Stimulus overselectivity, previously described as restricted stimulus control, was examined in preschool children. Twenty-seven subjects, after being trained to respond to a two-component auditory stimulus (S+) and not to respond to a different two-component auditory stimulus (S-), were tested to determine which stimulus elements of the complexes exerted control. Subjects that met the operational definition of overselectivity were found to have exhibited a hierarchy of stimulus control. What differentiated the subjects who would not be labeled "overselective" from those who would be was the placement of S+ and S- elements within the hierarchy, not that one type of subject had restricted stimulus control and another did not. The results indicate that the current conception of stimulus overselectivity may require revision. Treatment and research implications are discussed.

Two Transition Planners, containing rating scales and open-ended questions, were developed to assist parents in planning their child's transition to elementary school. Parents of children beginning their final preschool year rated the importance of items to identify family and child transition-related needs, levels of family involvement in transition planning, and areas of both family and school responsibility. Rated very important were the parents' opportunities to participate in planning and selecting the next program and their receiving descriptions of potential programs. Parents also agreed on the importance of several teacher characteristics. Open-ended questions revealed individual differences among parents, such as specific skills that parents wanted children to work on prior to transition and ways in which schools could make the transition easier for the family.

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