Preschool Life Skills Curriculum

Preschool Life Skills Curriculum
Developed by:
Gregory P. Hanley, Ph.D., BCBA

Psychology Department
Western New England University
1215 Wilbraham Road
Springfield, Massachusetts 01119
ghanley@wne.edu
413-796-2367
The Preschool Life Skills (PLS) program is an approach to teaching critical social skills to preschoolers. These
particular social skills were selected because they are similar to the functional skills taught following the
development of problem behavior and because these are the same skills early elementary teachers have
identified as being critical to early school success. The program begins as a class-wide approach to teaching
thirteen skills in sequence. The program may then be individualized for learners of different abilities. The
initial evaluation of the program showed that teachers were capable of implementing the program with high
integrity, and that problem behavior was reduced by 70% while over a 400% increase was observed in the
occurrence of the critical social skills. The following pages contain the necessary data sheets, lesson plans, and
classroom cues for the successful implementation of the PLS program.
Preschool
Life
Skills
Friendship
Tolerance
Functional Communication
Instruction Following
Preschool Life Skills Questionnaire
Child: _____________________ Interviewer: ____________________
Respondent: ________________ Relationship to child: _________________ Date: ______________
Considering each situation, does your child engage in behavior A or behavior B? If B, provide # of most likely behavior.
Check one column for each situation using a number 2 pencil.
***** Instruction-Following Skills / Instruction-Following Skills / Instruction-Following Skills *****
Situation A B
1. Adult calls child by first name Stops competing behavior, orients Engages in problem behavior:
towards speaker, and says, “Yes” _________________________
2. Adult provides a single-step Completes single-step instruction Engages in problem behavior:
instruction following single prompt _________________________
3. Adult provides a multi-step instruction Completes multi-step instruction Engages in problem behavior:
following single prompt _________________________
***** Functional Language Skills / Functional Language Skills / Functional Language Skills *****
4. Difficult task or situation Completes task or requests assistance Engages in problem behavior:
using appropriate tone & voice volume _________________________
5. Adult or peer attention is diverted to a Gains others attention by saying Engages in problem behavior:
task or another child “Excuse me” using appropriate tone & _________________________
voice volume
6. An area is blocked by another adult or Uses “excuse me” to gain access to the Engages in problem behavior:
peer area _________________________
7. A preferred material is unavailable Uses “their words” to gain access to Engages in problem behavior:
(i.e., another child is playing with it or desired materials (e.g., “May I play _________________________
it is in sight but out of reach) with that”)
***** Tolerance Skills / Tolerance Skills / Tolerance Skills / Tolerance Skills / Tolerance Skills *****
8. Adult tells child s/he will to wait for a Waits patiently for adult-mediated Engages in problem behavior:
requested material or event event (e.g., their attention, materials) _________________________
9. Another child tells child s/he will to Waits patiently for child-mediated Engages in problem behavior:
wait for a requested material or event event (e.g., their attention, materials) _________________________
***** Empathy Skills / Empathy Skills / Empathy Skills / Empathy Skills / Empathy Skills *****
10. Upon receiving something from Says, “thank you” Engages in problem behavior:
another person _________________________
11. Another child enters the classroom or Greets and/or compliments the child Engages in problem behavior:
a play group _________________________
12. Another child is without toys or Offers toys or other materials to peers Engages in problem behavior:
activity materials _________________________
13. Another person shows signs of pain Helps or comforts the person Engages in problem behavior:
or distress _________________________
Common Preschooler Problem Behaviors:

