Original Research/StudyEveryday Child Language Learning Early Intervention PracticesDunst, Carl J. PhD; Trivette, Carol M. PhD; Raab, Melinda PhDAuthor Information Orelena Hawks Puckett Institute, Morganton, North Carolina (Drs Dunst, Trivette, and Raab). Correspondence: Carl J. Dunst, PhD, Orelena Hawks Puckett Institute, 128 S. Sterling St., Morganton, NC 28655 ([email protected]). The assessment and intervention model described in this article was developed, in part, by funding from the U.S. Department of Education, Office of Special Education Programs (Grant # H326M070001). The opinions expressed, however, are those of the authors and do not necessarily reflect those of the department or office. The authors declare no conflict of interest. Infants & Young Children: July/September 2014 - Volume 27 - Issue 3 - p 207-219 doi: 10.1097/IYC.0000000000000015 Buy Metrics Abstract The language intervention model developed and evaluated at the Center on Everyday Child Language Learning (CECLL) is described. The model includes 4 components: interest-based child learning opportunities, the everyday family and community activities that are sources of interest-based child learning, the methods for increasing child participation in the everyday learning activities, and the use of responsive teaching for promoting child communication and language learning while children are engaged in the activities. Results from the evaluation of the relationship between fidelity of practitioners' use of an evidence-based coaching practice and the fidelity of parents' use of the CECLL intervention practices are presented. Implications for considering factors that influence the use of the CECLL intervention practices with fidelity are described. © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins.