Special education teachers at the graduate level developed a model noncategorical preschool program for five normal or severely handicapped children which incorporated parent training and behavioral research. The staff assumed such tasks as designing classroom/clinic/observation areas, arranging for materials, training parents, and attending meetings. For each of the five students, 4- to 6-years-old, who were normal or had handicaps of oppositional behavior, Down's syndrome, physical and speech handicaps, or autism, assessments were made according to functional areas, skills, and personal-social characteristics. A curriculum involved gross, fine, and perceptual motor training; color and shape discrimination; letter, number, and word recognition; and creativity expression. Behavior modification procedures included primary, (candy or cookies), and secondary reinforcement (praise, or hugging); continuous music; and timeout. Parents learned through observing children, taking a behavior management class, recording behaviors, and teaching. Data indicated that the five children acquired from 14 to 27 skills; that four children attained a minimum of two out of five competency levels for each of seven developmental areas; that four children achieved full competency in one developmental level. Data indicated directions for an experimental research design, and support for early intervention, parent training, and individualized programs. (MC)