I. Ignoring adults or other children, noncompliance, not saying thank you upon receipt of something
II. Saying, “No” to an adult instruction, yelling or screaming while indoors, swearing, rudeness, name-calling
III. Throwing items, tearing books, swiping items off tables, kicking items, knocking over structures, grabbing materials from
others, running away, standing on furniture, sitting on tables, opening classroom doors
IV. Kicking, hitting, pinching, shoving, spitting, forceful grabbing, scratching, biting, throwing things towards people, spitting
Preschool Life Skills 1-3: Description of Situations to Evoke the PLS
***** Instruction-Following Skills / Instruction-Following Skills / Instruction-Following Skills *****
Situation PLS
1. Adult calls child by first name Within 2 seconds,
Meals: while child is waiting for food or drink during meals the child will stop
Free-play: while child is engaging a preferred activity during free-play competing
Transitions from meal to outside: while moving from tables to bathrooms and cubbies, and lining-up behavior, orient
toward the speaker,
and say, “Yes”
2. Adult provides a single-step instruction Within 3 seconds
Meals: while child is waiting for food or drink during meals of the initial
(a) Pass the (food) to (name), prompt, the child
(b) Pour a half a glass of (liquid), will initiate
(c) Take (x) amount of food, completion of the
(d) Wipe your mouth, instruction and will
(e) Put your utensil down, complete the
(f) Throw away your napkin, instruction in a
(g) Scrape your plate, timely manner
(h) Dump your (liquid),
(i) Stack your cup/plate, or
(j) Push your chair in
Free-play: while child is engaging in a preferred activity during free-play
(a) Pick a letter,
(b) Show me (or give me) the (describe some property of an item),
(c) Show me an (action of the object),
(d) Put the (item) on the (surface),
(e) Pick a (item),
(f) Sit in the chair, or
(g) Walk to (specify area)
Transitions from meal to outside: while moving from tables to bathrooms and cubbies, and lining-up
(a) Walk to the bathroom ,
(b) Use soap,
(c) Dry your hands,
(d) Get your coat,
(e) Put on your coat (hat or mittens),
(f) Walk to the library, or
(g) Stand in line (or like a character)
3. Adult provides a multi-step instruction Within 3 seconds
Meals: while child is waiting for food or drink during meals of the initial
(a) Take (x) amount of food and pass the (item) to (name), prompt, the child
(b) Pour a half a glass of (liquid) and pass the (liquid) to (name), will initiate
(c) Put your utensil down and wipe your mouth, completion of the
(d) Scrape your plate and stack it, instructions and
(e) Dump your (liquid) and stack your cup, or will complete the
(f) Stand up and push in your chair instructions in a
Free-Play: while child is engaging in a preferred activity during free-play timely manner
(a) Take off your coat and put it in your cubby,
(b) Show me (or give me) the (describe some property of an item) and the (describe another item),
(c) Show me (an action) and (again with a new action),
(d) Walk to (specify area) and pick an (item),
(e) Sit in the chair and pick an (item), or
(f) Put (an item) in your cubby and come back
Transitions from Meal to Outside: while moving from tables to bathrooms and cubbies, and lining-up
(a) Walk to the bathroom and go potty, (or stand in line or get a tissue),
(b) Pump the soap and rub your hands together,
(c) Dry your hands and throw away the paper towel,
(d) Get your coat (or hat or mittens) and put it on,
(e) Go to the library and sit down, or
(f) Put on your coat and stand in line
Situation PLS
4. Difficult task, unpleasant or non-preferred situation The child will
Transitions from Meal to Outside: while moving from tables to bathrooms and cubbies, and lining-up complete task or
(a) Get some lotion / chapstick request assistance
(b) Put on your coat (given a coat that is inside out), by saying, “Help
(c) Zip up your coat,
me, please” (w/
(d) Put on your gloves, or
(e) Tie your shoes appropriate tone
Free-Play: while child is engaging in a preferred activity during free-play and voice
(a) Put on/fasten the clothes volume) within
(b) Put the (item) on the shelf, 45 seconds of
(c) Get some lotion / chapstick, instruction
(d) Tie your shoes, delivery
(e) Finish the parquetry
(f) Open the container
(g) Punch holes in the paper
(h) Get tape from the dispenser
(i) Staple the pages together
5. Adult or peer attention is diverted to a task or another person The child will
Transitions from Meal to Outside: while moving from tables to bathrooms and cubbies, and lining-up recruit attention by
A helper teacher will prompt the target child to get a teacher‟s/peer‟s attention when the s/he: saying, “Excuse
(a) Talking with another adult, me” (with
(b) Talking with child (e.g., checking in a child), appropriate tone
(c) Talking on the phone and volume)
(d) Writing something, without engaging
(e) Helping another child with a task, in excessive
(f) Facing away from the child (e.g., doing something at the counter), or physical contact
(g) Engaged in a set up task (e.g., materials for free play) (i.e., no more than
Free-Play: while child is engaging in a preferred activity during free-play 3 light taps)
Same as above except the teacher will position him/herself near the target child
Situation PLS
6. An area is blocked or a material is in use by an adult Within 10 seconds
Transitions from Meal to Outside: while moving from tables to bathrooms and cubbies, and lining-up of reaching adult,
(a) Stand in front of bathroom doorway, the child will say
(b) Stand in front of cubbies, “Excuse me” to
(c) Stand in front of paper towel holder, gain adult‟s
(d) Stand in front of doorway between bathroom and classroom, attention, wait for a
(e) Stand in front of classroom or bathroom trash, response, and then
(f) Stand between tables, or requests access to
(g) Hold any material necessary the area or material
Free-Play: while child is engaging in a preferred activity during free-play in the form of
(a) Stand in front of cubbies, “May I ______.”
(b) Stand in front of activity areas or materials, or
(c) Hold necessary or preferred materials
7. An area is blocked or a material is in use by another child Within 10 seconds
Transitions from Meal to Outside: while moving from tables to bathrooms and cubbies, and lining-up of reaching another
A teacher will arrange the following situations with child “helpers;” the helpers will: child, the target
(a) Stand in front of bathroom doorway, child will say
(b) Stand in front of cubbies, “Excuse me” to
(c) Stand in front of paper towel holder, gain child‟s
(d) Stand in front of doorway between bathroom and classroom, attention, wait for a
(e) Stand in front of classroom or bathroom trash, response, and then
(f) Stand between tables, or requests access to
(g) Hold any material necessary the area or material
Free-Play: while child is engaging in a preferred activity during free-play in the form of
A teacher will arrange the following situations with child “helpers;” the helpers will: “May I ______.”
(a) Stand in front of cubbies,
(b) Stand in front of activity areas or materials, or
(c) Hold necessary or preferred materials
Meals: while child is waiting for food or drink during meals
A teacher will arrange the following situations with child “helpers;” the helpers will:
(a) Delay passing a food or drink container
***** Tolerance Skills / Tolerance Skills / Tolerance Skills / Tolerance Skills / Tolerance Skills *****
Situation PLS
8. Adult tells a child s/he will have to wait for a requested material or event The child will say
Transitions from Meal to Outside: while moving from tables to bathrooms and cubbies, and lining-up “Okay,” (and
A helper teacher will prompt the child to get the teacher‟s attention when s/he is: waiting words) and
(a) Talking with another adult, wait patiently for
(b) Talking with child (e.g., checking in a child), 30-90 seconds for
(c) Talking on the phone, the adult-mediated
(d) Writing something, event
(e) Helping another child with a task,
(f) Facing away from the child (e.g., doing something at the counter), or
(g) Engaged in a set up task (i.e., materials for free play); or
(h) holding necessary or desired materials
Free-Play: while child is engaging in a preferred activity during free-play
Same as above except the teacher will position him/herself near the target child
9. Another child tells a child s/he will to wait for a requested material or event The target child
Meals Situation: while child is waiting for food or drink during meals will say “Okay,”
A teacher will arrange the following situations with child “helpers” during Meals; the helpers will: (and waiting
(a) Delay passing a food or drink container words) and wait
Transitions from Meal to Outside: while moving from tables to bathrooms and cubbies, and lining-up patiently for 30-90
The teacher will arrange these situations with child “helpers” while the children are transitioning seconds for the
between meals, bathroom, and outdoors; have helpers will: child-mediated
(a) Stand in front of bathroom doorway, event
(b) Stand in front of cubbies,
(c) Stand in front of paper towel holder,
(d) Stand in front of doorway between bathroom and classroom,
(e) Stand in front of classroom or bathroom trash,
(f) Stand between tables, or
(g) Hold any material necessary
Free-Play: while child is engaging in a preferred activity during free-play
A teacher will arrange the following situations with child “helpers” during Free Play; the helpers
will:
(a) Stand in front free standing or wall mounted letter board,
(b) Stand in front of cubbies,
(c) Stand in front of activity areas or materials (computers, etc.), or hold necessary or preferred
materials.
***** Friendship Skills / Friendship Skills / Friendship Skills / Friendship Skills / Friendship Skills *****
Situation PLS
10. Upon receiving something from another person Within 5 seconds
Transitions from Meal to Outside: while moving from tables to bathrooms and cubbies, and lining-up: of receiving an
(a) Pump soap into each child‟s hand, item from
(b) Hand out paper towels after hand-washing, someone, the child
(c) Hand each child his/her coat or other clothing items, or will orient to the
(d) Pass out outdoor toys to children in line giver and say,
Free-Play: while child is engaging a preferred activity during free-play “Thank you”
(a) Deliver an item that was not previously accessible (e.g., in a bin out of reach),
(b) Share an item (or prompt a helper child to share), or
(c) Pass out an item that the child can take home (e.g., art work that has dried)
(a) Pass a food or drink container,
(b) Provide a cup, plate, napkin or utensil, or
(c) Provide access to the dish scraper
11. Another child enters the classroom or a play group Within 10 seconds
Transition to Meal: while getting seated at a table of a newcomer‟s
A teacher will arrange the following situation with a child “helper”; the helper will approach the arrival, the target
target child while s/he is seated at a table child will greet
Free-Play: while child is engaging a preferred activity during free-play (“Hello”) and/or
A teacher will arrange the following situation with a child “helper”; the helper will approach the compliment (“I like
target child: ____) the
(a) while s/he is engaged with preferred materials newcomer
12. Another child is without toys or activity materials Within 10 seconds
Free-Play: while child is engaging a preferred activity during free-play of a newcomer‟s
A teacher will arrange the following situation with a child “helper”; the helper will not have any arrival, the target
materials and will approach the target child while s/he is playing with multiple materials (e.g., 10 child will offer
trucks) some of the toys or
materials within
reach
13. Another person shows signs of pain or distress Within 10 seconds
Transitions from Meal to Outside: while moving from tables to bathrooms and cubbies, and lining-up of an event, the
A teacher will arrange one of following situations with each child: target child will
(a) bumping any body part into any surface, approach the
(b) tripping over surfaces or items, victim and ask,
(c) dropping items on oneself, “Are you okay?”
(d) pinching a body part with an item,
(e) describing an event which was unpleasant, or
(f) complaining of physical ailments
Free-Play: while child is engaging a preferred activity during free-play
Same as above except a teacher arrange the situations within the Free Play activities
Same as above except the teacher will arrange the situations at the meal tables
Preschool Life Skills: Behavioral Skills Training (TEMPLATE)
PLS : When …, the child …
First Exposure: Activity

I. Introduction: Describe PLS __ to the children:
II. Main Teaching Activity:

Materials:
Role play:
Situation:
Feedback for PLS: If the child engages in PLS__, which is to __________________________________________

_________________________________________________________, the teacher will ________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Feedback for no PLS: If the child does not engage in the PLS, then _____________________________________
______________________________________________________________________________________________
Let‟s practice. Repeat initial prompt and follow through as described above. If child does not respond independently
the second time, move on to another child.
III. Transitions out:
Second Exposure: Activity

I. Introduction: Describe PLS __ to the children
II. Main Teaching Activity

Situation:
Feedback for PLS: Same as above, except provide access to _________________________________________ .

Feedback for no PLS: Same as above.
III. Other opportunities to occasion the skills described above include:
Additional Constructed Situations:

I. Activity:
Situation:

II. Activity:
Situation:

Special considerations:
Challenges: (to be targeted during booster sessions)

Circle Activity (Template)
Preschool Life Skill
Activity Name:
Materials:
Main activity:
Preschool Life Skills Passed Goal Summary Sheet
Child: _____________________ Start Date: ______________
Instructions: Each time a child meets criteria for passing a goal (i.e., 3 consecutive “independents” with at least 2 different
teachers) this summary sheet should be filled out. Include the total number of prompted (P) and independent (I) trials that
were occasioned, the upcoming Wednesday meeting date, and your initials for each PLS skill below. The child‟s advocate
will transfer all of the data on this sheet to the progress charts each Wednesday meeting.
Skills Total # Total # Date Teachers

