Frequentiy used introductory special education textbooks were analyzed (a) to summarize the information presented and conclusions drawn about the efficacy of early Intervention, (b) to determine the consistency of those conclusions with previously published efficacy reviews and with existing meta-analysis data as summarized by the Early Intervention Research Institute at Utah State University, and (c) to draw conclusions about the implications of the findings for training special and regular educators. Textbooks were consistent in the content covered, and conclusions were generally consistent with major reviews. Chapters concluded with more advocacy-oriented statements than empirically supported ones. In addition, several studies that were cited tended to be from the disadvantaged preschooler literature, with these results used as data for supporting the efficacy of early intervention for handicapped preschoolers. Findings are discussed in relation to the training of special education and regular education teachers.
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