Original Research/StudyAchievement Together The Development of an Intervention Using Relationship-Based Strategies to Promote Positive Learning HabitsEarhart, James PhD, NCSP; Zamora, Irina PsyDAuthor Information University of Southern California University Center for Excellence in Developmental Disabilities at Children's Hospital Los Angeles. Correspondence: Irina Zamora, PsyD, University of Southern California University Center for Excellence in Developmental Disabilities at Children's Hospital Los Angeles, 4650 Sunset Blvd. MS#53, Los Angeles CA 90027 (email@example.com). This project was completed in partial fulfillment of the requirements of Dr. James Earhart's participation in the Clinical Child Psychology Postdoctoral Fellowship at the University of Southern California (USC) University Center for Excellence in Developmental Disabilities (UCEDD), and in the California Leadership Education in Neurodevelopmental Disabilities (LEND) Interdisciplinary Training Program. This research was partially funded by the USC UCEDD CA-LEND program and the authors express their gratitude. The authors acknowledge Alejandro Marrufo, LDG, and Deborah Akinsilo, BA, for their contributions to the development of this project. The authors also acknowledge Marian Williams, PhD, Marie Poulsen, PhD, Brad Hudson, PsyD, and Barbara Wheeler, PhD, for their support and consultation on the current research. Finally, the authors thank the participating families in their study for their time and feedback. The authors declare no conflict of interest. Infants & Young Children: January/March 2015 - Volume 28 - Issue 1 - p 32-45 doi: 10.1097/IYC.0000000000000023 Buy Metrics Abstract This pilot study describes the development and initial implementation of a treatment program that uses relationship-based techniques as a basis for promoting characteristics important in learning and emotional regulation. A case example has been included as an illustration of the theoretical framework of this intervention, along with preliminary results of therapy outcomes. This pilot intervention was designed to address the needs of diverse families in a community mental health setting. The main purpose of this intervention was to promote school readiness and adaptive characteristics in a child by improving parent–child interaction patterns during play and learning activities. These day-to-day experiences between the parent and the child were seen as part of the foundation for how a child will approach forming relationships and managing challenges in the future. Intervention methods targeted the relationship, individual child and parent factors, and the home environment. Data were collected on the parent–child relationship during play and learning activities, child behaviors observed in the home during play and learning activities, reported parental stress, and reported child behaviors. Preliminary results from this case implementation indicate that integrating relationship-based methods in the contexts of play and challenging learning activities may be an effective way to foster emotional and behavioral regulation and promote characteristics important in learning and future success. © 2015 Wolters Kluwer Health | Lippincott Williams & Wilkins.