of “P” of “I” Passed Initials
Instruction Following Skills
1. Within 2 seconds, the child, stops competing behavior, orients
towards speaker, and says, “Yes”
2. Within 3 seconds of the initial prompt, child initiates
completion of the instruction and completes the instruction in a
timely manner
3. Within 3 seconds of the initial prompt, child initiates
completion of the instructions and completes the instructions in a
timely manner
Functional Communication Skills
4. Child completes task or requests assistance by saying, “Help
me, please” (w/ appropriate tone and voice volume) within 45
seconds of instruction delivery
5. Child recruits attention by saying, “Excuse me” (w/
appropriate tone and voice volume) without engaging in
excessive physical contact (i.e., no more than 3 light taps)
6. Within 10 seconds of reaching adult, child says “Excuse me”
to gain adult‟s attention, waits for a response, and then requests
access to the area or material in the form of “May I ______.”
7. Within 10 seconds of reaching another child, target child says
“Excuse me” to gain child‟s attention, waits for a response, and
then requests access to the area or material in the form of “May I
______.”
Tolerance Skills
8. Child says “Okay.” (and waiting words) and waits patiently
for 30 seconds for the adult-mediated event
9. Target child says “Okay.” (and waiting words) and waits
patiently for 30 seconds for the child-mediated event
Friendship Skills
10. Within 5 seconds of receiving and item from someone, child
orients to the giver and says, “Thank you”
11. Within 10 seconds of a newcomer‟s arrival, the target child
greets (“Hello”) and/or compliments (“I like ___”) the newcomer
12. Within 10 seconds of a newcomer‟s arrival, target child
offers some of the toys or materials within reach
13. Within 10 seconds of an event, target child approaches the
victim and asks, “Are you okay?”
Preschool
Life
Skills
Unit 1
Friendship
Tolerance
Preschool Life Skills: Behavioral Skills Training (1)
PLS 1: When an adult calls the child by first name, within 2 seconds, the child will stop competing behavior, orient
towards the speaker, and say, “Yes.”
First Exposure: Circle time
I. Introduction: Describe PLS 1 to the children: “When I call your name, stop what you are doing, look at me, and say
„Yes.‟”
Situation: Make manipulatives available to each child. The teacher will call each child‟s name (one at a time).
Feedback for PLS: If the child engages in PLS 1, which is to stop competing behavior, look up towards teacher and say
“Yes” within 2 s of the teacher prompt, the teacher will provide enthusiastic praise (“Good job stopping and looking
when I call your name.”) and provide access to a reinforcing event (e.g., joining the teacher in the circle, receiving
materials relevant to the circle content, etc.).
Feedback for no PLS: If the child does not engage in the PLS, then the teacher will prevent interaction with the
manipulative, and the teacher will say, “When I call your name, stop what you are doing, look at me, and say „yes‟
Let‟s practice.” Repeat initial prompt and follow through as described above. If child does not respond independently
III. Transitions out: The teacher will conduct sequence as described above for 3 to 4 children between verses of a song or
finger play. Children will be excused from circle in small groups when they have engaged in the PLS independently.
Second Exposure: Meals

I. Introduction: Describe PLS 1 to the children: “When I call your name, stop what you are doing, look at me, and say
„Yes.‟”
Situation: A teacher will hold one of the foods to be passed while saying a child‟s name (one at a time).
Feedback for PLS: Same as above, except provide access to a mealtime reinforcer (e.g., “Good job stopping and
looking when I call your name, here are the crackers.”).
III. Other opportunities to occasion the skills described above include: (a) offering seconds to a child, or (b) requesting
assistance to scrape food into bucket or stack dishes.

I. Free-Play:
Situation: When a child is engaged with a toy during free play, a teacher will call the child‟s name.
Feedback for PLS: Same as above, except provide access to free-play materials or additional choices.
II. Transitions to leave classroom:

Situation: When the children are lined up to go outdoors, a teacher will call the child‟s name.
Feedback for PLS: Same as above, except provide access to playground or hallway.
Special considerations: Anytime an adult calls a child by name, the teacher should provide the same feedback described
above following the PLS or the less desirable alternative (note: data need not be collected)
Challenges: (to be targeted during booster sessions) Being called: 1) from a distance, 2) by a peer, 3) while outside, 4)
when engaged in highly preferred activity, or 5) when there is a lot of activity (noisy).
PLS 1: “When I call your
name, stop what you are
doing, look at me, and say,
„Yes‟.”
Preschool Life Skills: Data Sheet
Instructions: Each time a PLS situation is occasioned, place your initials in a box along with the data regarding child
performance. Score an “I” if the child engages in the target skill independently. Score a “P” if prompting and/or
additional teaching is required to produce the skill.
PLS (1)
Child PLS
Within 2 seconds, the child, stops competing behavior, orients towards
speaker, and says, “Yes”
Circle Activity
Preschool Life Skill 1
Example Activity Name: Learning Prepositions
Materials: Chair, Felt board, Preposition picture cards, stuffed animal
Main Activities: PLS 1 can be embedded in any regularly scheduled circle activity. The teacher
should teach the skill whenever a child‟s name is called (e.g., when the child transitions into circle, when
the child individually participates in the circle activity, or when the child transitions out of circle).
Example Main Activity: Call the children up one at a time. Have them choose one of the
preposition cards and show it to the rest of the class. Describe the picture (i.e., the tree is beside the
house.”). Then have the child place the preposition card on the felt board. According to the preposition
card the child chooses, have them place the stuffed animal in that position in relation to the chair. For
example, if they chose the “beside” card, ask them to place the stuffed animal beside the chair. Have
each child come up to have a turn, once everyone has had a turn, show the different positions the stuffed
animal was in as a summary of all the prepositions the children just experienced.
PLS 2: When an adult provides a single-step instruction, within 3 seconds of the initial prompt, the child will initiate
completion of the instruction and will complete the instruction in a timely manner.
I. Introduction: Describe PLS 2 to the children: “When I give you an instruction, do it right away.”
Situation: Manipulatives will be available to each child. The teacher will then call each child‟s name (one at a time);
praise or teach PLS1. The teacher will then provide one of these instructions: (a) Pass the (item) to (child), (b) Put the
(item) on your (body part), (c) Touch your (body part), (d) Stand up, Clap, or Jump, (e) Pick up (item), or Put down the
(item)
Feedback for PLS: If the child engages in the PLS 2, the teacher will provide enthusiastic praise (“Good job doing it
right away”) and provide access to a reinforcing event (e.g., joining the teacher in the circle, receiving materials
relevant to the circle content, etc.).
Feedback for no PLS: If the child does not engage in PLS 2, use three-step prompting (tell, show, help; see below) to
promote compliance with the instruction. Then the lead teacher will say, “When I give you an instruction do it right
away. Let‟s practice.” Repeat initial prompt and follow through as described above. If child does not respond
independently the second time, move on to another child.
III. Transitions out: Lead teacher will conduct sequence as described above for 3 to 4 children between verses of a song or
finger play. Children will be excused from circle in small groups when they have engaged in the PLS independently,
instructions include: (a) Bring me your matt, (b) Put the toy in this box, or (c) Stand up on the blocks.

I. Introduction: Describe PLS 2 to the children: “When I give you an instruction, do it right away.”
Situation: Teachers will hold one of the foods to be passed while saying a child‟s name (one at a time); praise or teach
PLS 1. Teacher will then provide one of these instructions: (a) Pass the (food) to (name), (b) Pour a half a glass of
(liquid), (c) Take (x) amount of food, (d) Wipe your mouth, (e) Put your utensil down, (f) Throw away your napkin, (g)
Scrape your plate, (h) Dump your (liquid), (i) Stack your cup (or plate), or (j) Push your chair in.
Feedback for PLS: Same as above, except provide access to a mealtime reinforcers (e.g., food, access to activity).

I. Free-Play
Situation: When you see a child engaged with a toy during free play, call the child‟s name, praise PLS 1, then provide
one of the following instructions: (a) Pick a letter, (b) Show me (or give me) the (describe some property of an item),
(c) Show me an (action of the object), (d) Place (item) on the (surface), (e) Pick an (item), (f) Sit in the chair, or (g)
Walk to (specify area).
Situation: When the children are lined up to go outdoors, call the child‟s name, praise PLS 1, then provide one of the
following instructions: (a) Walk to the bathroom area, (b) Use soap, (c) Dry your hands, (d) Get your coat, (e) Put on
your coat (hat or mittens), (f) Walk to the library, or (g) Stand in line (or like a character).
Special considerations: (a) Provide clear, concise, and direct instructions, (b) Phrase instructions as a demand rather than a
question, (c) Avoid unnecessary words, (d) Be close when delivering the instruction, (e) Wait 3-5s in between prompts, (f)
Attempt to model within the child‟s line of sight, and (g) Substitute gestures if model is difficult or not appropriate, (h) Use
the least amount of physical guidance necessary, and (i) only praise compliance to the “Tell” or “Show” prompts.
when engaged in highly preferred activity, 5) when there is a lot of activity (noisy)
PLS 2: “When I give you
an instruction, do it right
away.”
PLS (2)
Child PLS
Within 3 seconds of the initial prompt, child initiates completion
of the instruction and completes the instruction in a timely manner
Circle Activity
Example Activity Name: Balloon Pop
Materials: Balloons, Small scraps of paper with instructions written on them (e.g., clap, jump,
stomp your feet), Garbage bag to hold balloons, and a pencil or other sharp yet safe object to pop
balloons
Main Activities: PLS 2 can be embedded in many regularly scheduled circle activities. (e.g.,
when the child transitions into circle, when the child individually participates in the circle activity, or
when the child transitions out of circle).
Example Main activity: Teacher hold garbage bag full of balloons containing instructions. Talk
with the children about balloons and how loud they are when they pop. Invite a child up to your mat to
pop a balloon. Then they can squeeze it, sit on it, or stomp on it while demonstrating each, and let them
choose how they would like to pop it. Instruct other children to cover their ears to avoid the loud noise.
The teacher should use a pencil to assist popping balloons discretely. Once the balloon is popped, help
the child discover the message, and instruct the child to follow the instruction. Continue until each child
participates.
PLS 3: When an adult provides a multi-step instruction, within 3 seconds of the initial prompt, the child will initiate
completion of the instructions and will complete the instructions in a timely manner.
I. Introduction: Describe PLS 3: “When I give you instructions, do them right away.”
Situation: Make manipulatives available to each child. The teacher will call each child‟s name (one at a time);
praise or teach PLS 1. The teacher will then provide two instructions simultaneously: (a) Stand up and clap, (b)
Stand up and jump, (c) Stand up and bring your mat to me, (d) Pick up the (toy) and hand it to (name), or (e) Stand
up and touch your (body part).
Feedback for PLS: If the child engages in the PLS 3, the teacher will provide enthusiastic praise (“Good job doing it
right away”) and provide access to a reinforcing event (e.g., joining the teacher in the circle, receiving materials
relevant to the circle content, etc.).
Feedback for no PLS: If the child does not engage in PLS 3, use three-step prompting (tell, show, help; see below) to
promote compliance with the instruction. Then the teacher will say, “When I give you instructions do them right away.
III. Transitions out: The teacher will conduct sequence as described above for 3 to 4 children between verses of a song or
finger play. Children will be excused from circle in small groups when they have engaged in the PLS independently,
instructions include: (a) Bring me your mat and stand up on the block, or (b) Put the toy in this box and bring me your mat.

