The purpose of this study was to determine the extent to which naturalistic practices were being implemented across a representative sample of 17 early intervention programs and classroom activities. Measures of teacher-child communicative interactions, program quality, specialized training, and ongoing support were administered. Results indicated that teachers use descriptive talk more frequently than direct teaching strategies, particularly during freeplay activities. Implementation of direct teaching strategies was positively related to program quality, and specialized training might influence teacher's perspectives about use of freeplay as an opportunity to facilitate communication development. Data obtained in separate geographic regions of the country were remarkably similar, providing modest support for the external validity of these findings. Implications for practice and research are discussed.
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