# Using the Preschool Life Skills Program to Support Skill Development for Children with Trauma Histories
## Introduction
Children with trauma histories often face unique social and emotional challenges that can impact their ability to learn key life skills. The **Preschool Life Skills (PLS) program** is an early intervention approach originally designed to teach foundational social skills to at-risk preschoolers. Recent research suggests that this program may also be beneficial for children with trauma histories, helping them build the skills needed for emotional regulation and social interaction.
A recent study by Rees et al. (2024) explores how the PLS program can be adapted for children with trauma histories using a **trauma-informed care (TIC) framework**. This blog post breaks down the study’s key findings, its implications for behavior analysts, and how the PLS program can be effectively used to support children with trauma backgrounds.
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## Overview of the Preschool Life Skills (PLS) Program
The PLS program was initially developed to teach critical social and communication skills to preschoolers who were at risk for behavioral difficulties. Specifically, it focuses on **four major skill domains**:
1. **Functional Communication** – Teaching children how to request help and express needs appropriately.
2. **Tolerance and Coping Skills** – Helping children handle disappointment and delays without problem behavior.
3. **Friendship and Social Play** – Encouraging appropriate peer interactions and turn-taking.
4. **Instruction-Following and Compliance** – Teaching children to respond appropriately to adult instructions.
Historically, the PLS program has been used with children with autism spectrum disorder (ASD) and other developmental disabilities. However, children with trauma histories often display similar social, emotional, and behavioral challenges, making the program a promising intervention for this population.
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## Why Trauma Histories Matter in Skill Development
Children with **adverse childhood experiences (ACEs)**, such as neglect, abuse, or exposure to domestic violence, are at greater risk for social and emotional difficulties. Many struggle with:
- **Delayed social skills** – Difficulty making friends or engaging in age-appropriate play.
- **Emotional dysregulation** – Strong emotional reactions to minor frustrations.
- **Behavioral challenges** – Increased aggression or withdrawal in response to stress.
These challenges closely parallel those seen in children with other developmental delays, suggesting that **behavioral interventions like the PLS program may be beneficial** when tailored to the needs of children with trauma histories.
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## The Study: Using PLS in a Trauma-Informed Care Framework
### Objectives
Rees et al. (2024) aimed to evaluate whether an **individualized PLS curriculum** could effectively support **two children with significant trauma histories**. The researchers tested:
1. The feasibility of using PLS in a **trauma-informed care (TIC) framework**.
2. The effectiveness of the program in **teaching new skills** to children with trauma histories.
3. Caregiver perceptions of **skill transfer to home settings**.
### Participants and Setting
- Two young children with significant trauma histories participated in the study.
- Sessions were conducted in a **UK-based clinic setting** with **one-on-one instruction**.
- Parents and caregivers were involved through **training and home practice activities**.
### Methods and Procedures
1. **Skill Selection and Individualization**
- Baseline assessments were conducted to **identify each child’s strengths and needs**.
- The PLS curriculum was **customized** for each child to address their specific challenges.
2. **Teaching Process: Behavioral Skills Training (BST)**
- The teaching approach was **structured and interactive**, relying on four key steps:
1. **Instruction** – The therapist explained the skill.
2. **Modeling** – The therapist demonstrated the skill.
3. **Role-Play** – The child practiced the skill in real-time.
4. **Feedback** – The therapist provided reinforcement and corrections as needed.
3. **Parental Involvement**
- Parents received **training on how to reinforce** the new skills at home.
- Home practice activities were monitored to **track skill generalization**.
4. **Data Collection and Social Validity**
- Researchers measured skill acquisition based on **successful demonstrations during sessions**.
- **Parental feedback** provided insight into whether skills transferred to daily life.
- Children also shared their experiences through simple verbal feedback.
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## Key Findings and Results
### 1. Skill Acquisition and Variability
- Both children **successfully learned new skills**, demonstrating improvements in communication and social interaction.
- Some **inconsistencies in skill maintenance** were observed, suggesting that ongoing reinforcement was necessary.
### 2. Parental Observations and Home Generalization
- Parents **reported notable improvements** in their child’s ability to handle frustration and communicate needs.
- However, **some skills did not fully generalize** to home settings without additional prompting and reinforcement.
### 3. Children’s Perceptions of the Program
- Children **responded well to the PLS program**, with positive engagement during sessions.
- Some **initial resistance** was observed but decreased over time as they became more familiar with the routine.
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## Implications for Behavior Analysts
The findings from this study highlight several **important takeaways** for behavior analysts working with children who have trauma histories:
1. **PLS Can Be Effective for Children with Trauma Histories**
- The program provides structured teaching strategies that can help children improve their social and emotional skills.
2. **A Trauma-Informed Approach is Key**
- Behavior analysts should consider **past trauma triggers** and use **gentle, predictable** teaching methods.
3. **Parental Involvement is Crucial**
- Skills are more likely to generalize when parents are involved in **active reinforcement at home**.
4. **Ongoing Support May Be Necessary**
- Some skills may require **longer-term reinforcement strategies** to ensure maintenance and generalization.
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## Conclusion and Next Steps
The study by Rees et al. (2024) provides **important insights** into how the **Preschool Life Skills (PLS) program can be adapted** for children with trauma histories. While the intervention showed promise, **further research is needed** to refine strategies for long-term skill maintenance and generalization.
For behavior analysts working with children who have **experienced trauma**, this study suggests that **structured, trauma-informed teaching methods** can help support essential skill development. By incorporating **parental training and ongoing reinforcement**, practitioners can help children **build lasting social and emotional skills**.
If you're interested in reading the full study, you can access it here: [https://doi.org/10.1007/s40617-023-00892-z](https://doi.org/10.1007/s40617-023-00892-z).
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