I. Introduction: Describe PLS 3: “When I give you instructions, do them right away.”
Situation: A teacher will hold one of the foods to be passed while saying a child‟s name (one at a time); praise or teach
PLS. The teacher will then provide one of the following instructions: (a) Take (x) amount of food and pass the (item)
to (name), (b) Pour a half a glass of (liquid) and pass (liquid) to (name), (c) Put your utensil down and wipe your
mouth, (d) Scrape your plate and stack it, (e) Dump your (liquid) and stack your cup, or (f) Stand up and push in your
chair.
Feedback for PLS: Same as above, except provide access to a mealtime reinforcers (e.g., food, access to activity).

I. Free-Play
Situation: When the child is engaged with a toy during free play, a teacher will call the child‟s name, praise or teach
PLS 1, then provide one of the following instructions: (a) Take off your coat and put it in your cubby, (b) Pick a letter
and walk to that area, (c) Show me (or give me) the (describe some property of an item) and the (again with a new
item), (d) Show me (an action) and a (again with a new action), (e) Walk to (specify area), and pick an (item), (f) Sit in
the chair and pick an (item), or (g) Put (an item) in your cubby and come back.
Situation: When the children are lined up to go outdoors, a teacher will call the child‟s name, praise PLS 1, then
provide one of the following instructions: (a) Walk to the bathroom area and go potty (or stand in line or get a tissue),
(b) Pump the soap and rub your hands together, (c) Dry your hands and throw away the paper towel, (d) Get your coat
and put on your coat (hat or mittens), (e) Go to the library and sit down, or (f) Put on your coat and stand in line.
Special considerations: (a) Provide clear, concise, and direct instructions, (b) Phrase instructions as a demand rather than a
question, (c) Avoid unnecessary words, (d) Be close when delivering the instruction, (e) Wait 3-5s in between prompts, (f)
Attempt to model within the child‟s line of sight, and (g) Substitute gestures if model is difficult or not appropriate, (h) Use
the least amount of physical guidance necessary, and (i) only praise compliance to the “Tell” or “Show” prompts.
when engaged in highly preferred activity, 5) when there is a lot of activity (noisy).
PLS 3: “When I give you
instructions, do them right
away.”
PLS (3)
Child PLS
Within 3 seconds of the initial prompt, child initiates completion
of the instructions and completes the instructions in a timely
manner
Circle Activity
Example Activity Name: Camping Memory Game
Materials: Tent, Sleeping bag or a sheet and blanket, Items related to camping (e.g., water
bottle, binoculars, flashlight, backpack)
Main Activities: PLS 3 can be embedded in many regularly scheduled circle activities. (e.g.,
when the child transitions into circle, when the child individually participates in the circle activity, or
when the child transitions out of circle).
Example Main activity: Set up the tent with the sheets and blanket inside. Lay the other
materials in front of the tent. Discuss camping and how curious animals can sometimes wander into our
supplies while we are sleeping safely inside our tents. Have one child come up and pretend to sleep in the
tent. Make sure they close their eyes. Provide a two-step instruction (e.g., stand up and come here).
Have another child come up to steal one of the items. Provide a two-step instruction (e.g., come here and
take an item). Make sure they hide it from the sleeping child, and then have the other children in the
circle yell “Wake up, Wake up!” When the other child wakes up and comes out of the tent, have them
guess which item the bear stole. Replace the item and start over.
Preschool
Life
Skills
Unit 2
Friendship
Tolerance
PLS 4: When in a difficult situation, the child will complete task or request assistance by saying, “Help me
please” (w/ appropriate tone and voice volume) within 45 seconds of instruction delivery.
I. Introduction: Describe PLS 4: “When something is too hard and you can‟t do it by yourself, find an adult and say,
„Help me please.‟”
II. Main Teaching Activity and Transition out:
Materials needed: Games (e.g., Geoboard), Puzzles, Containers, Coats and Gloves, or Boxes
Situation: The teacher will call each child‟s name (one at a time); praise or teach PLS 1. The teacher will then prompt
a child to: “Come here and sit down” and praise compliance or follow through (PLS 2). The teacher will then instruct
the child to do one of the following: (a) Tie your shoes, (b) Take the (item) off the shelf, (c) Zip up your coat, (d) Put
on your gloves, (e) Put the elastic on the Geoboard, (f) Put the piece in the puzzle, (g) Weave the paper through the
holes, (h) Tell me what time it is, (i) Open the container, or (j) Put the box on the shelf.
Feedback for PLS: If the child engages in the PLS 4, which is to say, “Help me please” the teacher will provide
enthusiastic praise (“Great asking, I will help you”) and provide immediate assistance (i.e., the least amount of support
necessary to complete the task) with the task.
Feedback for no PLS: If the child does not engage in PLS 4, the teacher will say, “When something is too hard and
you can‟t do it by yourself, find an adult and say, „Help me please.‟ Let‟s practice.” Repeat initial prompt and follow
through as described above. If child does not respond independently the second time, move on to another child.
Second Exposure: Transitions outside

I. Introduction: Describe PLS 4: “When something is too hard and you can‟t do it by yourself, find an adult and say,
“Help me please.”
Situation: The teacher will call each child‟s name (one at a time); praise or teach PLS 1. The teacher will then ask the
child to do one of the following: (a) Put the soap up there (in a basket out of reach), (b) Hand me the soap (from a
basket out of reach), (c) Tie your shoes, (d) Put on your coat, (e) Zip up your coat, or (f) Put on your gloves.
Feedback for PLS: Same as above, except also provide access to outdoors.
Additional Constructed Situation: Free-Play

I. Main Teaching Activity
Materials & Situation: The teacher will call each child‟s name (one at a time); praise or teach PLS 1. The teacher will
then prompt a child to: “Come here and sit down.” and praise compliance or follow through (PLS 2). The teacher will
then ask the child to do one of the following: (a) Square connectors: “Connect the squares,” (b) Small string beads:
“String the beads,” (c) Small Legos: “Take apart the Legos,” (d) Lacing cards: “Lace the card,” (e) Marble roll: “Build
a marble track,” (f) Train set: “Build a train track,” (g) Sound cans: “Sort by sound,” (h) Measuring scales: “Balance
the scale,” (i) Dress-up clothes (e.g., swim clothes): “Put on the clothes” or “Fasten your clothes,” (j) Scissors: “Cut on
the line,” (k) Stickers: “Peel off the sticker,” or (l) Markers: “Take off/put on the cap.”
Feedback for PLS: Same as above, except provide access to outdoors.
Special considerations: Be sure to provide instructions to complete tasks that the child is unable to accomplish
independently.
PLS 4: “When something
is too hard, find a teacher
and say, „Help me please‟.”
PLS (4)
Child PLS
Child completes task or requests assistance by saying, “Help me,
please” (w/ appropriate tone and voice volume) within 45 seconds
of instruction delivery
Circle Activity
Example Activity Name: Friendship Circle
Materials: Construction paper cut into strips, stapler, stickers, crayons
Main Activities: PLS 4 can be embedded in many regularly scheduled circle activities in which
the children are encountered with a difficult task (e.g., reaching for an item too high, opening a container
full of crayons).
Example Main activity: Have a discussion about friends (e.g., who are our friends, what we do
with friends). Standard answers may include: we are nice to our friends, we share with our friends, and
we play with our friends. After and/or during the discussion, hand out one piece of construction paper to
each student with some stickers and crayons. Have children decorate their strips of paper. When they are
finished, have each student come up and add their link to the chain. (Have chain already started so they
can see what‟s being made.) Tell the children to use the stapler to add their chain to the link (this is the
difficult task). Talk about all of the links together and how each child in the classroom is part of a chain
of friends.
PLS 5: When an adult‟s or peer‟s attention is diverted to a task or another person, the child will recruit attention by
saying, “Excuse me” (with appropriate tone and volume) without engaging in excessive physical contact (i.e., no
more than 3 light taps).
I. Introduction: Describe PLS 5: “When you want something from a teacher or a friend and they are doing something
else, say „Excuse me‟ to get them to look at you.” The teacher will pretend to be busy in a few different ways (see below)
and prompt the class through choral response of “Excuse me.”
Choral response:
a child to: “Come here and sit down” and praise compliance or follow through (PLS 2). Another teacher will prompt
the child to get the teacher‟s or child‟s attention while s/he is: (a) Talking with another adult, (b) Talking with child
(e.g., checking in a child), (c) Talking on the phone, (d) Writing something, (e) Helping another child with his/her coat
or gloves, (f) Facing away from the child (e.g., doing something at the counter), (g) Engaged in a set up task (e.g.,
materials for free play).
Feedback for PLS: If the child engages in the PLS 5, which is to say “Excuse me,” the teacher or peer will stop what
they were doing and provide immediate attention to the child.
Feedback for no PLS: If the child does not engage in PLS 5, the teacher will say, “When you want something from a
teacher or a friend and they are doing something else, say „Excuse me‟ to get them to look at you. Let‟s practice” and
turn away from the child. If child does not respond independently the second time, move on to another child.
Second Exposure: Transitions outside

