The Intervention and Research Program for the
Preservation of Tomorrow’s Children:

A Grant Proposal for Community Outreach presented to 
the Allan S. and Jeanne N. Hall Foundation

María D. Parrilla de Kokal
Eric Amsel
Bill McVaugh
Paul Caldarella

Introduction and Background

A significant portion of our children are at great risk for failing to become healthy, happy, and productive citizens of tomorrow. Among the most serious risk factors predicting children’s failure to become well adjusted and productive adults is their growing up in a poor family in the inner city. Housing and health care, access to effective education and even one’s personal safety are negatively affected by living in poverty in the inner city (Huston, McLoyd, & Coll, 1994). Poverty tends to augment adult stress, which in turn results in less parental nurturance and consistency and more physical punishment (Patterson, 1982).  With few successful role models, abundant health problems, and little obvious incentive to do well in school (Eccles & Roesner, 1998; Wilson 1987), growing up in poverty presents challenges that go beyond the individual or family to include the entire community. This community challenge is exemplified in the problems facing inner city schools. Inner city schools are associated with poor environments and increase of school staff turnover (Cole & Cole, 1999), making them below par.  However, children living in the community, but outside the traditional "inner city" are also put at risk when the community is ineffective in dealing with these problems.  Not all gang members come from poor homes in the inner city, nor do all poor readers, many of whom also suffer from the siren call of gang membership, especially when they are doing poor academically. 

Rectifying this situation is made more difficult since at risk children are not a homogeneous group sharing exactly the same problems. They may or may not live in a common neighborhood.  They include members of racial, ethnic, and linguistic majority and minority groups. There are risk factors associated with being a member of an underrepresented group that compound those associated with being poor. Minority children, particularly linguistic minorities, are at additional risk for educational failures for reasons beyond those associated with poverty  (National Center for Education Statistics, 2000).  

Many children in Ogden City have multiple risk factors associated with academic failure and risk for delinquency.  The poverty rate in Weber County is currently the highest of all of Utah counties as is the population of Hispanics/Latinos (personal interview with J. García, September, 2000).The Ogden City School District has 79% of children in their six inner city schools on free or reduced lunch (Standard Examiner, 1999).  For example, at Dee Elementary School 95% of the students live at or below the poverty line.  Among those with lower income, particularly minorities, 50% or fewer will graduate from high school, let alone attend college or receive some other form of vocational preparation (personal interview with J. García, September, 2000). 

Intervention Program: An Overview

Ogden City School District has made some very important strides in addressing the academic challenges faced by high risk school children.  For example, tutoring and mentoring programs have been made available for children and newly created parent centers have been established for the dissemination of information (CCLC News, 1999). However, the complex set of multilevel problems facing children in Ogden inner city schools requires a multilevel approach to intervention, incorporating coordinated efforts addressing psychological, familial, educational, and community issues.  Such a multilevel approach is often used spontaneously by resilient children who succeed in stressful environments by finding support at home, school, and in the community (Rutter & Herzov, 1985).  Such approaches have served as a basis for other successful intervention programs (Cowen, Hightower, Pedro-Carroll, Work, Wyman, & Haffey, 1996)  

The present proposal is for funding of an intervention program which works in conjunction with existing programs in an attempt to broaden and make more complete the pattern of intervention in the life of high risk children in the Ogden City School District.  This intervention program targets a subset of factors among the complex multilevel set of factors associated with children at high risk for academic failures and mental health problems.  Specifically, the program seeks to promote young high risk children’s academic and social skills and social relations in and outside of school, with the goal of supporting these children’s mental health and educational success. An intervention that targets young high risk children’s academic and social skills and social relations augments those interventions that target specific academic skills through tutoring and other instructional programs.

The Social and Academic Skills Intervention Program (SASIP) has the ambitious goal of improving the quality of life for Ogden’s high risk children thereby enhancing the likelihood of their success and facilitating their own future and ability to contribute to their society.  The program will realize this goal through the development of  an integrative program that research has shown to be successful in promoting mental health (i.e., reducing violence, substance abuse, gang behavior, unmarried pregnancies, suicide, mental disturbances) and educational success (i.e., lowering drop_out rates, increasing academic knowledge and skills and related school performance) in young children by increasing their academic (e.g., literacy and arithmetic) and social (e.g., conflict resolution) skills and by promoting their social relations (e.g., strengthening community and family involvement).  To do this effectively, the program will create and maintain successful partnerships with appropriate schools within the Ogden City School District (OCSD) and with Weber State University (WSU) personnel as well as with parents of targeted children and interested community members. Additionally, a series of basic and applied research projects will be carried out during the life of the program assessing the short- and long-term effectiveness of the intervention program testing the theoretical foundation of the program and improving the program as the result of this research.  

