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Prevention and Intervention with Young Children's Challenging Behavior: Perspectives regarding Current Knowledge
Abstract
Challenging behavior exhibited by young children is becoming recognized as a serious impediment to social-emotional development and a harbinger of severe maladjustment in school and adult life. Consequently, professionals and advocates from many disciplines have been seeking to define, elaborate, and improve on existing knowledge related to the prevention and resolution of young children's challenging behaviors. Of particular concern for the field of behavioral disorders is the lack of correspondence between what is known about effective practices and what practices young children with challenging behavior typically receive. To increase the likelihood that children receive the best of evidence-based practices, the current analysis was conducted to provide a concise synthesis and summary of the principal evidence pertaining to the presence and impact, prevention, and intervention of challenging behaviors in young children. A consensus building process involving review and synthesis was used to produce brief summary statements encapsulating core conclusions from the existing evidence. This article presents these statements along with descriptions of the strength of the supporting evidence. The discussion addresses directions and priorities for practice and future research.
... As examined in several countries, early identification and intervention are essential in increasing positive results among children, especially the pre-school children aged from three to five years (Dunlap et al., 2006;Fantuzzo et al., 1999;Smith-Donald et al., 2007). However, early diagnosis of ASD remained limited in Arab countries, such as Saudi Arabia, as highlighted by Al-Zaalah et al. (2015). ...
... Several studies identified pre-school teachers' lack of knowledge and skills as one of the factors in the management of behavioural problems in ASD (Dunlap et al., 2006;Fox & Smith, 2007). Pre-school teachers should improve their skills to observe the track growth of children and their behavior. ...
... Several studies suggested that pre-school teachers' beliefs, perceptions, knowledge, selfefficacy, and skills related to challenging behaviour in ASD among young children could influence their identification and referral decisions (Dunlap et al., 2006;Fantuzzo et al., 1999;Kauffman, 1999;Powell et al., 2007). This study was performed to explore how pre-school teachers could acquire the ability to identify children with autism and refer those suspected with ASD to specialists while working with the children's parents. ...
Being a developing country, there are a few services centers in Yemen for children with ASD; access to services is further impeded by ignorance about this kind of disorder, negative beliefs, and stigmatizing attitudes towards affected children and their families. To increase access to services, care provision is decentralized through task-shifted care by pre-schools workers, such as pre-school teachers (PSTs). The purpose of this study is to evaluate the effect of ASD.EM on pre-school teacher’s knowledge, belief, identification skill and self-efficacy to identify children with ASD in Taiz Yemen.
mixed method included questionnaires and open-ended questions was utilized to investigate the impact of ASD.EM on PSTs’ Knowledge (K), Belief (B), Self-Efficacy (SE), and Identification Skills (IS) to identify children with ASD. Cluster randomized trial was used to select 120 PSTs to answer the K, B, SE questionnaires. Participants were randomized for experimental groups (EG=60) and control group (CG=60). Then, forty participants (EG=20, CG=20) were randomly selected from the total sample (120 PSTs) to answer IS open-ended questions. The educational module ASD.EM consists of four structure units divided into 10 sessions with the range of 20 hours. It was implemented to the experimental group while the control group received another educational program related to career development (playing learning strategy) for 20 hours. Data were first collected from the Pre-test and then from the post-test after immediately finishing the ASD.EM sessions. Then, after one month of giving the post-test, data were gathered for a follow-up test. General linear model (GLM) repeated measure was used to compare between group EG &CG in K,B,SE. While, Multivariate analysis of covariance (MANCOVA) was used to assess the effect of ASD.EM on PSTs’ K,B,SE after controlled the covariate variable . Also, the researcher used theme analysis (TA) to explore the PSTs responses for open-ended questions. Data were analysed using SPSS version 25.0 with level of significance at 0.05. The result showed that the EG showed more