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This article examines the need for early intervention with severely and profoundly handicapped infants and young children. The importance of providing infant and preschool programs for these children is defended against the somewhat discouraging review of the literature on early intervention with poverty preschool children. It is pointed out that for early intervention to be effective with severely involved children, the program must include a variety of components. These include a developmental-behavioral approach, a strong parent partnership, an interdisciplinary collaboration, a view of the preschool as a respite facility, a focus on the special training and skills necessary for the teacher of infants and preschoolers, a knowledge of prosthetic and independence-promoting devices, and the inclusion of play activities. Emphasis throughout is on a tripartite endeavor: parents, teachers, and clinicians working together, learning from each other, but learning also from the child, who must be the major determinant of whether a program is worthwhile or not. The preschool setting and the preschool staff are the pivotal elements in successful intervention.

The study investigates the impact of structural breaks on the long memory of daily returns and variance of 11 sectors. Using multiple sequential structural breaks tests, we uncover numerous and roughly shared structural breaks. Results from two non-parametric, three semi-parametric, and three parametric fractional differencing models using break-adjusted and break-unadjusted returns reveal incidence of short memory and anti-persistence in sector returns. Regarding variance, we find that the removal of breaks from the sector series dampens the fractional differencing parameter estimates. Therefore, the observed long memory in variance may be attributable to the occurrence of structural breaks in the sector series.