The program will target OCSD first graders from inner city Ogden Schools who are at high risk for academic failure and mental health problems.  The choice of young children was motivated by research which suggests that psycho-educational interventions are most effective with younger children (Cowen et al. , 1996).  The program will be implemented by WSU faculty who will train and supervise students as part of the WSU curriculum.  The program will offer important opportunities for WSU students to develop relevant research and intervention skills as they work with faculty on projects which put textbook theory and research into practice.  These experiences will help them develop skills which would not only promote their careers in psychology, education and related disciplines but also make them into make them into citizens who are more aware of and empathetic to the challenges facing high-risk children..

The program will have three phases (initial, middle, and final), with each phase having distinct goals.  The Initial Phase includes the development and delivery of a number of specific component programs that the SSRIP is composed of.  For year 1, which is the scope of the present grant proposal, three specific components are being proposed.  We outline these programs briefly below and report on how the subsequent phases will build on the initial phase.  

The first component of the program to be developed is an intensive socio-contextual assessment of the OCSD inner city children’s world.  Central to the success of the general intervention program is thorough and ongoing process of assessing the needs of OCSD’s high risk children and identifying the school and community strengths and existing limitations in promoting the development of  healthy, happy, and productive citizens of tomorrow.  This assessment component will involve interviewing parents, teachers, community leaders, governmental representatives, and other stakeholders to better understand the social context in which these children grow up.  This social context assessment of the target OCSD high-risk children will be based on Brofenbrenner’s (1996) model of the social context.  The model includes an analysis of direct social contexts (e.g., families, schools, neighborhoods, religious institutions, playgrounds, etc.) and indirect ones (e.g., history, ethnic background and values, resource availability, social networks,. community support, educational opportunities, economic viability, risk and health assessment, mass communication outlets, governmental priorities, etc.).

The second component program to gear up in the first year will be a social and academic skills intervention with the targeted OCSD high-risk first grade students.  A target school will be selected from OCSD’s six inner city schools as will two classes of first grade students in those classes. These children will be provided with a specially developed intervention program which is based on two aspects: (a) a social skills promotion that is based on the Primary Mental Health Project (Cowen et al., 1996), and (b) an academic skills promotion that is based on the ongoing academic enrichment program which may be currently in use in the school.  These aspects will be coordinated together and will consist of a series of lessons and exercises presented over a nine-week period for students in each of two first grade classrooms.  The intervention is designed to help children learn about inappropriate externalizing (e.g., aggression, acting out) and internalizing (self-loathing, low self-esteem) social behaviors and replace them with appropriate ones.  Similarly it will assist children in learning academic knowledge rather than engaging in the disruptive strategies and behaviors typically associated with poor academic success. A complete experimental analysis of the effectiveness intervention will be performed in the first year.  Because many schools have different academic tutoring/support programs established, it is not our intention to supplant such programs, but to help the teachers support them and to coordinate them with the broader program creating a cohesive whole for the children and their parents.

The third component to gear up will be an academic tutoring and parental support program in which the actions of the parents and school tutors of the targeted students will be coordinated.  From the same targeted OCSD school, specially trained tutors will work with children promoting their literacy and arithmetic skills and supporting their understanding of class assignments.  The former will involve the tutor remediating the children’s weak literacy and/or arithmetic skills through exercises drill and practice.  The latter will involve the tutor mediating the children’s understanding of curricular goals through questioning and probing sources of misunderstanding, just as effective parents may do in monitoring their children’s understanding of homework assignments. These tutors will also interact with parents of the children in academic activities at the Treehouse Children’s Museum designed to promote in parents skills in questioning and probing their children understanding of literary and arithmetic symbols . A series of nine Treehouse visits are proposed to correspond to the intervention program so that parents can be trained in these mediation skills and other literacy promotion skills based on the BUENO Center Family Empowerment program.

In the middle phase, the goal of the intervention will be to better coordinate the component programs into a seamless intervention which is informed by the social contextual analysis and broaden it to include home visits to better support the goals of the first phase.  The final phase of the program will involve a focus on long term assessment of the program, the expansion of the program where needed to maximize results (e.g. second through fourth grade and tailoring it to different school environments) and disseminating the results.  Multiple sources of funding will be sought for all phases for the project, including federal, state, university and private sources.
Projects 

	In this section, each of the three projects is specifically justified and its procedure described.  
	
