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Design and analysis in the evaluation of early childhood special education programs

Barbara K. Keogh, PhD Professor Graduate School of Education University of California, Los Angeles Los Angeles, California THE GENERATION of systematic, objective evidence of program effectiveness has been a continuing problem for intervenors who work with young handicapped children. Early childhood special educators must contend with all of the problems faced by evaluators of educational programs for older, nonhandicapped children, complicated by the particular problems related to handicapping conditions in young children. Yet, program survival depends upon the adequacy of objective data, as funding agencies increasingly require evidence of program impact. Based on our work in Project REACH (Research on Early Abilities of Children with Handicaps), we are convinced that most interventions help young handicapped children and their families. The problem is to find useful and feasible ways to document changes and to demonstrate