I. Introduction: Describe PLS 5: “When you want something from a teacher or a friend and they are doing something
else, say „Excuse me‟ to get them to look at you.”
Situation: Same as above except the teacher will position him/herself near the target child.
Feedback for PLS: Same as above, except also provide immediate access to outdoors.
Additional Constructed Situations: Free-Play

Main Teaching Activity:
Feedback for PLS: Same as above.
Special considerations: Be sure that the child is motivated for your attention when occasioning this skill.
PLS 5: “When you want
something from a teacher or
a friend and they are doing
something else, say,
„Excuse me‟ to get them to
look at you.”
PLS (5)
Child PLS
Child recruits attention by saying, “Excuse me” (w/ appropriate
tone and voice volume) without engaging in excessive physical
contact (i.e., no more than 3 light taps)
Circle Activity
Example Activity Name:
Materials: Big book (e.g., Very Hungry Caterpillar by Eric Carle), felt pieces to the big book,
and felt board
Main Activities: PLS 5 can be embedded in many regularly scheduled circle activities in which the
children are encountered with an instruction/task in which they need the teacher‟s attention (e.g., bring an
item to the teacher such as a felt piece to a big book).
Example Main activity: The lead teacher will pass out felt pieces that correspond to the big
book. Then the lead teacher will start reading the book to the children. The helper teacher will
individually prompt the children to bring their felt pieces up to the lead teacher at the appropriate time in
the story. The lead teacher should continue reading the story in order to be “busy” and the children must
say, “Excuse me” to gain the lead teacher‟s attention. Once the child has gained the lead teacher‟s
attention, the child will put the felt piece on the felt board.
PLS 6: When an area is blocked or a material is in use by another adult, within 10 seconds of reaching adult, the
child will say “Excuse me” to gain adult‟s attention, wait for a response, and then requests access to the area or
material in the form of “May I ______.”
I. Introduction: Describe PLS 6: “When someone is in your way or has something that you want, say „Excuse me‟ to
get their attention and then say, „May I ______‟ to get what you want.”
Role play: First, the teachers will model the appropriate interactions.
a child to: “Come here” and praise compliance or follow through (PLS 2). The teacher will then ask the students to
perform a variety of rewarding tasks while blocking their access to critical areas or materials; the tasks include: (a)
Assigning daily helpers while standing in front of the helper board or holding necessary materials, (b) Recruiting a
student to put up the date on the calendar board while standing in front of the calendar board or holding necessary
materials, (c) Recruiting a student to point to numbers or days on the calendar board while standing in front of the
calendar board or holding necessary materials, or (d) Recruiting a student to draw the weather, draw a letter or number,
while standing in front of the calendar board or holding necessary materials.
Feedback for PLS: If the child engages in the PLS, which is to say “Excuse me,” waits for a response from the adult,
and then says “ May I _______________ ,” the teacher will provide enthusiastic praise for using his/her words and
provide immediate access to the blocked area or activity.
Feedback for no PLS: If the child does not engage in PLS, the teacher will say, “When someone is in your way or has
something that you want, say “Excuse me” to get their attention, and then say, „May I___‟ to get what you want. Let‟s
practice.” Repeat initial prompt and follow through as described above. If child does not respond independently the
second time, move on to another child.
Second Exposure: Transitions from Meals to Outside

Situation: Same as above except the teacher will arrange the following situations while the children are transitioning
between meals, bathroom, and outdoors: (a) Stand in front of bathroom door or hold necessary materials, (b) Stand in
front of cubbies or hold necessary materials, (c) Stand in front of paper towel holder, (d) Stand in front of doorway
between bathroom and classroom, (e) Stand in front of classroom or bathroom trash, (f) Stand between tables, or (g)
Hold any material necessary for a successful transition.
Additional Constructed Situations: Free-Play and Meals

Free-Play Situation: Same as above except the teacher will arrange the following situations during Free Play: (a) Stand
in front free standing or wall mounted letter/shape board, (b) Stand in front of cubbies, or (c) Stand in front of activity
areas or materials (computers, etc.), or (d) Hold necessary or preferred materials.
Meals Situation: Same as above except the teacher will arrange the following situations during Meals: (a) Delay
passing a food or drink container, (b) Delay the provision of a cup, plate, napkin or utensil, or (c) Delay providing a
prompt to leave the table.
Special considerations: Be casual when standing in front of areas and be sure that the “blocked access” does not become a
game.
PLS 6: “When someone is
in your way or has something
that you want, say „Excuse
me‟ to get their attention, and
then say, „May I _____‟ to
get what you want.”
PLS (6)
Child PLS
Within 10 seconds of reaching adult, child says “Excuse me” to gain
adult‟s attention, waits for a response, and then requests access to the
area or material in the form of “May I ______.”
Circle Activity
Example Activity Name: Favorite Foods
Materials: Different colored markers, Canvas with large paper attached to it, Pictures of
different foods
Example Main Activities: PLS 6 can be embedded in many regularly scheduled circle
activities in which the children are encountered with a task in which they need an item from the teacher to
complete the task (e.g., writing on the board, putting the calendar piece on the calendar).
Main activity: Prepare the graph beforehand, draw and label the vertical and horizontal axis. Put
the pictures of the food on the horizontal axis and draw 10 boxes along the vertical axis. Start the circle
by saying; “We are gong to graph our favorite foods today!” Then ask the children one at a time what
their favorite food is. Start with a child that is fairly independent to model for others, or model what your
favorite food is. The helper teacher should individually prompt the children to take their turns. When the
child reaches the lead teacher, the child should engage in PLS 6 to gain access to the marker. Once the
child has the marker, they should put an X in the lowest box in the relevant row (i.e., favorite food row).
Once all children have taken their turn, talk about the foods that are on the board and count how many
children liked each food.
PLS 7: When an area is blocked or a material is in use by another child, within 10 seconds of reaching another child,
the target child will say “Excuse me” to gain child‟s attention, wait for a response, and then requests access to the
area or material in the form of “May I ______.”
Role play: First, the teacher and a child will model the appropriate interactions.
a child to: “Come here” and praise compliance or follow through (PLS 2). The teacher will arrange the following
situations: (a) One child with two toys (use many different toys), (b) A child with toys in front of helper board, or (c)
Show and tell (as the child goes to get a toy out of his/her cubby and cuts through the circle).
Feedback for PLS: If the child engages in the PLS, which is to say “Excuse me,” waits for a response from the child,
and then says “ May I _______________ ” the teacher will provide enthusiastic praise for the target child‟s using their
words and the helper child will provide immediate access to the blocked area or activity.
Feedback for no PLS: If the child does not engage in PLS, the teacher will say, “When someone is in your way or has
something that you want, say “Excuse me” to get their attention, and then say, „May I___‟ to get what you want. Let‟s
practice.” Repeat initial prompt and follow through as described above. If child does not respond independently the
second time, move on to another child.

Situation: Same as above except the teacher will arrange these situations with child “helpers” while the children are
transitioning between meals, bathroom, and outdoors; the helpers will: (a) Stand in front of bathroom door or hold
necessary materials, (b) Stand in front of cubbies or hold necessary materials, (c) Stand in front of paper towel holder,
(d) Stand in front of doorway between bathroom and classroom, (e) Stand in front of classroom or bathroom trash, (f)
Stand between tables, or (g) Hold any material necessary for a successful transition.

