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10/22/2019- Preventing Problem Behavior in Schools with the Preschool Life Skills Curriculum


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General Information

Title: Preventing Problem Behavior in Schools with the Preschool Life Skills Curriculum

Presented By: Tara A. Fahmie, PhD, BCBA-D

Date: Tuesday October 22, 2019

Time: 12:00 pm-3:00 pm eastern (New York)

Recording Availability: October 23, 2019-October 28, 2019- 5 pm eastern


The preschool years are critical to the growth and success of young children. The earliest signs of challenging behavior may begin to show during preschool, and a teacher’s response to challenging behavior can either abate or worsen it. The Preschool Life Skills (PLS) program uses a proactive approach to help prevent challenging behavior in the preschool classroom and beyond. The goal of the PLS program is to create a nurturing classroom environment in which all teachers and children promote and reinforce key social skills. The skills taught in the program are based on decades of research in early childhood education and the functional analysis of problem behavior. These include several component skills involved in instruction following, functional communication, tolerance for delays, and friendships. Whether implemented on a class-wide, small-group, or one-to-one level, the PLS program embeds behavioral skills training into normal school routines (e.g., lunch, free play, circle time) to promote efficient acquisition in a naturalistic context. Over a dozen studies have been published on the PLS program, and collectively, they show that social skills greatly increase and problem behavior decreases as a function of program implementation. In this webinar, you will receive a detailed overview of the PLS program, access to free resources (e.g., data sheets, manual) to guide your implementation of the program, ideas for customization, and avenues for future research.

Learning Objectives

At the end of this webinar attendees will:
1. Identify prosocial skills that are shown to prevent problem behavior in preschool children.
2. Identify the key components of the Preschool Life Skills program when implemented at the class-wide, small-group, and one-to-one level.
3. Identify current evidence supporting the widespread adoption of the Preschool Life Skills program.
4. Identify avenues for future research on preventing challenging behavior in young children.


Presenter Bio and Disclosure Statement

Dr. Tara Fahmie is an associate professor in the department of psychology at California State University, Northridge (CSUN). Dr. Fahmie earned her undergraduate degree in psychology from the University of Florida, where she became inspired by the faculty to pursue a graduate degree in Behavior Analysis. She earned her master’s degree from the University of Kansas, under the mentorship of Dr. Gregory Hanley, and her PhD from the University of Florida, under the mentorship of Dr. Brian Iwata. Dr. Fahmie is a BCBA-D and has over 10 years of experience implementing behavior analysis with various populations in clinics, schools, and residential settings. Dr. Fahmie currently conducts research in several preschool classrooms and in collaboration with local autism agencies. She has published on the functional analysis of problem behavior and on the acquisition of social skills in young children. These two initial research interests have led to her emerging passion for research on the prevention of problem behavior. Dr. Fahmie also contributes to the field as a member of the editorial board of the Journal of Applied Behavior Analysis, an advisor to the Cambridge Center for Behavioral Studies, and the membership chair of Division 25 of the American Psychological Association.


The presenter(s) and/or presenters’ family members do not have financial arrangement or affiliation with any of the products, organizations, or programs mentioned during this talk.

Credit Hour Information

  • Certified/Licensed Behavior Analysts: 3 Type II CEUs
  • Psychologists: 3  CEs 
  • Social workers and counselors: 3 Clinical CEs/ 3 CEs

Only behavior analysts and psychologists may view ABAC  recordings for continuing education credit (If eligible). All other professions must attend live.

For ABAC’s continuing education approvals statements please view our Continuing Education page


12:00 pm: Introduction
12:10 pm: Webinar begins
1:30 pm: 10 minute break
1:40 pm: First Q&A session
1:50 pm: Webinar resumes
2:45 pm: Second Q&A session
3:00 pm: Evaluation, post-test and attendance code submission forms