	Project 1: Assessment of the Socio-Cultural Context of Children in Inner City Ogden.   The goal of the assessment of the socio-cultural context of inner city children is to provide a basis for understanding the strengths, limits and needs of the community in support of the children growing up to be healthy, happy, and productive citizens.  A theoretical model of the socio-cultural context has been articulated by Bronfenbrenner (1993) to include five nested systems.  The microsystem includes all of the children’s face-to-face contexts (family, school, church, playground, etc.) The mesosystem includes the connections between the individual microsystems (e.g., the contact between home and school; church and school, home and church, etc.).  The exosystem includes those formal and informal social setting which do not include children but affect their experiences (e.g., parental workplace, health and welfare services, communication outlets, governmental priorities, parental social networks, etc.).  The macrosystem is the broadest of the social contexts and includes cultural values, legal system, political organization and priorities, customs, etc. Finally, the chronosystem acknowledges the dynamic changes in the social contexts produced by children’s own actions or imposed on them by others.  Included in the chronosystem are historical changes in the environment.

	One way to understand the socio-cutural context of Ogden inner city children is to augment previous work addressing the concerns of the local community members.  In the Community CARES Learning Center survey (1999), over 1000 needs assessment surveys were sent to schools, a supermarket (IGA), churches, community members, and local agencies with a return response of over 50%.  Most importantly, approximately 39% of those responding reported needing homework services, 49% needed youth reading and language skills services, and 34% needed tutoring, and 41% reported needing social skills services. Additionally, 37% reported needing medical/dental services, 22% needed housing, and 22% needed food services.  Finally and tragically, 36% reported needing a safe environment to be able to participate in any potential services.

	To augment the already existing account of the community issues, a coordinated set of specific projects can be targeted by faculty in a variety of different disciplines.  Members of many of the Social and Behavioral Sciences (and other) departments (i.e., Psychology, Sociology, Political Science, History, Social Work, Criminal Justice, Geography and Economics) could assign students projects exploring the nature of the interaction of children in different microsystem settings.  Further explorations could focus on the correspondence between children’s attitudes and beliefs about their community and those of their parents, school officials, community leaders, and religious leaders (exosystem).  Additional analyses can assess the social services, local government institutions (City Council, City Planners, etc), local merchants (Ogden Downtown, 25th Street Group), and issues addressing the exosystem.  The macrosystem can be assessed by describing and comparing the values and cultural traditions of majority and underrepresented groups, identifying some of the specific consequences of being a minority member (Parrilla de Kokal, 1999). Finally, chronosystem analysis of historical changes in downtown Ogden can be assessed through oral history projects regarding the arrival of populations of Asian and African American railroad workers and war refugees and Latino migrant workers in agricultural fields. 

	Project 2: Promoting Social and Academic Skills.  High-risk children are at risk for academic failure and mental health problems in part because of their limited social skills (Joersz, McVaugh, & Crowton, 1996; West, Young, Mitchem, & Calderella, 1998).  To promote the targeted first graders’ social and academic skills, an  intervention program will be initiated in the schools.  Initial pretesting of the students’ social skills will take place for all children early in the year. Parental and teacher self reports of social skills difficulties will be assessed through standardized questionnaires (Behavior Assessment System for Children, BASC).  Additionally, videotape of children’s social interactions at schools will be coded for children’s social skills (Joersz, McVaugh, & Crowton, 1996).  Finally, the children will be interviewed on standard social reasoning and friendship tasks (Dodge & Stromberg, 1987).  

	The intervention program will be based on a variety of successful programs (Cowen et al., 1996; Joersz, McVaugh, & Crowton, 1996; West, Young, Mitchem, & Calderella, 1998) and will involve teaching self management and control techniques,, problem identification, consequential thinking, social problem solving skills, and divergent thinking.  These skills will be taught in special lessons, prepared by students who are specially trained in the nature, process, and goals of social skills intervention.  These lessons will be taught for a period of 8 weeks in daily 20-30 minute sessions.  The lessons will be taught for one of two classes of students in a targeted school.  The other class will serve as the control group for the first eight weeks and then will be similarly trained for the same 8-week period.  These lessons will be developed in consultation with the teacher not only to inform the teacher but also with the idea that the lesson will be incorporated into the curriculum. At the end of the first 8-week session and again at the end of the second 8-week session all students will be retested in order to assess the effectiveness of the intervention.  

