ABSTRACT
As a result of new research findings regarding the principles of learning, child development, cognitive psychology, and developmental psychopathology, psychology, and special education have shown gradual but persistent changes in their philosophies. These disciplines are now giving serious consideration to the creation and refinement of new intervention models for children and youths whose normal growth and development has gone awry (Sadler & Whimbey, 1985; Poplin, 1988).
