The growth of intervention programs for young handicapped children has generated concern about competencies critical for professionals who work with this group. Current theory and research place developmental importance on features of children's Interactions with the environment that include (1) responsivity to child cues, (2) appropriate language input, (3) active involvement with the environment, and (4) achievement of an "optimal match" between the child's level of functioning and task demands. This article reviews the theoretical and empirical bases for the importance of these elements and offers illustrations of their application to teaching.
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