The main service of this project involves early identification of underdeveloped or abnormal behavior characteristics in the preschool-age child and the initiation of an educational treatment plan which ameliorate the developmental problem. Identification of disabled children is made by the two project diagnosticians in nursery schools and Head Start classes and through referrals from physicians, psychologists, parents, social workers, and community agencies involved with preschool children. Sixty-five children were in the special treatment programs this year. Forty of the more severely disabled were enrolled in one of four special daily classes and received prescribed instruction from two teachers assisted by two aides. The other 25 received training at home from their parents under the supervision of the diagnosticians. Diagnosis involves attention to four syndromes which provide a broad base for interpreting a child's deficit behavior. The syndromes include the visual perception functions, the visual motor functions, and all aspects of auditory function which primarily affect speech and language capabilities. The data indicate that the program has had beneficial effects. Children have gained in IQ scores and show good progress in readiness scores at the end of kindergarten. First-grade achievement scores were lower than readiness prediction, indicating that the children are losing ground once intensive treatment has ceased. Teachers' reports show gains in performance on tasks associated with learning disabilities, and parent questionnaires showed highly favorable opinions of the program. (Author/KM)