An intervention program for 3, 4, and 5-year-old "high risk" (of low birth weight and with various handicaps) Spanish American children, REPSAC aims at providing successful experiences using the concept of responsive environment in English and Spanish language development and in improving cognitive and affective development. During 1974-75, 32 low birth weight children handicapped by physical difficulties, learning aptitude (IQ), perceptual and motor problems, language handicaps, and economic, cultural, and education deprivation participated at Clovis, New Mexico. The program was divided into comprehensive components: instructional, staff development, community-parental involvement, and media. The evaluation design focused on the instructional component and a follow-up study of former REPSAC students. Language development in English and Spanish, IQ, sensory and perceptual development, and school readiness were measured using pre and posttests. Periodic subjective evaluation of the students' self concept and personality development were conducted. Using a time-series analysis, personal interviews, and questionnaires, 27 former REPSAC students were studied. Some major findings were: students made significant gains in language ability, sensory and perceptual discrimination, and school readiness; showed positive and continuous self concept and personality growth; however, significant gain was not evident in learning aptitude. (Author/NQ)