Discussion of the need for systematic methods for summarizing single-participant research describes various approaches for quantitative synthesis and reviews conclusions of completed synthesis efforts. The issue of whether outcomes of single-participant research can be represented by a single common metric is addressed with the recommendation that…

The paper discusses problems resulting from the substitution of meta-analysis for qualitative reviewing of special education research, employing H. Cooper's framework for assessing integrative research review and using illustrations from research on class placement and mainstreaming. (Author/CL)

The authors cite problems but regard meta-analysis as an improvement over traditional methods of research integration. Advantages are increased objectivity, freedom from arbitrary levels of statistical significance, and potential to relate an array of independent variables to effect size. Disadvantages include questionable reliability of ratings…

This article describes conceptual and methodological limitations of existing research on the efficacy of early intervention programs. Recent studies using meta-analytic techniques to generate testable hypotheses are reviewed. Recommendations for greater precision in measurement and for improved research design are offered. (DB)

The article critiques a 1987 (Kavale and Forness) meta-analysis which concluded that research does not support modality-based instruction. The study is faulted for its selection criteria as well as its failure to consider demographic differences, achievement level differences, multiplicity of preferences, definitions of terms, effect-size…

This response to Dunn (EC 221 793) reaffirms the conclusions of a meta analysis on modality-based instruction, through elaboration of the study's selection criteria and methodological factors. Although modality-based instruction is seen to be intuitively appealing, educators are encouraged, instead, to apply instructional methods of proven…

In the context of a discussion of the use of meta-analysis techniques, two articles take issue with the findings of Casto and Mastropieri concerning effects of early intervention, in particular age-at-start parent involvement, conceptual and methodological problems. The authors of the original article provide rebuttals to the critiques. (JW)