This final report discusses the outcomes of an outreach project based on the validated Developmental Therapy-Teaching model that emphasizes teaching skills which foster a child's social-emotional-behavioral competence. The project assisted early childhood and local child care programs in replicating components of the model in inclusive or pull-out settings for children (birth through 8) with social-emotional-behavioral disabilities and their families. Project evaluation data indicate that 731 participants at 13 program locations received inservice assistance in implementing the model in inclusive early childhood settings. Of these, 7 sites with 281 participants requested in-depth assistance to become replication sites. Post-training focus groups revealed that these participants acquired an expanded understanding of using a developmental framework for planning activities to meet individual needs of children. Their responses also indicated increased awareness of children's unique social-emotional-behavioral needs. In post-training observations of 65 participants working directly with children at 8 sites, 81 percent demonstrated "effective" or better performance skills. Data also show that a sample of 28 children at 3 sites made statistically significant improvement in social-emotional-behavioral development during a 6-month period while their teachers participated in inservice training. Summaries of the follow-up questionnaire and of focus group responses are attached. (Author/CR)