The purpose of this research project was to identify patterns of task persistence among average to moderately handicapped preschoolers and the concomitant teacher behaviors that facilitate success in school, The behaviors of 101 students and 13 adults (teachers and aides) from two early childhood special education programs were observed on a daily basis. Teacher and student behaviors were coded into a series of predetermined categories. Students were also given a battery of standardized tests to measure IQ, achievement, and social maturity. These data were analyzed to identify: (a) teacher behaviors associated with a child's level of task persistence; (b) the relationship between a child's level of task persistence and his/her score on the standardized tests; and (c) possible differences in the task persistence of handicapped versus non-handicapped children.
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