significant improvement in PSTs K, B, SE than CG. That is, K mean did not differ between EG and CG at pre-test; (mean=82.08 (6.179) vs 81.45 (4.986), F (.618) P=.538). However, in the post-test and follow up test, the EG had a greater increase in PSTs’ K between the groups; for post-test (mean=102.82 (6.329) vs 80.85 (4.547), F (21.836) P=0.001) and for follow up test (mean=103.08 (5.334) vs 81.55 (3.899), F (25.246) P=0.001). B mean did not differ between EG and CG at pre-test (mean=56.67 (7.476) vs 57.20 (7.702), F (-.385) P=.701). However, in the post-test and follow up test, the EG had a greater increase in PSTs’ B between the groups; for post-test (mean=65.13 (3.534) vs 56.40 (7.265), F (8.373) P=000) and for follow up test (mean=65.25 (3.690) vs 56.58 (6.953), F (8.528) P=000). SE mean did not differ between EG and CG at pre-test (mean=40.08 (4.256) vs 39.90 (3.948), F (.245) P=.807). However, in the post-test and follow up test, the EG had a greater increase in PSTs’ SE between the groups; for post-test (mean=51.00 (3.086)) vs 40.22 (4.499), F (15.310) P=000), and for follow up test (mean=50.05 (2.752) vs 40.38 (4.614)), F (13.937) P=000). In contrast, MANCOVA results showed no statistically significant difference on PSTs’ K, B, SE based on demographic variables (educational level, teaching experiences) after controlling the covariate variable. Besides, three themes have emerged from the thematic analysis: (I)Ability to identify and name children with ASD, (ii) Ability to describe a child's behavioural problem, and (iii)Decision- recommending for referral to the specialist. Therefore, the findings, confirmed that the ASD.EM effectively improved PSTs’ knowledge, belief, self-efficacy, identification skills to identify children with ASD in Taiz, Yemen.
... These problem behaviors include self-injurious behaviors (SIB), aggression toward others, tantrums, and property destruction (Baker et al., 2002;Raya, 2017;Righi, 2018). The persistence of these problem behaviors, combined with delayed development in communication/social skills, has long-lasting consequences for persons with ASD, including peer rejection, academic failure, and social maladjustment (Dunlap et al., 2006;Crowe & Drew, 2021;Raya, 2017;Righi, 2018). ...
... Preliminary results for very early ASD interventions have noted improvements primarily in toddler social-communication (e.g., Kaiser and Roberts, 2011;Watson et al., 2017;Whitehouse et al., 2019Whitehouse et al., , 2021. These early interventions, however, have shown limited effects on early problem behavior, with only a handful of studies with toddlers demonstrating small collateral effects (Dunlap et al., 2006;Harrop et al., 2017;Peck et al., 1996). ...
... The results from the initial teaching phase of this study are similar to findings of previous studies involving young participants with autism (e.g., Dunlap et al., 2006;Wacker et al., 2013) adding to the literature base highlighting the effectiveness of FCT for very young children with EPB. This Fig. 1 Results of FCT intervention is particularly notable considering that problem behavior tends to emerge within the first year to 2 years of life (Horner et al., 2002). ...
Objective
Problem behavior typically emerges in early childhood as part of human development. Current approaches to intervention wait to see if child maturation will naturally lead to reduction of behavior. However, for children at-risk for autism, there is may be a need to provide intervention during this early phase to prevent escalation of problem behavior and promote functional communication. Functional communication training (FCT) is an evidence-based intervention that consists of identifying the function of problem behavior, and teaching a functional communication response (FCR) that serves the same function as the problem behavior. In this study, researchers evaluated the use of FCT to teach toddlers at risk for autism to appropriately request for caregiver attention instead of engaging in early problem behavior (EPB) when the caregiver withdrew their attention.Methods
Four children participated in this study. Researchers used a non-concurrent multiple baseline design to evaluate the effects of FCT on participant FCR and EBP. Sessions occurred twice a week for up to 15 weeks.ResultsEPB decreased for all participants from 100% of trials in baseline to 0% of trials in intervention. The use of functional communication increased in all participants from 0% of trials in baseline to 100% of trials in intervention. Two of the four participants maintained their treatment gains during the reversal phase.Conclusions
This study replicates previous FCT research by extending the evidence-based practice to very young children (under 3 years old) who meet criteria to be identified as at-risk for autism.
