Early Intervention for Developmental Functioning: A Quantitative Synthesis of Single-Subject Research

Abstract

Fourteen studies were reviewed that had employed single-subject methodology to investigate the results of interventions to improve developmental functioning in handicapped preschoolers. Interventions included treatments intended to develop physical responsiveness, as well as treatments to increase feeding behavior and to decrease rumination or compulsive vomiting. Overall, these interventions were highly effective. The most consistent positive results were obtained from interventions on rumination, regardless of whether positive reinforcement or punishment had been employed. As with previous reviews of single-subject literature, generalization and maintenance were insufficiently studied. The conclusions of this investigation are reported within the context of three previous synthesis efforts that taken together constitute all known single-subject research in early intervention with handicapped children.