Curriculum-Based Behavioral Interventions for Preschool Children with Handicaps

Abstract

A model for developing system-wide interventions for behavioral and social skill deficits in preschool children with handicaps is discussed. The model incorporates a comprehensive, curriculum-based approach to assessment and program planning. The curriculum-based approach provides a structure for planning behavioral and social interventions. It requires a developmentally sound, competency-based, didactic approach to teaching behavioral and social skills in preschool classrooms. Limitations of the model and of the available curriculum-based assessment instruments for use in planning behavioral interventions are discussed.