The report describes accomplishments of a project to identify patterns of task persistence among handicapped preschoolers and the teacher behaviors that facilitate task persistence. In phase I of the project, 101 children (including 12 nonhandicapped, 57 mildly, 28 moderately, and 4 severely handicapped students) participated in an examination of the relationship between task persistence and four variables: handicapping condition, social functioning, intellectual ability, and school-related achievement. The effect of teacher behavior on task persistence in small group, large group, and free play settings was also examined. In phase II, intervention materials and procedures for teachers were developed and their effects on student achievement measured. Two extensive sets of tables give preliminary summaries of teacher and child behaviors. Revision of the materials will be completed in phase III, and long-term effects on school achievement measured. Significant increases in appropriate teacher and aide behaviors were noted along with significant increases in covert engaged behavior of the children and a significant decrease in off-task behavior. The five appendices consist of training outlines and instructions for preparing teachers to improve students' task persistence (in verbal and fine motor activities) and test-taking skill (maze test and block test). (CL)