Many child language studies emphasize the value of verbal and social support, of 'scaffolding' processes and mutual adjustments that naturally occur in adult-child interactions in everyday contexts. Based on such theories, this study attempted to improve the language and communication skills in children with special educational needs through naturalistic intervention. The results showed positive changes in the targeted language components of three children with Down syndrome. We consider that child language gains were best maintained after intervention if the mothers received at the same time specific advice about verbal interaction at home.