An evaluation of teacher-implementation of preschool life skills program to teach school readiness skills

Abstract

The transition from preschool to elementary school is a critical period in the development of children and can be associated with anticipation and excitement as well as anxiety and stress. Most children have positive experiences of entering school and manage to make the transition successfully, however, some children struggle with the adjustment. Developing social skills through programs like preschool life skills (PLS) can help children adjust and prevent difficulties later in life. In addition, a tiered model like the response to intervention (RTI) could efficiently meet the needs of children with and without developmental disabilities by providing more teaching opportunities. The purpose of this study was to evaluate teachers’ performance in implementing the preschool life skills program, in an Icelandic preschool, using a three-tiered approach. Additionally, the purpose was to examine the effects of the PLS program on skill acquisition for both typically developing children and those with developmental disorders. Teachers were taught to implement the PLS program in the classroom through a three-tiered instructional approach. The procedural integrity was 93% after training. A multiple probe design across skills showed that the PLS program resulted in a reduction in problem behavior and a more than twofold increase in skill acquisition for all children. In addition, the PLS program with a multitiered approach seemed to fit well into the preschool environment to promote school readiness skills. Keywords: Preschool life skills, school readiness skills, three-tiered approach, behavioral skills training, procedural integrity, teacher training