Toward a Reconceptualization of the Developmental Model

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Abstract
Although most early intervention program providers have relied on the developmental model for their theoretical underpinnings, there has been continued controversy over the applicability of this model to young children with disabilities. There has also been dissatisfaction with its implications for curriculum design, instructional programming, and program evaluation. The authors of this article discuss the problems inherent in the current use of the developmental model in the implementation of programs for young children with disabilities, and they propose a reconceptualization of this approach based upon Lewis and Starr's salient responses model. The primary components of this model are presented, along with their implications for early intervention programs.

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