The purpose of the present study is to design and examine the effects of a Friendship Making Skills Training with Board Game on friendship making skills of fourth grade elementary school students. An experimental design (2X2) with one training and one control group and two measurements (pre and post) was used in the present study. The participants were 18, fourth grade students from a state elementary school in Altindag province in Ankara. Data were collected by the Friendship Making Skills Assessment Scale (FMSAS) that was developed by the researcher to measure the friendship making skills of the students. The experimental group (n=9) received a nine-week friendship making skills training with board game, which was developed by the researcher, while the control group (n=9) did not receive any training. The experimental group met twice a week, for duration of 40 minutes for each session. Non-parametric analysis was conducted by using Mann-Whitney U Test and Wilcoxon Sign Tests. The results revealed that though there was no significant difference between experimental and control groups&rsquo / Friendship Making Skills Assessment Scale (FMSAS) pre-test and post-test scores, experimental group participants gained significantly higher total scores at the end of the study.

School readiness literature indicates that skills which lend themselves to readiness and success in primary school are not amongst the skills generally taught in center based care facilities. Furthermore, children enrolled in non- maternal care settings are at greater risk for developing problem behavior. To address this issue, the Preschool Life Skills (PLS) program was created as a preventative intervention to teach functional communication and social skills to typically developing children. Children diagnosed with developmental disabilities are not immune to these concerns and are also at risk for developing problem behaviors in non-maternal settings, due to insufficient instruction and contingency management. The current study aimed to evaluate and identify the dose of instruction necessary for the PLS curriculum to be a successful and efficient teaching tool for children with developmental disabilities. Twelve preschool life skills were taught to 9 participants across 4 instruction units. Instruction was provided by means of a three-tiered instructional approach, which incorporated class-wide instruction, followed by small group and individual instruction as necessary. Skills were sequentially introduced and unit probes were conducted following mastery of all 3 skills within a unit. Results indicated that the adaptations made to the original preschool life skills curriculum led to skill acquisition with all nine participants.