Michael J. Guralnick

TL;DR: Summarizes and interprets the latest research and program outcomes in early intervention, for professionals in fields including ECE, developmental psychology, physical therapy, speech-language pathology, and pediatrics, as well as graduate students and policymakers.

TL;DR: In this paper, a model focused on children's cognitive development is presented in which early intervention is placed firmly within a developmental framework, both short-term and long-term effects, mechanisms through which early interventions exert their influence, the relation between those mechanisms and the organization of existing service systems, current limits of programs, and prospects for future research were considered in this model.

TL;DR: A systems perspective is put forward designed to place the many diverse conceptual and practice approaches and accomplishments in the early intervention field within a common framework and provide an understanding of why early intervention works when it does as well as establish a new assessment and intervention approach firmly grounded in developmental science.

TL;DR: The field of early intervention is vibrant, generating expectations that systematic, comprehensive, experientially based interventions will alter developmental trajectories and prevent secondary complications as mentioned in this paper, and the importance of an overall developmental framework, what is known through intervention science and the emergence of guiding principles for programme design and development.

TL;DR: Higher levels of peer interactions in mainstreamed settings for both typically developing children and children with developmental delays are indicated, with implications for developing intervention programs to maximize children's peer-related social competence.