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Early intervention for handicapped children: Efficacy issues and data for school psychologists
Author(s) -
Edmiaston Rebecca K.,
Mowder Barbara A.
Publication year - 1985
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198504)22:2<171::aid-pits2310220211>3.0.co;2-#
Subject(s) - psychology , intervention (counseling) , school psychology , response to intervention , developmental psychology , special education , preschool education , medical education , applied psychology , clinical psychology , mathematics education , psychiatry , medicine
Providing early intervention services for handicapped children is a relatively new endeavor for school psychologists. Because of the recency of this activity, most school psychologists have not received formal training—yet are providing evaluation and intervention services to preschool children. It is necessary that school psychologists fully understand the efficacy issues and data pertinent to this service to benefit preschoolers and provide accountability data for this service. This article presents the major efficacy issues and the subsequent research data on early intervention for young handicapped children.