Award-winning writers Barbara Kaiser and Judy Sklar Rasminksy have penned the most up-to-date resource for pre- and in-service teachers struggling with the answers to understanding, preventing, and addressing challenging behavior in primary grades and in preschools or child care centers in Challenging Behavior in Young Children: Highlighting the importance of relationships, the revised edition provides new background information and additional research-based strategies to enable pre-service and practicing teachers and child care staff to understand, prevent, and respond effectively to challenging behavior. The text stresses that every child has some kind of special need, especially children with challenging behavior, and prevention is the best intervention. The authors have also added material on inclusion, autism, culture, and dual-language learning, as children with disabilities, children from diverse families, and children who speak languages other than English join the classroom mix in greater numbers.
In-service providers and others who conduct staff development activities should find them especially useful in sharing information with professionals and parents. The Briefs include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.
Time-out is a form of discipline that can be effective in reducing challenging behaviors in young children. Children are removed for a brief time from all sources of reinforcement e.
Usually this strategy requires that a child be removed from an ongoing activity for a brief time, typically by having the child sit on the outside of the activity within the classroom until the child calms down and is ready to rejoin the activity and try again. Time-out is only effective when used in the context of a comprehensive approach to behavior support that is designed to teach, nurture, and encourage positive social behaviors.
Time-out should be used only by well-trained teachers and caregivers when less intrusive discipline procedures have been tried and deemed unsuccessful and only in combination with positive procedures designed to teach new skills and prevent challenging behaviors from occurring please refer to other CSEFEL What Works Briefs for effective practices for preventing behavior problems.
Effective management of behavior should always start with praise and encouragement for prosocial behaviors and self-regulation and be accompanied by distraction, redirection, withdrawal of attention, and logical and natural consequences.
Although time-out has been demonstrated to be effective in some situations, it should not be overused and should be reserved for high-intensity behaviors such as aggression toward peers and adults and destructive behavior. Because of a lack of evidence to support its use with very young children as well as the research on the social-emotional development of very young children, the use of time-out with infants and young toddlers is not recommended.
We would like to acknowledge the input of the following individuals: Time-out is one option to include in a comprehensive approach for addressing these serious challenging behaviors when less intrusive methods are unsuccessful. A comprehensive, positive approach should include the following: It is critically important that every child feels valued by the adults in the classroom.
A caring relationship between the adult and the child serves as a foundation for teaching behavior expectations and social skills.
Adults must be generous with their approval of the child, providing positive feedback to the child and building an affectionate relationship. When children feel liked and valued by adults, they are more motivated to seek adult attention in positive ways and accept adult guidance.
Children who have positive and caring relationships with their caregivers are able to acquire the skills and understanding they need to regulate their emotions and behavior. Using Classroom Preventive Practices.
Providing children with structure and guidance for appropriate behavior can minimize problem behavior. Preventive practices such as organized play environments, predictable activities, planned transitions, appropriate materials, opportunities for choice, and adult support for peer interactions minimize the likelihood that children will engage in problem behavior.
For many young children, a group care setting is their first experience with a large group of same-age peers. The opportunity to play and work with a group of children also brings challenges related to social problem solving, friendship development, conflict resolution, and the expression of emotions.
It is important to provide children with explicit and repeated instruction on the social and emotional skills needed for social competence. Effective teaching includes careful planning, the provision of multiple meaningful learning opportunities, promoting prosocial behavior, and the use of guidance procedures such as redirection and planned ignoring to assist children as they navigate the development of social relationships with peers and adults in the classroom.
Individualizing Behavior Intervention Efforts. Young children may engage in a variety of problem behaviors such as hitting, biting, and hair pulling.
For many young children, these behaviors are developmentally expected and serve as opportunities for the adult to guide the child to learn the appropriate behavior for a specific situation. In this manner, the intervention is designed based on the unique, individualized needs of that child.
The intervention can also be used when the child engages in persistent problem behavior that is not developmentally expected for example, a 3-year-old who is aggressive to get toys or objects or a 4-year-old who cries and whines for adult attention.
By understanding and recognizing the purpose or function of the problem behavior, a teacher can select an appropriate intervention strategy. The teacher may initiate this process based on his or her observations of and interactions with the child.
When the behavior persists, the intervention planning process should include not only the teacher or caregiver but also the family, program administrator, and mental health consultant when possible. Teaching Children Replacement Skills.challenging behavior in young children: understanding, preventing, and responding effectively, third edition “An invaluable guidebook .
In this third edition, Kaiser and Rasminsky fulfill the promise of the book’s title by providing an eminently readable foundation for teachers to understand, prevent, and respond effectively to Reviews: 1.
Award-winning writers Barbara Kaiser and Judy Sklar Rasminksy have penned the most up-to-date resource for pre- and in-service teachers struggling with the answers to understanding, preventing, and addressing challenging behavior in primary grades and in preschools or child care centers in Challenging Behavior in Young Children: Understanding Reviews: Children born in families with non-medical risk factors, such as deprivation, have higher odds of preterm birth ((Source: BMC Health Services Research) Postnatal screening and care for non-medical risk factors by preventive child healthcare in deprived and non-deprived neighbourhoods.
Fragrance Books Inc. @srmvision.comerbook. com Dark Side of Fragrances Glen O. Brechbill FRAGRANCE BOOKS INC. srmvision.com New Jersey - USA. Understanding and Responding to Challenging Behaviors Understanding Challenging Behaviors “Any behavior that interferes with children’s learning and development, is harmful to children and to others, and puts a child at risk for later social problems or school failure.”.
Challenging behavior in young children is an issue for many teachers. Challenging behavior is any behavior that interferes with the child’s optimal development, learning, or play (Dunlap et al., ).