The Effectiveness of a Multidisciplinary Intervention to Improve School Readiness in Children with Developmental Concerns: Children's Skill Development and Parent Perspective

A multidisciplinary intervention to improve school readiness in pre-school children with developmental concerns was examined. Seventeen children attending the "School Ready" program, their parents, and pre-school teachers participated in this quasi-experimental study with two data collections points. Results indicated decreased social disruption as assessed by the Penn Interactive Peer Play Scale, increased motor and process skills as assessed by the School Assessment of Motor and Process Skills, improved language skills as assessed by the Pre-School Language Scales-4 (raw scores), and improved parent perception of readiness for school as assessed by a questionnaire developed for the purpose. This article can inform future practice and research in this area.