The paper describes an approach for identifying intervention strategies, techniques, procedures, and activities designed to enhance the developmental competencies of handicapped, mentally retarded, developmentally disabled, and at risk children (birth to 4 years of age). Curriculum procedures are classified according to domains of intervention and whether the intervention strategies are a primary or secondary source of activities for facilitating a given set of competencies. The paper is divided into four major sections. In the first section, the intervention domains included on a curriculum matrix are operationally described and defined. The second section describes the general procedure that can be followed in using the curriculum matrix. The curriculum matrix itself is presented in the third section. Matrixes are provided for developmental age ranges of birth to 1 year, 1 to 2 years, 2 to 3 years, and 3 to 4 years. Curriculum intervention procedures are categorized according to the following areas: gross motor, personal-social, hearing and speech, eye-hand coordination, manipulation, prequantitative reasoning, object permanence, means-ends abilities, vocal imitation, gestural imitation, causality, spatial relationships, schemes for relating to objects, nonverbal/verbal communication, and preoperational concepts. A curricula bibliography makes up the fourth section. (Author/SW)