This article reviews the results of 17 studies of resource programs and their effects on the academic achievement and personal-social development of exceptional children. Only those studies which include relevant comparison groups are reviewed. Problems in efficacy research are discussed; many of the limitations of studies of special class placement are applicable to research on resource room programming. Results are not definitive in either domain. In the academic domain, programs for learning-disabled and mildly disturbed children proved generally more effective than programs for retarded children. In the personal-social domain, positive effects of resource programming have not been established. In general, the most carefully designed studies support the effectiveness of resource programming. Finally, the authors recommend the incorporation of formative evaluation procedures into resource program development as a supplement to traditional summative methodology.
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