... Early and preschool children are usually unable to verbalise the difficulties that they face on their own, which then tends to manifest into inappropriate behaviour that is recognised by those close to them. Researchers describe these behaviours using different terms, including challenging behaviours (Dunlap et al., 2006;Emerson & Einfeld, 2011), behavioural problems (Mikas, 2007;Prykanowski, Martinez, Reichow, Conroy, & Huang, 2018), as well as social-emotional problems (Brown et al., 2012). These behaviours interfere with or are at risk of interfering with optimal learning or participation in a child's social interactions with other children and adults (Smith & Fox, 2003). ...
... Slaganja su veća kada se radi o lakše uočljivim problemima, a roditelji u pravilu izvještavaju o većoj prevalenciji pro-ly important for the prevention of long-term adverse developmental issues, especially because it has a positive and long-term impact on the achievements, progress, and psychosocial development of children living in unfavourable family and social circumstances (Taggart, Sylva, Melhuish, Sammons, & Siraj, 2015). The risk of developing behavioural problems is reduced if the child grows and develops in a quality environment: such environments contribute to the development of the child's social competencies (Dunlap et al., 2006). Furthermore, the lack of timely recognition of behavioural problems can lead to an increase in their severity and intensity (Dunlap et al. et al., 2006;Beyer, Postert, Müller, & Furniss, 2012;Sutherland et al., 2018). ...
... The risk of developing behavioural problems is reduced if the child grows and develops in a quality environment: such environments contribute to the development of the child's social competencies (Dunlap et al., 2006). Furthermore, the lack of timely recognition of behavioural problems can lead to an increase in their severity and intensity (Dunlap et al. et al., 2006;Beyer, Postert, Müller, & Furniss, 2012;Sutherland et al., 2018). The period up to the child's sixth year of life is crucial for the prevention of adverse developmental outcomes, including the development of behavioural problems (Reid, Littlefield, & Hammond, 2008;Hartas, 2011;Glascoe, 2015;Kruizinga, 2015;Vlah et al., 2018;Teekavanich, Chantaratin, Sirisakpanit, & Tarugsa, 2017;Uğur, Yürümez, & Yılmazer, 2019). ...
Problemi u ponašanju djece rane i predškolske dobi povezani su s kasnijom socijalizacijom, prilagodbom na školu, školskim uspjehom i drugim obrazovnim postignućima u adolescentskoj i odrasloj dobi, što ukazuje na važnost pravovremenog prepoznavanja odstupanja od uobičajenog psihosocijalnog funkcioniranja i ponašanja djece. Poznato je da je za prevenciju nepovoljnih razvojnih ishoda, uključujući razvoj problema u ponašanju, ključno razdoblje do šeste godine djetetova života. Cilj je ovog istraživanja analizirati pojavnost problema u ponašanju djece rane i predškolske dobi u Republici Hrvatskoj s obzirom na spol i razvojni status djece, na temelju procjena roditelja i odgojitelja. Procijenjeno je ponašanje 447 djece u dobi od pet i šest godina u 10 hrvatskih programa ranog i predškolskog odgoja i obrazovanja. Utvrđeno je da s učestalošću manifestiranja problema u ponašanju opada njihov udio u populaciji te da izražajnije probleme u ponašanju prema procjenama odgojitelja manifestira 7%, a prema procjenama roditelja 9% djece rane i predškolske dobi. Na uzorku ovog istraživanja nisu utvrđene razlike u procjenama učestalosti manifestiranja internaliziranih problema u ponašanju između dječaka i djevojčica, ali se pokazalo da odgojitelji i roditelji češće procjenjuju prisutnost eksternaliziranih problema u ponašanju kod dječaka u odnosu na djevojčice. Odgojitelji i roditelji procjenjuju da djeca s teškoćama u razvoju u odnosu na djecu tipičnog razvoja češće manifestiraju internalizirane probleme u ponašanju, dok razlike u procjenama učestalosti manifestiranja eksternaliziranih problema s obzirom na razvojni status djece nisu utvrđene. Ovim istraživanjem potvrđuju se mogućnosti ranog prepoznavanja problema u ponašanju djece i ukazuje se na relevantnost i povezanost procjena ponašanja djece od strane njihovih roditelja i odgojitelja.
