Abstract
This study investigated the impact of adult modeling and encouragement in prosocial homeand school-based interventions on preschool children's cooperative behavior. Forty-eight preschool children were assigned to either a home-based intervention, a schoolbased intervention, or a controL. Cooperative behavior was assessed using videotaped situational tests at three times: pretest, posttest, and 6-week follow-up. Both interventions led to increases in cooperative behavior. Implications for family professionals are discussed.
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