The rationale for and negative results of structured preschool programs are examined, and an alternative model based on research is suggested for use with multiply handicapped infants. Major aspects of the model are seen to include a combination of modeling and reinforcement, increased focus on nonverbal communication, and emphasis on a "match" between teachers and parents and children. The model is reported as beneficial in that it supports the mother and encourages the teachers to be more like parents, is more appropriate developmentally for the needs of infants, and provides a view of child rearing which stresses the family rather than institutions. (SBH)