Free-Play Situation: Same as above the teacher will arrange the following situations with child “helpers” during Free
Play; the helpers will: (a) Stand in front free standing or wall mounted letter/shape board, (b) Stand in front of cubbies,
(c) Stand in front of activity areas or materials (computers, etc.) or hold necessary or preferred materials.
Meals Situation: Same as above except the teacher will arrange the following situations during Meals: (a) Delay
passing a food or drink container, (b) Delay the provision of a cup, plate, napkin or utensil, or (c) Delay providing a
prompt to leave the table
Special considerations: Be sure to recruit helper children who can follow teacher instructions very well so that they can
provide the correct feedback with the teacher.
PLS 7: “When someone is
in your way or has something
that you want, say „Excuse
me‟ to get their attention, and
then say, „May I _____‟ to
get what you want.”
PLS (7)
Child PLS
Within 10 seconds of reaching another child, target child says “Excuse
me” to gain child‟s attention, waits for a response, and then requests
access to the area or material in the form of “May I ______.”
Circle Activity
Activity Name: Guess who?
Materials: Chair
children are encountered with a task in which they need an item from another child to complete the task
(e.g., writing on the board, putting the calendar piece on the calendar).
Main activity: Put the chair in front of the circle facing the wall. Tell the children that you are
going to play a game called “someone‟s knocking at my door.” Describe to the children that they all have
different voices and in the game you are going to use your voices and your ears. Tell them that one
person is going to sit in the chair facing the wall and that you are going to pick someone who is sitting
very quietly to come up and knock on the chair. (You may have the helper teacher pick the child so that
the child‟s name is not spoken out loud.) The teachers should demonstrate what the children are going to
do First tell the children that they are going to knock on the chair three times. Model this for them.
Have the children pretend knock whiled sitting on their mats. This will be a group response. Have them
count it out loud, 1,2,3. Then tell them that after you knock three times they will say, “someone‟s
knocking at your door.” Now have the children practice. After you have described the game, model it
with another teacher.
The first child to sit in the chair will be the last child to knock. The first child to knock will then sit in the
chair. This way every child will get to knock and then guess. So have a child knock and then that child
gets to sit. When the child has taken his/her turn, the child should engage in PLS 7 to gain access to the
chair. It is very important that you remember that person so that they get a chance like everyone else.
It is important to remind the children that the only person saying the child‟s name is the person in the
chair. The children sitting around the circle will want to shout out the child‟s name that is knocking. So
give the children a constant reminder that the only one saying the name is the child in the chair.
Preschool
Life
Skills
Unit 3
Friendship
Tolerance
PLS 8: When an adult tells a child s/he will have to wait for access to assistance, an area, or materials, the child will
say “Okay,” (and waiting words) and wait patiently for 30-90 seconds for the adult-mediated event.
I. Introduction: Describe PLS 8: “When an adult tells you to wait, say, „Okay‟ and your waiting words (When I wait
quietly, I get what I want).
Role play: First, the lead teacher and the helper teacher will model the appropriate interactions.
the child to: “Come here and sit down” and praise compliance or follow through (PLS 2). The teacher will then ask the
child to do one of the following: (a) Tie your shoes, (b) Take the toy (coat) off the shelf, (c) Zip up your coat, (d) Put
on your gloves, (e) Put the elastic on the Geoboard, (f) Put the piece in the puzzle, (g) Weave the paper through the
holes, (h) Tell me what time it is, (i) Open the container, or (j) Put the box on the shelf; OR, A helper teacher will
prompt the child to get another teacher‟s attention while s/he is: (a) Talking with another adult, (b) Talking with child
(e.g., checking in a child), (c) Talking on the phone, (d) Writing something, (e) Helping another child with his/her coat
or gloves, (f) Facing away from the child (e.g., doing something at the counter), or (g) Engaged in a set up task (e.g.,
materials for free play); OR, The teacher will instruct the students to perform one of a variety of rewarding tasks while
blocking their access to critical areas or materials; the tasks include: (a) Assigning daily helpers while standing in front
of the helper board or holding necessary materials, (b) Recruiting a student to put up the date on the calendar board
while standing in front of the calendar board or holding necessary materials, (c) Recruiting a student to point to
numbers or days on the calendar board while standing in front of the calendar board or holding necessary materials, (d)
Recruiting a student to draw the weather, draw a letter or number, while standing in front of the calendar board or
holding necessary materials, or (e) Withholding materials at art time. After the child appropriately requests access to
an area or materials, the adult will say, “When I‟m done,” or “In a minute,” or “Wait.”
Feedback for PLS: If the child engages in the PLS, which involves the child saying “Okay” (not saying anything else
to the teacher), and saying the waiting words to him/herself until the requested area or material is available, the teacher
will praise the child for “good waiting” and provide immediate access to the blocked area or activity.
Feedback for no PLS: If the child does not engage in PLS, the teacher say, “When an adult tells you to wait, say
„Okay‟ and your waiting words. Let‟s practice”. Repeat the initial prompt and follow through as described above. If
child does not respond independently the second time, move on to another child.
quietly, I get what I want).
Situation: Same as above except the teacher will arrange the following situations while the children are transitioning
between meals, bathroom, and outdoors: (a) Put the soap up there, (b) Hand me the soap, (c) Tie your shoes, (d) Put on
your coat, (e) Zip up your coat, or (f) Put on your gloves; OR, A helper teacher will prompt the child to get another
teacher‟s attention as described above; OR, A teacher will: (a) Stand in front of bathroom door or hold necessary
materials, (b) Stand in front of cubbies or hold necessary materials, (c) Stand in front of paper towel holder, (d) Stand
in front of doorway between bathroom and classroom, (e) Stand in front of classroom or bathroom trash, (f) Stand
between tables, or (g) Hold any material necessary for a successful transition. After the child appropriately requests
access to an area or materials, the adult will tell the child that they need to wait.
Free-Play Situation: The teacher will arrange situations similar to those described above within free choice activities.
After the child appropriately requests access to an area or materials, the adult will tell the child that they need to wait.
Meals Situation: The teacher will arrange situations similar to those described above within a meal or snack context.
After the child appropriately requests access to an area or materials, the adult will tell the child that they need to wait.
Special considerations: Be sure to provide instructions to complete tasks that the child is unable to accomplish
independently. Be sure that the child is motivated for your attention. Be casual when standing in front of areas and be sure
that the “blocked access” does not become a game.
PLS 8: “When an adult
tells you to wait, say,
„Okay,‟ and your waiting
words.”
(When I wait quietly, I get
what I want.)
PLS (8)
Child PLS
Child says “Okay.” (and waiting words) and waits patiently for 30
seconds for the adult-mediated event
Circle Activity
Example Activity Name: Body Tracing
Materials: Large pieces of paper (one for each child), markers, construction paper (one for each
child)
children are encountered with a task in which they need to wait for a teacher mediated event (e.g., taking
his/her turn during a circle activity).
Example Main Activity: Explain to the children that today in circle you are going to trace each
child on a piece of large paper. Hand out individual pieces of construction paper for the children to draw
little pictures of themselves (and his/her family) while they wait for their turn. The helper teacher can tell
individual children when to head to the front of the circle to get traced. Each child will be sent up just as
the previous child is getting finish in order for there to be an opportunity for the target child to engage in
PLS 8. When the child reaches the lead teacher, the child should engage in PLS 8. Repeat until each
child has had an opportunity to engage in PLS 8. Once the child has been traced, s/he can color their
body tracing.
PLS 9: When a child tells another child s/he will have to wait for access to assistance, an area, or materials,
the target child will say “Okay,” (and waiting words) and wait patiently for 30-90 s for the child-mediated event.
quietly, I get what I want).”
Role play: The teacher and a child will model the appropriate interactions.
Situation: The teacher will call each child‟s name (one at a time); praise PLS 1 or move on to another child if no PLS
1. The teacher will then prompt a child to: “Come here” and praise compliance (PLS 2). The teacher will then
arrange the following situations: (a) One child with two toys (use many different toys) (b) Child with toys in front of
helper board, or (c) Show and tell (as the child goes to get a toy out of his/her cubby and cuts through the circle). After
the child appropriately requests access to an area or materials, the “helper” child will tell the child that they need to
wait.
Feedback for PLS: If the child engages in the PLS, which involves the child saying “Okay” (not saying anything else
to the child) and the waiting words to him/herself until the requested area or material is available, the “helper” will
praise the child for “good waiting” and provide immediate access to the blocked area or activity.
Feedback for no PLS: If the child does not engage in PLS, the teacher will say, “When someone tells you to wait, you
should say, „Okay‟ and say your waiting words. Let‟s practice.” Repeat the initial prompt and follow through as
described above. If child does not respond independently the second time, move on to another child.

quietly, I get what I want).”
Situation: Same as above except the teacher will arrange the following situations with child “helpers” while the
children are transitioning between meals, bathroom, and outdoors; the helper will: (a) Stand in front of bathroom door
or hold necessary materials, (b) Stand in front of cubbies or hold necessary materials, (c) Stand in front of paper towel
holder, (d) Stand in front of doorway between bathroom and classroom, (e) Stand in front of classroom or bathroom
trash, (f) Stand between tables, or (g) Hold any material necessary for a successful transition. After the child
appropriately requests access to an area or materials, the helper child will tell the target child that they need to wait.

