STP-PreK | S.E.L.F.-Regulation Lab | Florida International University | FIU

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STP-PreK

The Summer Treatment Program for Pre-Kindergarteners (STP-PreK) offered by the Center for Children and Families at FIU is designed for children entering kindergarten. Funded by The Children’s Trust and previously by the Institute of Educational Sciences, the program is based on the award-winning comprehensive research-based Summer Treatment Program (STP) for elementary-aged children.

Children engage in a variety of recreational and classroom activities, embedded within an 8-week therapeutic summer day camp setting.

The STP-PreK employs a high staff-to-child ratio of 1:3, implemented by trained counselors and educational specialists. Staff are supervised by doctoral level psychologists at the Center for Children and Families, an organization with more than 25 years of experience in helping children succeed at home and school.

The STP-PreK Program runs from mid-June through mid-August, weekdays from 8:30 a.m. to 4:30 p.m

Program Goals
- Develop problem-solving and social skills to improve friendship
- Improve academic skills needed to succeed in kindergarten
- Improve ability to focus and follow classroom rules and routines
- Improve emotional functioning, self-control skills and self-esteem
- Build a positive attitude towards learning and school
- Build independent organizational and self-care skills
- Build teamwork, good sportsmanship and basic sport skills
Parenting Strategies Group
Parents will participate in weekly evening meetings and learn strategies to improve children’s behavioral and emotional functioning as well as promote school readiness. The curriculum is based on our School Readiness Parenting Program which includes components adapted from the internationally recognized Parent-Child Interaction Therapy (PCIT) program. The program will provide parent skills to be ready for kindergarten including techniques to:
- Reduce problem behaviors
- Promote learning and academic success
- Promoter better communication with their children
- Work effectively with teacher to maximize long-term school success
Daily Program Components
Pre-Kindergarteners participate in a variety of activities during the day.

Behavior and Attention Development

A positive behavioral system is implemented throughout the day aimed at helping children adjust to the classroom rules and structure expected in kindergarten including following teacher directions, remaining in assigned area, and staying focused on their work.

Literacy and Academic Development

Children participate in large and small group learning activities focused on age-appropriate literacy and numeracy skills. They also participate in science and art activities.

Social Skills and Emotional Development

Children participate in daily social skills/emotional development activities focused on teaching them how to work, play and communicate positively with classmates. they also learn positive-problem solving and coping skills.

Teamwork and Sports Skills Development

Children participate in daily sports activities teaching the fundamentals of team sports (tee-ball, kickball, and soccer), as well as good sportsmanship.
How to Apply & Eligibility
How To Apply

To learn the dates of the upcoming program and to initiate the application process, interested parents or professionals should call the Center for Children and Families at 305-348-1833 or visit the CCF's website: Center for Children and Families. Enrollment is limited, and parents are encouraged to apply as early as possible.

Eligibility

The program is open to children entering Kindergarten during Fall, with behavioral, attention, and/or emotional difficulties in preschool and/or currently have behaviors that are challenging to manage at home or school.

An initial assessment will be performed to determine in your child will benefit from this summer program. Referrals can be made by school personnel, mental health professionals, physicians, or parents.
Publications from the STP-PreK
Published Papers

*Ros-DeMarize, R., Garcia, A., & Graziano, P. A. (2022). The Impact of Parental ADHD Symptoms on Parenting Practices and Stress After Behavioral Intervention: Comparisons across Co-occurring Presentations. Journal of Child and Family Studies, 1-11.

Gregg, D. E., Hart, K. C., Vaquerano, S., Cuervo, S., Suarez, M., & Graziano, P. A. (2021). Multidisciplinary Early Intervention for Preschoolers with Externalizing Behavior Problems and Language Impairment: Results from an Open Trial. Journal of Psychopathology and Behavioral Assessment, 43(3), 506-517.

*Hare, M. M., Garcia, A. M., Hart, K. C., & Graziano, P. A. (2021). Intervention response among preschoolers with ADHD: The role of emotion understanding. Journal of school psychology, 84, 19-31.

*Hare, M. M., & Graziano, P. A. (2021). Treatment response among preschoolers with disruptive behavior disorders: The role of temperament and parenting. Journal of Clinical Child & Adolescent Psychology, 50(6), 950-965.

*Ros-Demarize, R., & Graziano, P. A. (2021). Initial Feasibility and Efficacy of the Summer Treatment Program (STP-PreK) for Preschoolers With Autism Spectrum Disorder and Comorbid Externalizing Behavior Problems. Journal of Early Intervention, 43(1), 60-79.

Hart, K. C., Maharaj, A. V., & Graziano, P. A. (2019). Does dose of early intervention matter for preschoolers with externalizing behavior problems? A pilot randomized trial comparing intensive summer programming to school consultation. Journal of School Psychology, 72, 112-133.

*Landis, T. D., Hart, K. C., & Graziano, P. A. (2018). Targeting self-regulation and academic functioning among preschoolers with behavior problems: Are there incremental benefits to including cognitive training as part of a classroom curriculum?. Child Neuropsychology, 1-17.

Graziano, P. A., *Ros, R., Hart, K. C., & Slavec, J. (2018). Summer treatment program for preschoolers with externalizing behavior problems: A preliminary examination of parenting outcomes. Journal of abnormal child psychology, 46(6), 1253-1265.

Graziano, P. A., & Hart, K. (2016). Beyond behavior modification: Benefits of social–emotional/self-regulation training for preschoolers with behavior problems. Journal of school psychology, 58, 91-111.

Graziano, P. A., Slavec, J., Hart, K., Garcia, A., & Pelham, W. E. (2014). Improving school readiness in preschoolers with behavior problems: Results from a summer treatment program. Journal of Psychopathology and Behavioral Assessment, 36(4), 555-569.