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Intervention in School and Clinic
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Some Methods Are More Effective Than Others

John Wills Lloyd, PhD

John Wills Lloyd, PhD, is in the Curry School of Education at the University of Virginia. Address: John Wills Lloyd, Curry School of Education, 405 Emmet St., Charlottesville, VA 22903–2495; JohnL{at}Virginia.edu

Steven R. Forness, PhD

Steven R. Forness, PhD, is with the UCLA Neuropsychiatric Institute,

Kenneth A. Kavale, PhD

Kenneth A. Kavale, PhD, is with the Special Education Division at the University of Iowa.

Many different methods have been developed to remediate problems of students with disabilities. Research studies evaluating the relative effectiveness of such practices can be overwhelming to educators because of the sheer number of studies—hundreds—as well as the conflicting results produced by some investigations. In this article, we use meta-analyses to make sense of this research, offering general guidelines for best practice in special education.

Intervention in School and Clinic, Vol. 33, No. 4, 195-200 (1998)
DOI: 10.1177/105345129803300401
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