Free-Play Situation: Same as above except a teacher will arrange the following situations with child “helpers” during
Free Play; the helper will: (a) Stand in front free standing or wall mounted letter/shape board, (b) Stand in front of
cubbies, (c) Stand in front of activity areas or materials (computers, etc.), or (d) Hold necessary or preferred materials.
After the child appropriately requests access to an area or materials, the helper child will tell the target child that they
need to wait.
Meals Situation: Same as above except a teacher will arrange the following situations with child “helpers” during
Meals; the helpers will: (a) Delay passing a food or drink. After the target child appropriately requests the food or
drink, the helper child will tell the child that they need to wait.
Special considerations: Be sure to recruit helper children who can follow teacher instructions very well so that they can
provide the correct feedback with the teacher.
Challenges:
PLS 9: “When another
child tells you to wait, you
should just say, „Okay,‟ and
your waiting words.”
PLS (9)
Child PLS
Target child says “Okay.” (and waiting words) and waits patiently
for 30 seconds for the child-mediated event
Circle Activity
Example Activity Name: Cooking
Materials: Ingredients for cookies or muffins, mixing bowl, and mixing spoons
children are encountered with a task in which they to wait for a child mediated event (e.g., taking his/her
turn during a circle activity).
Example Main activity: Explain to the children that as a class you are going to make cookies or
muffins. Describe each ingredient that will be needed in order to make the cookies or muffins. Call up
each child one at a time for each child to mix the ingredients together. When a new child is called up
he/she will need to engage in PLS 9 to take his/her turn to mix the ingredients.
Preschool
Life
Skills
Unit 4
Friendship
Tolerance
PLS 10: Upon receiving something from another person, within 5 seconds of receiving an item from someone, the
child will orient to the giver and say, “Thank you.”
I. Introduction: Describe PLS 10: “When someone gives you something, look at them and say, “Thank you.”
Role play: The teachers will model the appropriate interactions.
Situation: The teacher will plan a circle requiring that each child have multiple materials. The teacher will call each
child‟s name (one at a time); praise PLS 1 or move on to another child if no PLS 1. The teachers will then hand each
child a material relevant to the circle activity.
Feedback for PLS: If the child engages in the PLS, which is to say “thank you,” when given access to the area or
following the receipt of the item, the teacher will say, “you‟re welcome!”
Feedback for no PLS: If the child does not engage in PLS, the teacher will remove the item from the child, and say,
“When someone gives you something, look at them and say, „Thank you.‟ Let‟s practice,” Repeat initial prompt and
follow through as described above. If child does not respond independently the second time, move on to another child.

I. Introduction: Describe PLS 10: “When someone gives you something, look at them and say, “Thank you.”
Situation: Same as above except the teacher will arrange these situations while the children are transitioning between
meals, bathroom, and outdoors: (a) Pump soap into each child‟s hand, (b) Hand out paper towels after hand washing, or
(c) Pass out outdoor toys to children in line. The teacher will also arrange the following additional situations: (a) Stand
in front of bathroom door or hold necessary materials, (b) Stand in front of cubbies or hold necessary materials, (c)
Stand in front of paper towel holder, (d) Stand in front of doorway between bathroom and classroom, (e) Stand in front
of classroom or bathroom trash, (f) Stand between tables, or (g) Hold any material necessary for a successful transition.
After the child appropriately requests access to an area or materials, the teacher will immediately provide access to the
area or the item.

Free-Play Situation: Same as above except a teacher will arrange these situations during Free Play: (a) Deliver an item
that was not previously accessible (e.g., in a bin out of reach), (b) Share an item (or prompt a helper child to share), or
(c) Pass out an item that the child can take home (e.g., art work that has dried). The teacher will also arrange the
following additional situations: (a) Stand in front free standing or wall mounted letter/shape board, (b) Stand in front of
cubbies, (c) Stand in front of activity areas or materials (computers, etc.) or hold necessary or preferred materials. After
the child appropriately requests access to an area or materials, the teacher will immediately provide access to the area
or the item.
Meals Situation: Same as above except a teacher will arrange these situations during Meals: (a) Passing a food or drink
container, (b) Providing a cup, plate, napkin or utensil, or (c) Providing access to the dish scraper.
Challenges:
PLS 10: “When someone
gives you something, look
at them and say, „Thank
you‟.”
PLS (10)
Child PLS
Within 5 seconds of receiving and item from someone, child
orients to the giver and says, “Thank you”
Circle Activity
Example Activity Name: Rhythm Sticks
Materials: Rhythm sticks
circle time materials are given to the children (e.g., felt board materials, musical instruments).
Example Main activity: Explain to the children what rhythm sticks are and show them the
different ways to use rhythm sticks. For example, you can hit the sticks together in front of you, on the
ground, up high, or to the side. Then individually pass out the rhythm sticks to the children. When the
child receives the rhythm sticks, he/she should engage in PLS 10. Once all the children have a set of
rhythm sticks, instruct the children to hit them up high, down low, or to the side. You can also instruct
the children to hit the sticks together fast or slow.
PLS 11: When another child enters the room or the play group, within 10 seconds of a newcomer‟s arrival, the
target child will greet (“Hello”) and/or compliment (“I like ____) the newcomer.
I. Introduction: Describe PLS 11: “When one of your friends/peers enters the room or joins your playgroup, the
closest child should say Hello or say something nice to the newcomer”
Situation: A helper teacher will then escort a child away from the circle and then prompt the child back to the circle.
The lead teacher will designate a greeter and remind the greeter of some compliments, such as, “Hello _______” , “I
missed you,” “Come play,” “You‟re my friend,” “I like your (hair, clothes, smile, eyes),” “I like your toy,” or “I like
your (art project).”
Feedback for PLS: If the child engages in the PLS, which is to greet and/or compliment a newcomer, the teacher will
praise the child, “I liked the way you welcomed your friend.”
Feedback for no PLS: If the child does not engage in PLS, the teacher will temporarily remove the play items from the
child and say, “When someone new comes to the area that you are playing, say, „Hello‟ or something else that is nice.

I. Introduction: Describe PLS 11: “When one of your friends/peers joins us at the table, the closest child should say
Hello or say something nice to the newcomer”
Situation: Observe and teach the skill as each child joins the table.

Situation: Same as above except a teacher will arrange the situations within Free Play activities.
Challenges:
new comes to the area
where you are playing, say,
„Hello‟ or something else
that is nice.”
PLS (11)
Child PLS
Within 10 seconds of a newcomer‟s arrival, the target child greets
(“Hello”) and/or compliments (“I like ___”) the newcomer
Circle Activity
Example Activity Name: Parachute
Materials: Two parachutes
the circle activity is split up into two groups (e.g., parachute, ring around the rosie, duck duck goose).
Example Main activity: Lay the parachutes flat on the ground and split the class into two
groups. Have each child sit around the parachutes. Once all children are seated around the parachutes
have the children raise the parachutes above everyone‟s heads. When the parachutes are in the air, call a
child to skip, run, hop, or gallop under the parachutes. Once the child goes under the parachute to the
other side, bring the parachute back down to the ground. Repeat with another child. After a child has
taken his/her turn, tell the child to switch groups. When the child enters the new group, the child next to
him/her should engage in PLS 11. Continue with activity until every child has an opportunity to engage
in PLS 11.
PLS 12: When another child is without toys or activity materials, within 10 seconds of a newcomer‟s arrival, the
target child will offer some of the toys or materials within reach
I. Introduction: Describe PLS 12: “When you see someone that does not have any toys, share some toys with them.”
Situation: The lead teacher will recruit a child to play with a large set of toys (e.g., 10 trucks). The lead teacher will
then recruit another child to join the play area.
Feedback for PLS: If the child engages in the PLS, which is to offer a toy to the newcomer, the teacher will praise the
child, “Great job sharing toys when you saw someone who didn‟t have any. That was very friendly.”
Feedback for no PLS: If the child does not engage in PLS, the teacher will temporarily remove the play items from the
child and say, “When you see someone who does not have any toys, share some toys with them. Let‟s practice,”
Repeat initial prompt and follow through as described above. If child does not respond independently the second time,
move on to another child.
Additional Constructed Situation: Free-Play

