Describes how a Chinese boy and his mother solve behavioral and learning problems using the Prereferral Intervention (PRI) process. This family faces challenges such as limited English skills, poverty, long working hours, and cultural isolation–all affecting the child’s academic success. PRI requires the single mother to assume the active role of tutor and tutee throughout the process. The parent???s role includes: participation in the pre-PRI assessment, arranging work schedules to accommodate tutoring sessions, reading instruction, a behavior management program for the child, and monitoring progress. The key to successful parent participation is work schedule flexibility. Often, intervention from school personnel is required to gain the employer???s support of the program. Positive change in the child’s life is achieved through time-consuming and intense effort exerted by the school staff and the parent.