... est need for support and most will say dealing with children's challenging behavior (Dunlap et al, 2006). This should come as no surprise given challenging behavior can disrupt child learning, set children on a downward behavioral spiral, and result in teachers feeling inadequate and hopeless (Dunlap et al., 2006;Hemmeter, Fox, & Hardy, 2016;Strain & Timm, 2001). ...
... est need for support and most will say dealing with children's challenging behavior (Dunlap et al, 2006). This should come as no surprise given challenging behavior can disrupt child learning, set children on a downward behavioral spiral, and result in teachers feeling inadequate and hopeless (Dunlap et al., 2006;Hemmeter, Fox, & Hardy, 2016;Strain & Timm, 2001). Children's challenging behavior can lead adults to engage in harsh and harmful practices such as time out, ridicule, suspension, and expulsion (U.S. ...
... Behaviour problems experienced at an early age are a huge inhibitor of social-emotional improvement and are believed to be the courier of severe disharmony in a child's academic life and adulthood (Campbell, 1995;Dunlap et al., 2006). Research proves that children with behaviour problems have low social abilities and peer acceptance (Ladd et al., 1988;Olson & Rosenblum, 1998) and are rejected by their peers (Hanish & Guerra, 2002). ...
During the early stages of childhood, educators play a pivotal role as influential figures in a child’s life. The dynamic between teacher and child holds the potential to either foster or jeopardize the child’s developmental trajectory. The present study investigated the predictive role of teacher-child relationships in behavior problems for Turkish children. A predictive correlation design was used in this study. Eight preschool teachers rated the quality of their relationships with 138 children aged 4–6 years and their externalizing and internalizing problem behaviors. Findings revealed that the quality of the teacher-child relationships was a significant predictor of both externalizing and internalizing problems. Closeness in teacher-child relationships is associated with a decrease in children’s externalizing and internalizing behavior problems. Conflicts in teacher-child relationships, in contrast, have been linked to increased problem behaviors exhibited by children. Notably, conflict emerges as a more influential predictor for externalizing behavior problems, whereas the level of closeness exerts a more substantial influence on internalizing behavior problems. Findings provide new perspectives on how teacher-child relationship patterns affect children’s behavior problems in Turkey context.
... According to Dunlap et al. (2006), children exhibit challenging behaviour because they have deficits in communication and social skills. This is commonly observed in children with disabilities. ...
... Les enfants d'âge préscolaire qui développent des problèmes de comportement de type externalisé ont plus risque de présenter des profils défavorables au cours de leur parcours : difficultés scolaires, interactions parents-enfant conflictuelles, rejet par les pairs (Caspi et al., 1996 ;Reid & Patterson, 1989 ;Stevenson & Goodman, 2001). Ces troubles représentent un enjeu sociétal important ayant des conséquences socio-économiques significatives en ce qui concerne les services de santé mentale et les services sociaux, l'éducation ou encore dans l'application des lois (Dunlap et al., 2006 ;Nock & Kazdin, 2005). Une prise en charge prenant en considération les caractéristiques de l'enfant mais également les facteurs familiaux est recommandée par les différentes instances telles que la NICE (National Institute of Health and Care Excellence) et l'OMS (Organisation Mondiale de la Santé). ...