	Project 3: Basic Academic Skills Support program for students and their families  Remediation for children whose academic literacy and arithmetic skills are below par, in order to enable them to perform at grade level, is a central mission of the present intervention program.  To this end WSU student tutors will be trained to work with teachers to target those students whose skills are below grade level.  Identifying those below grade-level skills and designing an appropriate instructional intervention will be done by the teacher and communicated to the student tutor. Assessment of the impact of the academic remediation will be based on class work, test performance, grade improvement, and teacher report.  

	But the remediation of students’ academic skills is not the only form of academic intervention planned. Recent attention to the learning process has addressed the role of members of the community in the support or scaffolding of the learning process itself (Cole, 1998; Rogoff, 1998a, 1998b, Wertsch, 1998). From this perspective, the learning process is not divorced from the socio-cultural contexts of the learner or teacher.  Indeed, learning is seen as a process which originates socially and becomes increasingly psychological.  This view of learning is based on Vygotsky’s (1978) conceptualization of learning as a progressive internalization of social relations.  According to Vygotsky, material to be learned is first presented socially by such members of the learner’s social world as teachers, parents, tutors, knowledgeable peers, etc.  Through their best efforts to support or mediate the learner’s experience, the social presentation of new knowledge becomes internalized into the mental structure of the learner, where it is transformed in the service of regulating actions and thoughts.   Many education theorists and researchers have embraced the Vygotskian idea of a process of mediation and internalization that capitalizes on such aspects of the socio-cultural context as social interaction (Rogoff, 1998a, 1998b) and symbolic communication (Amsel & Byrnes, in press).  The programs have been developed for areas ranging from reading and literacy (Cole, 1998) to mathematics and scientific reasoning (Schauble, in press).

	In the present intervention project, the student tutor will additionally serve as mediator for the children, engaging in a variety of mediation strategies which promote children’s internalization of the “to-be-learned” information.  For example, questioning children about what they know or making them explain their knowledge to others is often seen as an opportunity for them to access, organize and further internalize knowledge they are acquiring (Crowley & Callanan, 1997).  The mediation program will also involve tutors working with children at the direction of teachers.  In addition, these tutors will train parents in the techniques of mediation.  Research has shown that parents of high-risk children often do not mediate children as effectively as parents of children who are not similarly at risk (Rogoff, 1998).  

	We will invite parents and children to weekly meetings at the Treehouse Children’s Museum in Ogden City Mall to engage in academic exercises which will promote mediation skills in children. The Treehouse has been designed to be a museum which promotes parental mediation of children’s literacy experiences (Amsel & Greenwood, 2000). 

	The specific mediation intervention program will involve parents learning how to question and probe their children’s understanding in order to promote learning.  Here parents will learn to question and probe their children’s knowledge–for example, of  story structure and the value of variations on a familiar story.  Learning to understand plots and their variations are literacy skills in their own right and promoting parents to read to their children also promotes literacy skills. At these Treehouse sessions, skills for parents to support their children’s literacy at home will be further promoted based on the BUENO Center Family Empowerment program(Escamilla, Escamilla, & Medina, 2000).  These interventions will be assessed through parental reports and observational sessions at the Treehouse examining the nature and quality of mediation the parents provide their children and changes in their mediation skills over time.

	Initial Phase: Gearing up (Year 1)
	The initial phase of this project (mid October through mid November) will consist of solidifying partnerships between Weber State University and Ogden City School District target school staff and other appropriate personnel.  A target school will be selected for the program and 1st grade children’s parents will be contacted for permission and commitment to the parental academic and social skills component.  Rob Reynolds (Sociology) and Amsel, McVaugh, & Parrilla de Kokal will develop tools and techniques for the socio-cultural contextual analysis.  Additionally, WSU students from partnering departments (Psychology, Social Work, Sociology, etc.) will be trained in specific math and literacy tutoring skills, social skill development, and data collection.  
	Within this initial phase of the program (mid November through June) baseline observational and assessment data will be gathered from the 1st grade classroom in academic and social skills.  Children’s social interventions, individual tutoring, and parent empowerment interventions will be implemented.   There will be ongoing data collection and assessment of the children’s academic and social skills and parental success in supporting their children’s skills as well as teacher evaluation of the intervention process.  WSU students will also implement the socio-cultural contextual analysis under the guidance of appropriate WSU faculty in the school neighborhood. 
	Finally, the summer of year 1 will be used to interpret data collected and evaluate the strengths and weaknesses of the program.  Teacher and parent evaluation of the process as well as children’s academic scores in their end-of-level tests will be assessed.  Additionally, the change in children’s social skills will be evaluated.  Data from the sociocultural contextual evaluation will be used as a basis to make changes in the intervention program to maximize success in the following year(s).   Dissemination of the results of each project to the target school, district, and other interested parties will occur.  At this time, proposals to additional funding sources will be written and sent as will the feasibility of generalizing to other grades/schools within and outside of Ogden City School District.