I. Introduction: Describe PLS 12: “When you see someone that does not have any toys, share some toys with them.”
Free-Play Situation: Same as above except construct these situations within the Free Play activities.
Challenges:
PLS 12: “When you see
someone that does not have
any toys, share some toys
with them.”
PLS (12)
Child PLS
Within 10 seconds of a newcomer‟s arrival, target child offers
some of the toys or materials within reach
Circle Activity
Example Activity Name: Art Project
Materials: Multiple scissors, crayons, markers, glue sticks, and any other art materials needed
to complete a group art project
the circle activity is split up into two groups (e.g., working on a group art project).
Example Main activity: Set up two tables with art materials that the children can use to
complete a group art project. Split the class into two groups and assign each child to one of the two
tables. Provide the children with appropriate instructions to complete an art project. Once the art project
is underway, prompt a child to switch tables. When the child joins a table, the child closest to that child
should engage in PLS 12. Continue switching the children around until every child has had an
opportunity to engage in PLS 12 and until the art projects are completed.
PLS 13: When someone (an adult or another child) shows signs of pain or distress, within 10 seconds of an event,
the target child will approach the victim and ask, “Are you okay?”
I. Introduction: Describe PLS: “When someone looks hurt or upset, and ask the question, „Are you okay?‟”
Situation: The lead and helper teachers will role play one of the following situations with each child in the circle: (a)
stubbing one‟s toe, (b) walking into a table, (c) breaking something, (d) dropping something to be eaten, (e) not being
able to unzip one‟s jacket (f) not being able to untie one‟s shoes, (g) watching a parent leave the classroom.
Feedback for PLS: If the child engages in the PLS, which is to approach and say, “Are you okay” to the distressed
child, the teacher will praise the child, “You are a great helper and friend”
Feedback for no PLS: If the child does not engage in PLS, the teacher will say, “When someone looks hurt or upset,
ask the question, „Are you okay? Let‟s practice.” Repeat initial prompt and follow through as described above. If
child does not respond independently the second time, move on to another child.

I. Introduction: Describe PLS: “When someone is hurt or upset, walk over and ask the question, „Are you okay?‟”
Situation: Same as above except that it will take place at the meal tables.

Situation: Same as above except construct the situations within the Free Play activities.
Challenges:
looks hurt or upset, ask the
question, „Are you okay‟.”
PLS (13)
Child PLS
Within 10 seconds of an event, target child approaches the victim
and asks, “Are you okay?”
Circle Activity
Example Activity Name: Friendship Books
Materials: Books with examples of children getting hurt or in distressful situations (e.g., they
lost their cat)
Main Activities: PLS 13 can be embedded in a circle activity in which the lead teacher reads a
friendship book.
Example Main activity: The lead teacher should read a book in which the main character
experiences a painful or sad situation. When the teacher reads what happened to the child in the story the
children should engage in PLS 13.
Preschool Life Skills: Behavioral Skills Training (1a)
PLS 1a: When an friend calls the child by first name, within 2 seconds, the child will stop competing
behavior, and say, “Yes.”

I. Introduction: Describe PLS 1 to the children: “When a friend calls your name, stop what you are
doing, look at your friend, and say „Yes.‟”
Situation: The teacher will prompt a child to call a friend‟s name (one at a time).
Feedback for PLS: If the child engages in PLS 1a, which is to stop competing behavior, look towards
the friend and say “Yes” within 2 s of the peer prompt, the teacher will provide enthusiastic praise
(“Good job stopping and looking when your friend called your name.”) and have the peer provide
access to a reinforcing toy (e.g., receiving materials relevant to the circle content, etc.).
Feedback for no PLS: If the child does not engage in the PLS, then the teacher will stop the activity,
and the teacher will say, “When your friend calls your name, stop what you are doing, look at your
friend, and say, „ yes.‟ Let‟s practice. The peer will repeat initial prompt and the teacher will follow
through as described above. If child does not respond independently the second time, move on to
another child.
III. Transitions out: The teacher will dismiss children from circle by having them invite each other to go
wash their hands, thus practicing PLS 1a.

I. Introduction: Describe PLS 1 to the children: “When a friend calls your name, stop what you are
doing, look at your friend, and say „Yes.‟”
Situation: A peer will hold one of the foods to be passed while saying a child‟s name (one at a time).
Feedback for PLS: Same as above, except provide access to a mealtime reinforcer (e.g., “Good job
stopping and looking when your friend called your name.”)
III. Other opportunities to occasion the skills described above include: (a) peer offering seconds to a child,
or (b) peer requesting that a food item be passed to them.

Free-Play:
Situation: When a child is engaged with a toy during free play, a teacher will recruit a peer to call the
child‟s name.
Feedback for PLS: Same as above, except provide access to free-play materials, special toys, or trips
with the teacher.
Special considerations: Anytime a peer calls a child by name, the teacher should provide the same
feedback described above following the PLS or the less desirable alternative (note: data should not be
collected).
Challenges: (to be targeted during booster sessions) Being called: 1) from a distance, 2) by a peer, 3) while
outside, 4) when engaged in highly preferred activity, or 5) when there is a lot of activity (noisy).
67
Preschool Life Skills: Behavioral Skills Training (5a)
PLS 5a: When an adult‟s or peer‟s attention is diverted to a task or another child, the target child
approaches the teacher, looks to see if they are talking, if they are talking the child should use
waiting words; if they are not talking the child should say, „Excuse me‟ to recruit attention using
appropriate tone and voice volume (“Excuse me”) and then wait for them to say, “yes.”

I. Introduction: Describe PLS 5a: “When you want something from a teacher walk over to the teacher,
see if they are talking, if they are talking then use your waiting words, if they are not talking then
say, „Excuse me‟ to get them to look at you.” The teacher will pretend to be busy in a few different ways
(see below) and prompt the class through choral responses of “Excuse me” or the use of the waiting words.
Choral response:
Situation: A teacher will prompt the child to get the circle time teacher‟s attention while s/he is: (a)
Talking with another adult, (b) Talking with child (e.g., checking in a child), (c) Talking on the phone,
(d) Writing something, (e) Helping another child with his/her coat or gloves, (f) Facing away from the
child (e.g., doing something at the counter), (g) Engaged in a set up task (e.g., materials for free play).
Feedback for PLS: If the child engages in the PLS 5a in which the child uses waiting words if the
teacher is talking, then the teacher will stop talking but continuing looking away and wait for the child
to say, „Excuse me.‟ Or if the child says „Excuse me,‟ and the teacher is not talking, the teacher will
stop what they were doing and provide immediate attention to the child.
Feedback for no PLS: If the child does not engage in PLS 5a, the teacher will describe the rule to the
child that is most relevant. (i.e., “When you want something from a teacher or a friend and they are
talking, use your waiting words; When you want something from a teacher or a friend and you want
them to look at you, say, „Excuse me‟ then wait for them to say, „yes.‟). Then the teacher will say,
“Let‟s practice” and the teacher will provide the same cues as previously. If child does not respond
independently the second time, move on to another child.

Special considerations: Be sure that the child is motivated for your or peer attention when occasioning this
skill.
Challenges: (to be targeted during booster sessions) Being called: 1) from a distance, 2) by a peer, 3)
while outside, 4) when there is a lot of activity (noisy).
68

Preschool Life Skills Curriculum

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Preschool Life Skills Curriculum

Gregory P. Hanley, Ph.D., BCBA

Common Preschooler Problem Behaviors:

PLS : When …, the child …

First Exposure: Activity

II. Main Teaching Activity:

Feedback for PLS: If the child engages in PLS__, which is to __________________________________________

Second Exposure: Activity

II. Main Teaching Activity

Feedback for PLS: Same as above, except provide access to _________________________________________ .

Additional Constructed Situations:

Feedback for PLS: Same as above, except provide access to _________________________________________ .

Feedback for PLS: Same as above, except provide access to _________________________________________ .

Challenges: (to be targeted during booster sessions)

Skills Total # Total # Date Teachers

Second Exposure: Meals

Additional Constructed Situations:

II. Transitions to leave classroom:

Second Exposure: Meals

Additional Constructed Situations:

Second Exposure: Meals

Additional Constructed Situations:

Second Exposure: Transitions outside

Additional Constructed Situation: Free-Play

Second Exposure: Transitions outside

Additional Constructed Situations: Free-Play

Second Exposure: Transitions from Meals to Outside

Additional Constructed Situations: Free-Play and Meals

Second Exposure: Transitions from Meals to Outside

Additional Constructed Situations: Free-Play and Meals

Second Exposure: Transitions from Meals to Outside

Additional Constructed Situations: Free-Play and Meals

Second Exposure: Transitions from Meals to Outside

Additional Constructed Situations: Free-Play and Meals

Second Exposure: Meals

Additional Constructed Situations: Free-Play

Additional Constructed Situation: Free-Play

Second Exposure: Meals

Additional Constructed Situations: Free-Play

First Exposure: Circle time

Second Exposure: Meals

Additional Constructed Situations:

First Exposure: Circle time

Additional Constructed Situations: Free-Play

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Feedback for PLS: If the child engages in PLS, which is to ________________________________________