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Too Much, Too Soon? Unanswered Questions from National Response to Intervention Evaluation
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Gersten, Russell; Jayanthi, Madhavi; Dimino, Joseph – Exceptional Children, 2017
The report of the national response to intervention (RTI) evaluation study, conducted during 2011-2012, was released in November 2015. Anyone who has read the lengthy report can attest to its complexity and the design used in the study. Both these factors can influence the interpretation of the results from this evaluation. In this commentary, we…
Descriptors: Response to Intervention, National Programs, Program Effectiveness, Program Evaluation
The Insignificance of Psycholinguistic Training: A Reply to Kavale.
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Sternberg, Les; Taylor, Ronald L. – Exceptional Children, 1982
The authors cite methodological and interpretive flaws in K. Kavale's earlier article (ED 150 124) claiming that psycholinguistic training is effective with handicapped students. They suggest that the practical significance of research must be considered as well as the statistical significance. (CL)
Descriptors: Disabilities, Program Effectiveness, Psycholinguistics, Research Methodology
The Next Decade of Research on the Effectiveness of Early Intervention.
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Guralnick, Michael J. – Exceptional Children, 1991
This paper cites modest beneficial effects of early intervention for children with developmental disabilities or children at risk, and examines two specific program features, age of start and family involvement. The moderating influence of the level of disability severity is also analyzed, and future directions for improving early intervention…
Descriptors: Disabilities, Early Childhood Education, Early Intervention, Family Involvement