		

					

Weber State University Psychology Faculty 
involved in this project

Eric Amsel PhD

Dr. Amsel earned a BA degree at McGill University in Canada. He received his M.Ed from Harvard University, Ph.D. from Columbia University, and has completed a post-doc at Yale University. His research interests center on cognitive development in children and he has  published studies on the development of children’s scientific and counterfactual reasoning .  He is also Vice Chair of the Board of Directors of the Treehouse Children's Museum in Ogden and Secretary of the Jean Piaget Society, an international society for the study of development and learning. 

Paul Caldarella PhD

Dr. Caldarella earned a B.A. degree in Psychology and Philosophy at Rhode Island College and   his M.S. degree in Counseling Psychology and his Ph.D. degree in Clinical Psychology from Utah State University. He served internships in Child Clinical Psychology and in Adolescent Clinical Psychology.   His research interests are in the areas of child/adolescent clinical psychology and school psychology.  While at Utah State University, He has been involved in research programs with high risk adolescents.

Bill (William H.) McVaugh PhD

Dr. McVaugh received a Ph.D. from the University of California, Berkeley in Cognitive and Clinical Psychology.  He is a cognitive developmental clinical psychologist whose current research interests are the acquisition of cognitive structures which influence interactions and conflict, especially between those from different cultures.    He has worked clinically with children and adolescents in a variety of settings for a quarter century.  With his students he has produced research in developing conflict resolution skills in elementary school children and in developing parent training programs for parents of intellectually disabled children, parents of children with conduct disorder and parents of incest victims.

María D. Parrilla de Kokal M.S.

María Parrilla de Kokal completed her B.A. at WSU and an M.S. in Clinical Psychology at the University of  St. Francis.   She has worked as a counselor and community program director in Utah.  Her research interests include cross_cultural, gender and orientation issues in human growth and development, prejudice and bias reduction, child, adolescence, and the aging process, counseling and education.  She has been active in a number of community organizations and projects including the YCC, WMD Refugee Coordinating Council, the Minority Forum, etc.

 

References

	Amsel, E. & Byrnes, J.  (In press). Symbolic communication and cognitive development:  Conclusions and prospects.  In J. Byrnes & E. Amsel, (Eds.),  Language, literacy, and cognitive development:  The development and consequences of symbolic communication (pp. xx-xx).  Mahwah, NJ: Lawrence Erlbaum Associates.

	Amsel, E., & Goodwin, L.  (Submitted).  The Treehouse Children's Museum: Where mediation is the message. In L. Goodwin (Chair), Two models of children's museums. Symposium conducted at the Annual Meeting of the Association of Youth Museums.  St. Louis, MI. 2000). 

	Bronfenbrenner, U.  (1995).  The biolecological model from a life course perspective: Reflections of a participant observer.  In P. Moen, G.H. Elder, Jr., & K. Lüscher (Eds.), Examining lives in context (pp.599-618).  Washington, DC: American Psychological Association.

	CCLC News.  (1999).  (pp. 2-17).

	Cole, M. (1998).  Cultural mechanisms of cognitive development.  In E. Amsel & K. A. Renninger (Eds.).  Change and Development: Issues of Theory, Method, and Application (pp. 245-264).  Mahwah, N.J.:  Lawrence Erlbaum Associates, Publishers. 

	Cole, M. & Cole, S.R., (1996).  The Development of Children (3rd ed.).  NY: W.H. Freedman & Co.  441-454, 530-557.

	Cowen, E. L., Hightower, A. D., Pedro-Carroll, J. L., Work, W. C., Haffey, W. G.  (1996).  School-based prevention for children at risk.  Washington, DC: American Psychological Association.

	Crowley, K., & Callanan, M. (1997).  Describing and supporting collaborative scientific thinking in parent-child interaction. Journal of Museum Education, 23, 12-17.

