21.
Jones, L. (1974). A methodological approach to evaluation. In R. W. Colvin & E. M. Zaffiro (Eds.), Preschool education: A handbook for the training of early childhood educators (253-281). New York: Springer.
22.
Kazdin, A.E., & Matson, J.L. (1981). Social validation in mental retardation. Applied Research in Mental Retardation, 2, 39-53.
23.
Kiresuk, T.J., & Sherman, R.E. (1968). Goal attainment scaling: A general method for evaluating comprehensive community mental health programs. Community Mental Health Journal, 4, 443-453.
24.
Leinhart, G. (1980). Modeling and measuring educational treatment in evaluation. Review of Educational Research, 50, 393-420.
25.
LeLaurin, K., & Risley, T.R. (1972). The organization of day-care environments: "Zone" versus "Man-to-man" staff assignments. Journal of Applied Behavior Analysis, 5, 225-232.
26.
May, M. (Ed.). (1980). Evaluating handicapped children's early education programs. Seattle : WESTAR.
27.
Peck, C.A., Apolloni, T., Cooke, T.P., & Raver, S. (1978). Teaching retarded preschoolers to imitate the free-play behavior of nonretarded classmates: Trained and generalized effects . Journal of Special Education, 12, 195-207.
28.
Rogers-Warren, A., & Warren, S. (1980). Mands for verbalization; Facilitating the display of newly trained language in children. Behavior Modification , 4, 361-382.
29.
Schuster, S.K., Fitzgerald, N., Shelton, G., Barber, P., & Desch, S. (1984). Goal attainment scaling with moderately and severely handicapped preschool children. Journal of the Division for Early Childhood, 8(1), 26-37.
30.
Sheehan, R., & Gallagher, R.J. (1983). Conducting evaluations of infant intervention programs. In S. G. Garwood & R. Fewell (Eds.), Educating handicapped infants: Issues in development and intervention (495-524) . Rockville, MD: Aspen.
31.
Simeonsson, R.J., Cooper, D.H., & Scheiner, A.P. (1982). A review and analysis of the effectiveness of early intervention programs. Pediatrics , 69, 635-641.
32.
Simeonsson, R.J., Huntington, G.S., & Short, R.J. (1982). Individual differences and goals: An approach to the evaluation of child progress. Topics in Early Childhood Special Education, 1(4), 71-80.
33.
Simeonsson, R.J., & Wiegerink, R. (1975). Accountability: A dilemma in infant intervention . Exceptional Children, 41(7), 474-481.
34.
Strain, P.S. (1981). The utilization of classroom peers as behavior change agents. New York: Plenum Press.
35.
Tawney, J.W., & Gast, D.L. (1984). Single subject research in special education. Columbus, OH: Charles Merrill.
36.
Twardosz, S., Cataldo, M.F., & Risley, T.R. (1974). An open environment design for infant and toddler day care. Journal of Applied Behavior Analysis, 7(4), 529-546.
37.
Vandiviere, P., & Suarez, T. (1980). An evaluator's resource handbook. Chapel Hill, NC: Technical Assistance Development Center .
38.
Wang, M.C., & Ellett, C.D.( 1982). Program validation: The state of the art. Topics in Early Childhood Special Education, 1(4), 35-49.
Wolery, M. (1983). Proportional change index: An alternative for comparing child change data. Exceptional Children, 50(2), 167-170.
41.
Wolery, M., & Gast, D.L. (in press). Effective and efficient procedures for the transfer of stimulus control. Topics in Early Childhood Special Education .
42.
Wolf, M.M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11 (2), 203-214.
