1. Research based preschool interventions
Three areas of focus
Social and emotional/Social skills
Language and communication
School readiness/Early literacy
Can be provided at
Tier I (classroom wide)
Tier II (small group)
Tier III (individual)

2. Social-emotional/Social Skills Tier II
Goal is to provide training in basic academic supporting behaviors and problem solving
Should begin as Social skills training in the classroom (Tier I) and then move to small group (Tier II) as needed
Stop and Think Social Skills Program
Skill-streaming in early childhood

3. Naturally occurring strategies for behavior
These four are considered the starting place for interventions. They can be used easily effectively, but also can be easily misapplied. Should be the focus of interview and observations.
Differential or systematic attention
Planned ignoring
Modeling
Reprimands

4. Other intervention strategies
Reinforcement
Prompts
Shaping and chaining
Pre-attending skills
Opportunities to respond
Differential reinforcement
Time out
Response cost
Overcorrection

5. Language and Communication Tier II
Goal is to improve listening comprehension and oral language vocabulary (linked to later reading outcomes)
Increase future school success for children at risk by focusing on language skills and pre-literacy skills.
Should begin as classroom-based training (Tier I) and move to small group (Tier II) as needed
Example: Building language throughout the year: The preschool early literacy curriculum

6. Natural language training
Mand-model
present material, ask open ended question, model for child, praise
Brief time delay
wait of 5-15 seconds/time delay to increase language use
Incidental teaching
encourages elaboration

7. School readiness/Early literacy Tier II
Early literacy: Policy and practice in preschool years (see handout)
Review of preschool early learning standards (ODE website)

8. Preschool Tier III Interventions
Individual interventions based on child’s individual needs
Individual social skills training, behavior plan, language training, school readiness training
Must consider if intervention is developmentally appropriate
Make sure include elements of good intervention
Model, role play, performance feedback, transfer and generalization of skills

9. Best Practices with Parents of children with disabilities
Having a child with a disability will affect a family’s functioning, but will not necessarily result in a dysfunctional family.
Adaption of the families varies greatly and is influenced by a number of factors.
Families are considered “n of one” and therefore, why we again have to think ecologically when addressing child needs and family needs.

10. Factors affecting the family
Economics
Daily care
Socialization and recreation
Future planning
Parent response

11. Variables affecting family response
Nature of disability
Cultural background
Family system
Life cycle position
Adaptive coping
Background and training of school persons

12. Best practice procedures
Education/information sharing
Advocacy
Support
Facilitation of healthy family functioning
Individualization of services
Group approaches
Other procedures

13. Barkley’s parent training
Why children misbehave
Pay attention
Increasing compliance to commands and requests
Decreasing disruptiveness- increasing independent play
When praise is not enough
Time out and extending time out
Managing non-compliance in public places
Handling future behavior problems

14. Parent training activity
Using the materials you received, create a one page handout and be prepared to give a 5-10 minute presentation for your classmates. In your handout, provide the brief outline provided at the beginning of your session chapter (i.e., goals, materials, outline, homework) and add a final section, “trainer points/reminders.” In this section, you are to list important reminders for the trainer based on what you read in the chapter. Your handout cannot exceed one page.

15. References
Barkley, R. A., (1987). Defiant children: A clinician’s manual for parent training. New York: The Guilford Press.
Barnett, D. W., & Carey, K. T. (1992). Designing interventions for preschool learning and behavior problems. San Francisco, CA: Jossey-Bass Publishers.
Fish, M. C. (2002). Best practices in collaborating with parents of children with disabilties. In A. Thomas, & J. Grimes (Eds.). Best Practices in School Psychology IV. Bethesda, MD: The National Association of School Psychologists.
Lybolt, J., Armstrong, J., Techmanski, K. E., & Gottfred, C. (2007). Building language throughout the year: The preschool early literacy curriculum. Baltimore, MD: Paul H. Brooks Publishing Company.
Websites (noted in presentation)