ABSTRACT
Speech-language pathologists, special educators, and other practitioners of language intervention increasingly rely on basic developmental research for insight into the course and mechanisms of human growth. Application of this information is at times premature, superficial, or unimaginative—children and families in need do not wait for perfect solutions. Moreover, debates continue as to the pertinance of normal models of development for atypical populations (Bricker & Carlson, 1981). Nevertheless, developmental research remains the single most powerful determinant of current intervention practice. This is particularly evident when we look at the influence of “transition period” research findings over the past 6 to 8 years.
