Case studies of eight children with speech and language impairments are presented in a review of the intervention efforts at the Demonstration Center for Preschool Special Education (DCPSE) in Puerto Rico. Five components of the intervention model are examined: social medical history, intelligence, motor development, socio-emotional development, and speech-language development. Data are presented in terms of characteristics of the child before attending the Center (input), while attending the Center (process), upon leaving the Center (product), and after leaving the Center (follow-up). Results produced seven recommendations, including the need to focus on perceptual motor development concurrently with stress on speech-language therapy; the importance of providing rich experiences at an early age to bolster self-esteem; and the usefulness of the Vineland Adaptive Behavior Scales to assess various areas of development. (CL)