SEVERAL STUDIES HAVE REVEALED THAT SIGNIFICANT PERCENTAGES OF ABUSED CHILDREN WERE OF LOW BIRTH WEIGHT AND/OR ARE PHYSICALLY OR MENTALLY HANDICAPPED. INDIVIDUAL DIFFERENCES AND BEHAVIORAL STYLES WHICH ARE PRESENT FROM BIRTH MAY ALSO CONTRIBUTE TO ABUSE; PARENTAL PERCEPTION OF THE CHILD AS BEING DIFFERENT OR SPECIAL IS SIGNIFICANT. A LACK OF MATERNAL-CHILD BONDING RESULTING FROM EARLY AND PROLONGED SEPARATION OF MOTHER AND CHILD, A LACK OF THE KNOWLEDGE OF INFANT CARE, AND INCREASED STRESS CAUSED BY A SPECIAL OR HANDICAPPED CHILD CAN ALL GIVE RISE TO ABUSIVE PRACTICES. PRIMARY PREVENTION SEEMS TO BE THE ANSWER TO THE CHILD ABUSE PROBLEM SINCE ABUSE IS USUALLY TRANSMITTED FROM ONE GENERATION TO ANOTHER. THE FOLLOWING CONCEPTS ARE SUGGESTED TO REDUCE PARENTAL STRESS: (1) ASSESSING MATERNAL ATTITUDES OF MOTHERS WITH SPECIAL INFANTS TO DETECT NEGATIVISM, HOSTILITY, AND LACK OF EMOTIONAL MATURITY; (2) ASSESSING MATERNAL CLAIMING BEHAVIOR (PROCESS WHEREBY THE INFANT IS FITTED INTO ALREADY EXISTING RELATIONSHIPS) AT THE BIRTH OF A CHILD BY OBSERVING THE WAY THE MOTHER LOOKS AT THE CHILD, WHAT IS SAID TO THE CHILD, AND HOW THE CHILD IS PHYSICALLY HANDLED; (3) MONITORING THE NUMBER OF VISITS OR INQUIRIES MADE BY MOTHERS OF PREMATURE INFANTS IN THE NURSERY; (4) ESTABLISHING DAY-CARE PROGRAMS FOR SPECIAL CHILDREN TO PROVIDE RELIEF FROM THE STRESS A PARENT MAY FEEL IN CARING FOR A HANDICAPPED CHILD; (5) ORGANIZING MOTHERS' GROUPS AT CENTERS FOR HANDICAPPED CHILDREN; (6) USING LAY HEALTH VISITORS TO SHARE MOTHERS' EXPERIENCES, PROVIDE SUPPORT, AND IMPART PROPER MATERNAL ATTITUDES; AND (7) ENLISTING AID FROM PHYSICIANS AND PARENT EDUCATORS FOR EARLY DETECTION OF ABUSE AND INSTRUCTION ABOUT INDIVIDUAL DIFFERENCES AMONG CHILDREN. CONSIDERATION SHOULD BE GIVEN TO THE FOUR CONDITIONS WHICH SEEM TO INDICATE LIKELY ABUSE: A SPECIAL PARENT, A SPECIAL CHILD, A CRISIS, AND CULTURAL TOLERANCE FOR PHYSICAL PUNISHMENT. (JCP)