This packet of material contains a collection of strategies designed to prevent school failure and antisocial behavior. The collection includes: (1) "Why Are We Surprised?", which discusses the poor learning outcomes and troubling behaviors of some students with disabilities; (2) "Paying Now or Later," which addresses the cost…

To assist state policymakers in using limited resources to enhance young children's readiness for school, this report examines the development and effectiveness of prekindergarten and parent support programs in the Southern Regional Education Board's (SREB's) 16-state region. States in the region are Alabama, Arkansas, Delaware, Florida, Georgia,…

Examining early intervention programs initiated in the 1970s that were designed to facilitate intellectual development of at-risk groups of children provides valuable information about program development and can act to facilitate discussion regarding the underlying values of such programs. This book is an updated account of Project Enhancement, a…

In 1998, Connecticut's Public Act 98-243 mandated the development of an individual 3-year reading plan to address at-risk students, literacy instruction, professional development, and to forge stronger links with students' families. District reading plans were submitted to the Connecticut State Department of Education to be utilized as a rich data…

This study examined the effectiveness, integrity, and acceptability of Conjoint Behavioral Consultation (CBC) with families and teachers of Hispanic children at risk for development of behavior problems. CBC is a four-step problem-solving approach (problem identification, problem analysis, treatment implementation, and treatment evaluation) that…

Reading Recovery has proved to be an effective intervention for meeting the needs of at-risk first graders. When Reading Recovery is not fully implemented in a school, the teacher then assumes responsibility for intervention. This project addresses how a regular education, first grade classroom teacher can best meet the needs of first grade…

Administrators, trained Reading Recovery teachers, teachers in training, classroom teachers, and parents of Reading Recovery students from across the state of Maine were asked to complete surveys about their impressions of the Reading Recovery program during the 1994-95 school year. Respondents' comments were summarized by Reading Recovery team…

This report summarizes and evaluates the Reading Recovery (RR) program across the state of Maine for the 1994-95 school year. The report examines the children who were served, their progress through the program, and their performance on various measures of literacy skill. It states that about 41% of all children in Maine who were eligible for…

This article argues that the standard tenets of the teaching of children also apply to the ways in which programs are implemented: they run on tentativeness, flexibility, and problem-solving. How these qualities reveal themselves in five important areas is discussed in the following sections: (1) standards and guidelines for delivering Reading…

Through teacher-child conversation, experts use oral language to help novices take on more complex tasks; and Reading Recovery children, who are obviously having difficulty with school-based learning, are especially in need of significant conversations with adults. Reading and writing processes are supported through conversation with Reading…

This paper discusses ideas which contribute to better understanding of the writing portions of Reading Recovery lessons, emphasizing the importance of helping the student monitor meaning during the composing and recoding process. Topics addressed in the paper are: (1) differences between composing and transcribing; (2) sources from which children…

Argues that the social problems confronting America have been bombarded with ill-conceived and unsuccessful social policy largely driven by fear. Explains that parental licensing is a draconian and unworkable solution. Vouchers for indigent youth to attend Catholic schools, developing after-school and summer programs, and reforming welfare are…

This paper describes a model demonstration project to provide inclusive early intervention services to young children with developmental delays and their families. It notes the importance of collaborative partnerships among the significant adults in a child's life as a basis for effective program implementation. The project has three major…

Explores provision of early childhood services, particularly day care, within the framework of welfare policies and the concept of need. Outlines the development of day care policy in Britain and considers how, within current policy of targeting children with "need," local authorities might make provision available to a wider range of…

This study compared the ongoing levels of naturally occurring behavior in 32 typical preschool-aged children and 32 children with autism. Results are discussed in terms of implications for establishing early social intervention goals for children with autism. It concludes that key peer-related behaviors must be assessed across time and activities…