This paper reports the results of 2 studies in which the relative effectiveness of classroom based language intervention models were examined. In the 1st study, a developmentally based language facilitation program was compared to a direct language facilitation program in integrated preschool classrooms for young children with developmental delays. In the 2nd study, the developmentally based model was compared to a program using both the developmental and direct methods during discrete time periods throughout the day. Results of both studies indicated that no program was better overall. Disordinal Aptitude x Treatment Interactions indicated that children benefited differentially from the interventions. The differential effects of intervention could be predicted by the child's language ability before intervention.
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