The Preschool Life Skills (PLS) program is a small group and class-wide approach to teaching critical social skills to preschoolers to prevent problem behavior from developing or reemerging. These particular social skills were selected partly because early elementary teachers have identified them as being critical to early school success and partly because they are the skills taught in treatment once problem behavior has developed. The program begins as a class-wide approach to teaching thirteen skills in sequence. The program may then be individualized for small groups of learners of similar abilities.

 

Consultation in PLS

Building Capacity: FTF's PLS Consultation and Training Package

We build capacity in others to implement the PLS curriculum in classrooms and school districts within a three-step process:

  1. Training
  2. Synchronous Process Design and Analysis Implementation Support
  3. Asynchronous Treatment Implementation Support

The first step is training and is usually completed via a full-day seminar in which the PLS program is illustrated via interactive lecture and multiple case examples.

The second step is curricular design. The FTF Consultant will work with attendees to design class-wide motivational systems, select which life skills to target, select criteria for progressing through the skills, and discuss how to seamlessly integrate this model into the participant’s classrooms.

The third step is asynchronous support of curriculum/program implementation involving weekly consultative support via Zoom videoconferencing. An FTF Consultant supports the host organization’s personnel in personnel in implementing the PLS curriculum across class-wide and small group applications.

If you are interested in this service, please click below.

Learn More about PLS

If you would like to learn more about consultation services relating to PLS through FTF, please click here.

References
  • Hanley, G. P., Heal, N. A., Tiger, J. H., & Ingvarsson, E. T. (2007). Evaluation of a classwide teaching program for developing preschool life skills. Journal of applied behavior analysis40(2), 277-300.
  • Hanley, G. P., Fahmie, T., & Heal N. A. (2014). Evaluation of the preschool life skills curriculum in Head Start classrooms: A systematic replication. JABA, 47, 443-448.
  • Fahmie, T. A., & Luczynski, K. C. (2018). Preschool life skills: Recent advancements and future directions. Journal of applied behavior analysis51(1), 183-188.
  • Ísfeld Víðisdóttir, S. L., & Sveinbjörnsdóttir, B. (2021). The effects of individualized teaching of school readiness skills to children in preschool with attention‐deficit/hyperactivity disorder symptoms. Behavioral Interventions36(1), 315-326.
  • Luczynski, K. C., & Hanley, G. P. (2013). Prevention of problem behavior by teaching functional communication and self‐control skills to preschoolers. Journal of applied behavior analysis46(2), 355-368.

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To help us design an organizational training, provide on-site implementation support for your staff, and schedule follow-up video conferencing, tell us about you, your organization, and your goals.

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