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| Disabilities | 4 |
| Evaluation Methods | 3 |
| Infants | 3 |
| Outcomes of Education | 3 |
| Program Evaluation | 3 |
| Early Childhood Education | 2 |
| Early Intervention | 2 |
| Program Effectiveness | 2 |
| Toddlers | 2 |
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| At Risk Persons | 1 |
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| Fewell, Rebecca R. | 4 |
| Glick, Michelle P. | 1 |
| Sandall, Susan R. | 1 |
| Vadasy, Patricia F. | 1 |
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| Journal Articles | 4 |
| Information Analyses | 2 |
| Opinion Papers | 2 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
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| Researchers | 4 |
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Peer reviewedFewell, Rebecca R.; Vadasy, Patricia F. – Topics in Early Childhood Special Education, 1987
The article reviews trends in measures of outcome efficacy in early intervention programs. Two recent reports are reviewed which illustrate the problems of relying solely upon child outcomes as measures of program efficacy. Measurement approaches that take into consideration the transactional nature of early intervention are suggested. (Author/DB)
Descriptors: Disabilities, Early Childhood Education, Evaluation Methods, Outcomes of Education
Peer reviewedFewell, Rebecca R.; Sandall, Susan R. – Topics in Early Childhood Special Education, 1986
Three frequently used procedures for analyzing developmental outcomes (developmental age, developmental quotient, and prediction indices) were compared using data from an early intervention program for 29 handicapped children (birth to age three). The procedures led to different conclusions regarding program effectiveness. Alternative measures of…
Descriptors: Disabilities, Early Childhood Education, Evaluation Methods, Infants
Peer reviewedFewell, Rebecca R. – Exceptional Children, 1991
This article discusses the assessment and evaluation of infants and toddlers with disabilities or at risk for developing disabilities, recent contributions to knowledge of assessment of infants and toddlers, current practices, and future trends. The paper cautions against using one test for all purposes or using a test with an insufficient…
Descriptors: At Risk Persons, Disabilities, Early Intervention, Eligibility
Fewell, Rebecca R.; Glick, Michelle P. – American Journal on Mental Retardation, 1996
An intensive early intervention program was evaluated by assessing gains made by 44 special needs children (age 2) in cognition, gross motor, fine motor, receptive language, and expressive language domains. Comparison of actual to predicted posttest scores did not reveal significant gains in any domains. In cognition, gross motor, and fine motor…
Descriptors: Child Development, Cognitive Development, Disabilities, Early Intervention
