**1. Introduction**

In Minga Guazú, in the hot eastern side of Paraguay, where many of the families in early intervention (birth–6 years of age) are indigenous Guaraní, a young occupational therapist (OT) welcomes a family to the early intervention center. The center is for children with physical disabilities. This OT has been trained in the Routines-Based Model (RBM) and, today, she will talk to the family about 2 or 3 of the 12 goals on the child's and family's intervention plan.

Meanwhile, in Lisbon, a physical therapist (PT) is going on a home visit. The family has 10 goals, and this PT will talk to the family about, perhaps, 3 of these goals. In one of them, she will ask the family whether they would like to show her what they have been doing, and she will guide them through some strategies that, together, they have decided might help the child participate meaningfully in breakfast time.

In Cieszyn, Poland, workers are still hammering nails, as a dorm on a university campus is being remodeled to become a preschool ("kindergarten" in Polish parlance) following the Engagement Classroom Model. This model demonstration site will show how you can run a classroom to promote child engagement.

In this article, we discuss the Routines-Based Model—how it became of interest internationally, what practices implementers adopted, what challenges they faced, what successes they had, and our conclusions about what has to happen to improve early intervention around the world.
