Several questions must be asked before making decisions about how and when general education school placement should be included in an intensive intervention program.

First, does this child have the necessary prerequisite skills to benefit from that particular placement?

For example, children being considered for placement in regular education (preschool, kindergarten, etc.) should be able to demonstrate receptive and expressive language skills within the range of the typically developing children in that program. They must also be able to learn incidentally and tolerate the lower levels of engagement inherent in most group learning formats. Therefore, each child is evaluated by the Clinical Team not only with regards to language development but also his or her mastery of a variety of preparatory experiences. These experiences include, but are not limited to:

• Peer copying programs
• Structured play dates with at least one peer present (choreographed by an Instructional Assistant)
• Circle time rehearsal (with at least one other peer and an Instructional Assistant as the teacher)
• Weekly participation in some activity (e.g., gymnastics) with typical peers

Another question is, "Will this placement be the best way to accelerate this child's development?

For children on a "catch up" trajectory (that is, those with the potential to perform similar to normally developing peers), the question is, "Will this placement help the child stay on a "catch up" track? If the answer is "yes," then what percentage of the child's program should occur in that setting?

Specific recommendations are based on a review of the child's progress and needs. Results from yearly standardized testing help clarify the child's current rate of progress. For example, the child's ability to learn incidentally is determined in part from test results and direct observation.

Children entering a typical preschool or general education classroom (kindergarten or first grade) are accompanied by an Instructional Assistant. The Instructional Assistant prompts the child, and provides reinforcement for appropriate behavior. In addition, members of the Clinical Team work with the classroom staff and the other children to promote appropriate social interaction. As the child succeeds in the placement, the role of the Instructional Assistant is reduced as the child begins to utilize more self-management procedures and respond to more typical contingencies.

The specific classroom program is selected based on the likelihood of success for the child in that particular learning environment. Clinical Staff meet with the classroom staff to coordinate activities for the maximum benefit for the child. For example, Clinical Staff, in conjunction with Parents, classroom teaching personnel, and Instructional Assistants implement programs designed to develop, promote and maintain peer interactions in that classroom. Other examples include pre-teaching skills related to participation in songs, stories, and routine classroom activities such as "circle time."