	Dodge, K., & Price, J.M, (1994).  On the relation between social information processing and sociall competent behavior in school-aged children.  Child Development, 65, 1385-1397.

	Eccles, J.S.,  & Roeser, R.W. (1998).  School and community influences on human development.  In M. Bornstein & M. Lamb (Eds.), Developmental psychology: An advance textbook.  Mahwah, NJ:  Lawrence Erlbaum Associates.

	Huston, A.C., McLoyd, V.C., & Coll, C.G. (1994).  Children and poverty: Issues in contemporary research.  Child Development, 65, 275-282.

	Joersz, J. A., McVaugh, W. H., & Crowton, C.  (1996).  The effects of teaching social problem-solving skills to thrid and fourth grade children.  Presented at Western Psychological Association Meetings, April, 1996.  Los Angeles.

		Lehrer, R., Schauble, L. (in press).  Modeling nature: Symbolic inscriptions and the development of scientific reasoning.  In J. Byrnes & E. Amsel, (Eds.),  Language, literacy, and cognitive development:  The development and consequences of symbolic communication (pp. xx-xx).  Mahwah, NJ: Lawrence Erlbaum Associates.

	Parrilla de Kokal, M. D. (1999). “White Chocolate”: An inquiry into physical and psychological identity.  Journal of Counseling and Development. 77, 27-30. 

	Rogoff, B. (1998a).  Evaluating development in the process of participation: theory, methods, and practice building on each other. In E. Amsel & K. A. Renninger (Eds.),  Change and Development: Issues of Theory, Method, and Application (pp. 265-286).  Mahwah, N.J.:  Lawrence Erlbaum Associates, Publishers. 

	Rogoff, B. (1998b).  Cognition as an elaborative process.  In D. Cuhn and R. Siegler (Eds.),  Handbook of Child Psychology (5th Ed.).  V.2: Cognition, perception and language.  N.Y.: John Wiley and Sons.

	Rutter, M. & Hersov, L. (1985).  Child & adolescent psychiatry: Modern approaches (2nd. Ed.).  Oxford: Blackwell.

	U.S. Department of Education. National Center for Education Statistics. (2000).   America's Kindergartners, NCES 2000-070, by Kristin Denton, Elvira Germino-Hausken. Project Officer, Jerry West, Washington, DC: 2000.

	Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press. 	
	Wertsch, J. (1985). Vygotsky and the social formation of mind.  Cambridge MA: Harvard University Press. 

	West, R.P., Youn, K.R., Mitchem, K.J., Caldarella, P. (1998).  Whats happening in Utah to help students at risk for antisocial behavior?  Center for Persons with Disabilities. 21 (2), 1-12.

	Wilson, W. J.  (1987).  The truly disadvantaged: The inner city, the underclass, and public policy.  Chilcago, IL: University of Chicago Press. 

THE INTERVENTION AND RESEARCH PROGRAM FOR THE
PRESERVATION OF TOMORROW’S CHILDREN

Grant Proposal to the Hall Endowment

Year 1 Funding Budget

Personnel Resourcess	Total 
(Each line)	Funds WSU Psychology
Inkind	FundsHall Endowment	Treehouse/
Community/
Student Inkind	
Project Coord/Sup
3 hrs. @ $792 per hour x 1.22	2900	2900			
Acad Sup & Training for students involved in the intervention	5800	5800			
Treehouse
Support for use of facilities and staff	3750		750	3000	
Consultant	2150		2150		
Rsrch/Planning Faculty for assessment of program & student training	2900	2900			
Secretarial
$6 X 20 hrs. x 18 wks. x.35	2660		2660		
Translator	300		300		
Equipment & Materials					
Purchase & Distribution of Assessment to parents and teachers for children’s assessment	606		606		
Video Cam. & equipment	2220		2220		
Tutorial Mat.	1200		1200		
Office Materials & Postage	200		200		
Office space	720	720			
Phone line	150		150		
Computer/
printer	1300	1300			
Software	520		520		
Travel for Data Collection					
Families’ travel to training	1040		1040		
Other					
Teacher Assessment time reimbursement	900		900		
Child Incentives
18 wks. @ $2 per child (30 children)	1080		1080		
Parent Incentive	600			600	
Childcare during Parent training	432		432		
Criminal Bureau of Investigation for students &faculty involved in intervention	120			120	
Light refreshments for Family training nights	1500		750   	750   	
TOTAL	32648	13220	14958	4470	

Teacher time, while significant is not calculated.