Yet international early intervention collaborations and sharing of knowledge are far from adequate. In part, this state-of-affairs reflects continued difficulties related to communication between specialists representing numerous disciplines, communication between basic and applied scientists, and communication between researchers and those concerned with the practical implementation of programs. Moreover, the tendency of international organizations to focus on a specific group of children, such as individuals with established intellectual disabilities, children with specific etiologies, or children at risk for developmental problems due to biological or environmental factors, does not easily permit early interventionists to address the critical issues that transcend disability or risk status.