This article examines the need for early intervention with severely and profoundly handicapped infants and young children. The importance of providing infant and preschool programs for these children is defended against the somewhat discouraging review of the literature on early intervention with poverty preschool children. It is pointed out that for early intervention to be effective with severely involved children, the program must include a variety of components. These include a developmental-behavioral approach, a strong parent partnership, an interdisciplinary collaboration, a view of the preschool as a respite facility, a focus on the special training and skills necessary for the teacher of infants and preschoolers, a knowledge of prosthetic and independence-promoting devices, and the inclusion of play activities. Emphasis throughout is on a tripartite endeavor: parents, teachers, and clinicians working together, learning from each other, but learning also from the child, who must be the major determinant of whether a program is worthwhile or not. The preschool setting and the preschool staff are the pivotal elements in successful intervention.
Memory Development and Trauma in Preschool Children: Implications for Forensic Interviewing Professionals - A Review of the Literature
