Preschool Teacher Support Through Class-Wide Intervention

Abstract

Preparing professionals for class-wide consultation has a significant role in achieving goals associated with recent legislation and reform initiatives. Class-wide interventions are used to target achievement and social learning, are under a teacher's control and responsibility, and build on basic classroom interactions, routines, and resources. However, teachers may require considerable contextual appraisal and support from consultants. The purpose of this paper is to describe a teacher-support program evolving from Head Start consultations by school psychology students. Implications for training and practice are discussed.