Preparing young children for kindergarten is an important task. There are many skills that need to be learned. Simple everyday school and daily living tasks are kindergarten readiness skills that need to be taught. Many preschool students struggle to learn these skills unless taught directly. There are a sufficient number of interventions that have been used to teach various skills to students, but few have been identified as evidenced-based practices for teaching skills to at-risk preschool students in the classroom. Literacy based behavioral interventions (LBBI) (Bucholz, Brady, Duffy, Scott, & Kontosh, 2008) are a class of intervention that have been found to be effective to teach a variety of skills. This type of intervention consists of a combination of sequenced visuals and words to either teach a new skill and/or increase or decrease a behavior. Several studies have shown that a storybook LBBI is an effective intervention for teaching new skills including daily living skills, but to date only one study has looked at the effects of a storybook LBBI with preschool children who are at-risk (Hall, Brady, & Morris, 2017). This study expanded the storybook LBBI literature by exploring the effect of small group-delivered storybook LBBIs on preschool students who were at-risk and struggling to learn basic kindergarten readiness skills. Using a multiple baseline design across skills, this study examined the effectiveness of using LBBIs delivered in a small group to teach kindergarten readiness skills and the children’s ability to maintain and generalize these skills. Four preschool students were taught three skills including cutting with scissors, using liquid glue, and matching. Data were collected on the steps correct and independent on the task analysis for each skill. The results found an increase in skill acquisition with students learning the new skills and maintaining those skills after the removal of the LBBI. Students were also able to generalize these new skills to novel materials. Implications for research and practice are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection