This final report describes activities and accomplishments of a federally supported project in Connecticut to develop and examine the effectiveness of a social competence curriculum on the behavioral outcomes of young children (24-48 months) with disabilities and their families. Children (n=17) and their families received two years of implementation of the Play Tools for Toddlers Curriculum. This curriculum focuses on development of skills in the areas of peer group entry, conflict resolution, and maintaining play as well as skills in personal social involvement, play initiations, emotional regulation, and shared understanding. A parallel curriculum for parents emphasizes parent child interactions, family attitudes and beliefs, parent orchestrated learning opportunities, and family support. Although children in the curriculum group had higher age equivalent scores at 42 months in every subdomain than did children in a control group, these results did not reach statistical significance. The bulk of this document consists of both the toddler and family curriculums. The toddler curriculum provides details on teaching 24 target skills, including adaptations for specific disabilities. Extensive appendices present additional project information such as newsletters, agenda, the Project Procedure and Intervention Manual, and evaluation forms. (DB)