The presenter will describe the Preschool Life Skills curriculum, which has been demonstrated to
prevent the development of problem behavior of preschoolers with and without developmental
disabilities, as well as elementary students with developmental disabilities. The allure and false promise
of sole reliance on proactive strategies will be described, an emphasis on prevention (not problem
avoidance) will then lead to descriptions of class-wide and small-group curricula aimed at promoting
fundamental social skills that have been shown to compete with the development or persistence of
problem behavior. During the second half of the workshop, the presenter will assist attendees in making
modifications to the curriculum to suit the needs of their students.

Objectives: 
Attendees will be able to describe the PLS questionnaire and its rationale fo ruse as a tool to assess whether students have a repertoire of skills that will help prevent the development of problem behavior.
Attendees will be able to describe the PLS curriculum and ways to set up authentic practice opportunities. 
Attendees will learn to use the PLS manual to design new ways to introduce and practice
preschool life skills.
Attendees will be able to describe ways to modify the PLS curriculum for students with language
differences.
Attendees will be able to describe how other staff members can maintain the preschool life skills
in new environments and within new activities.
Attendees will be able to describe how proper implementation of the PLS curriculum makes it
consistent with a Response to Intervention (RTI) model of teaching.
Attendees will learn how to take data on student performance in PLS curriculum