Is It Always Appropriate to Be Developmental? Convergent Models for Early Intervention Practice


Three theoretical models of early intervention practice are discussed in order to identify the common values that characterize each of them. Although the developmental, functional, and biological models were each developed by different sets of practitioners and for different purposes and populations of children, it is possible to infer convergent principles that can guide professional practice. Previous assumptions that these models are discrete are questioned, and two examples of convergent paradigms are analyzed in light of the common values identified here.

Publication Date

Winter 1992

Journal Title

Topic in Early Childhood Special Education


Sage Publications

Digital Object Identifier (DOI)


Document Type



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