| Abstract: | 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. |
