A new review of research tackles the effectiveness of different strategies that are meant to prepare young children, especially those with disabilities, for school. Early intervention can

have a huge effect on whether students with disabilities are ready for school, and may even help them exit special education before or soon after they enter school. In a recent review, the

U.S. Department of Education’s What Works Clearinghouse found that something called milieu teaching appears to have no discernible effects on prepping young children for school, and more

research is needed about another strategy known as play-based interventions. When teachers use strategies embedded in regular activities to prompt students to do a specific thing, it may be

key component of a familiar activity. When the child appears to > want the item, the adult makes eye contact with the child. The adult > may simply look expectant,anticipating the 

child's asking for the > item. If the child makes the request (i.e. is able to produce the > target skill), then he or she is praised by the adult and receives > the item along

 with social praise. If he or she does not respond > appropriately, then the adult may try one or more of a variety of > prompts, usually starting with the least intrusive. These 

include: > providing the child with a natural prompt ('What do you want?'), > explicitly asking the child to make the request ('Make the sign' or > 'Point 

to the picture'), modeling the request for the child, or > physically guiding the child in making the request. ... When the > child has produced the target skill using whatever 

assistance was > necessary, he or she receives the item along with social praise. It > is usually not a good idea to use too many prompts because this can > confuse the child, or 

make the child prompt-dependent. ..." The What Works Clearinghouse said it looked at 161 studies about milieu teaching, finding only one that met its criteria for research. Based on

that study of 40 preschool children with developmental delays in Davidson County, Tenn., the WWC said there just isn’t enough evidence out there to vouch for milieu teaching. The agency also

looked at research about play-based interventions. These are described as “practices designed to improve socioemotional, physical, language, and cognitive development through guided

interactive play.” (Please share an example if you have one.) An interventionist uses strategies to sustain and encourage child play activities, WWC says. “Through the use of appropriate

play materials and the direction of the interventionist, the goal is for young children with disabilities to be better able to explore, experiment, interact, and express themselves.” But

does it work? A review of more than 60 studies from the past two decades found that none met the WWC’s criteria for quality research, (something that’s been lamented in the past). The agency

says still more research is needed.