The report summarizes the second year of the Toddler Research and Intervention Project, which uses experimental research to devise and evaluate educational intervention techniques with approximately 28 normal or developmentally delayed children 1- to 4-years-old and their families. Described are researchers/teachers relationships, behavioral modification techniques taught to parents to reinforce their children's learning while at home, and program effectiveness. The etiologies of the 12 delayed children are said to include Down's syndrome, hydrocephalus, and brain injury. Classroom procedures, schedules (for two separate classes for younger and older children, four days per week), and activities (such as teacher giving directions which the child imitates with physical aid from parent or other teacher who sits behind child), are discussed. Presented in a lattice schema are the five sequential general curriculum areas of behavioral control, motor development, imitation, discrimination and classification, and language training. It is said that the third year's focus will be on social and self-help skills. Emphasized are independent walking procedures and expressive vocabulary training. Reported in five research studies are an operant approach to assessing toddlers' hearing acuity, an evaluation of new assessment instruments in the areas of receptive and expressive vocabulary, a comparison of receptive vocabulary skills in delayed and nondelayed toddlers, evaluation of a modified fading procedure in discrimination learning of delayed children, and the reliability and validity of a parental teaching style assessment scale. (For related information see EC 041 329 and EC 052 459). (MC)