Integrating of efficacy studies in early childhood special education is an important and useful strategy for locating consistent trends and relationships in the intervention literature. Based upon consideration of the current status of efficacy research integration and a review of nine exemplary efficacy studies, this article proposes the viability of meta-analysis as a useful technique for integrating cross-study findings in early childhood special education. Meta-analysis is an integrative perspective incorporating many techniques of primary and secondary analysis. Issues of efficacy research, research integration, and the mechanics of conducting a meta-analysis are discussed within the text. A meta-analysis of nine early childhood special education efficacy studies is presented in order to demonstrate principal techniques.
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