This review examines the effects of preterm birth on a child’s development
of externalizing behavioural problems such as opposition, defiance,
or verbal or physical aggression that may lead to oppositional
defiant disorder or conduct disorder. Gestational age has an important
influence on the emergence of these behaviors, but other factors such as
parent-child interactions, parenting practices, and socioeconomic status
have a significant impact. Most studies agree on the presence of externalized
behavioral disorders in this population, but the results have some
methodological limitations and further studies are needed to establish
more precise behavioral profiles considering the interaction of intrinsic
and environmental factors.
... Function-based strategies (i.e. Tier 3 supports) are evidence based and have been shown to improve student outcomes over other interventions (Division for Early Childhood of the Council for Exceptional Children, 2014; Dunlap et al., 2006;Ingram et al., 2005). ...
Early childhood teachers receive some training related to overall classroom management but report receiving little training and support when working with children who engage in challenging behaviour. To alleviate the barriers to supporting students who engage in challenging behaviour, it may be helpful to implement a technology tool that provides early childhood teachers with evidence-based prevention and intervention supports for their students. One such tool, the Family Behavior Support App (FBSApp), has been previously used with families of young children who engage in challenging behaviour. The FBSApp has been shown to be effective in increasing families’ use of strategies, but the effects of the app in educational settings are currently unknown. The purposes of this single-case study are to see if there is a functional relation between the use of the FBSApp-created behaviour plan and teachers’ use of function-based behaviour strategies, as well as teachers’ perceptions of the FBSApp.
... Children with developmental disabilities who engage in challenging behavior at school are at risk for many undesirable outcomes such as limited access to educational services, community activities, and peers or referral to more restrictive settings (Dunlap et al., 2006;Newcomb & Hagopian, 2018;Strain et al., 2011). They may also experience crisis procedures such as restraint, exclusionary time out (i.e., seclusion), or application of protective equipment, which may increase the risk of injury or trauma (Horner et al., 2002;McGill et al., 2009). ...
There are several considerations to address when conducting functional communication training for challenging behavior in a school setting, such as the need for schedule thinning and maintenance across staff and the need to establish a variety of appropriate classroom skills. There are several strategies for conducting schedule thinning following functional communication training and for transferring effects across people or settings. However, there are few examples of these processes in natural settings with relevant caregivers and with long‐term maintenance of effects. We implemented a functional assessment and skill‐based treatment process with six children with autism in a specialized school setting and extended treatment until challenging behavior was reduced to near‐zero levels across multiple staff and settings. Follow‐up data indicate that effects were still observed 1 year posttreatment and the use of crisis procedures (e.g., physical restraint) was eliminated for all participants.
... The journaling completed by the participants can provide a reflection on the improvement of the apprenticeship programme and the pedagogical experiences. The intended use of a reflective journal is a chance for me to hear the voices of the participants which offers an insight into the experience they had as part of their learning (Dunlap et al., 2006). The participants were asked to document any key points that they felt were not given time in the interviews or focus groups. ...
There is a paucity of research exploring learning and pedagogy in the Early Years workplace. This thesis addresses that gap by exploring how learning and pedagogy are differently experienced by early years trainees pursuing a Level 3 early years apprenticeship and a full-time diploma early childhood programme. Bronfenbrenner’s ecological systems theory provides the theoretical framework for this qualitative study, which was predicated on the belief that knowledge is gained from practice through experiences of the learner within the ecological theory model and that further development is built upon interactions within the workplace. Eight early childhood practitioners participated in the study, which adopted a case study approach and utilised a range of methods including on-line interviews, focus-groups, observations, and reflective diaries contributed by the participants.
The study illustrates how potential work-based learning opportunities are mediated by the type of learning programme pursued by trainees, also demonstrating how early childhood practitioners with a stronger learning orientation achieve higher levels of work-based competence/expertise of being an early years professional. Colleagues and supervisors' social support within practice was found to play a significant role in job competence/expertise, highlighting the need for highly trained practitioners within the area of early childhood. Related to this, the study found that the role of the ‘third teacher’, or learning within the early years workplace environment, is significant in outcomes for trainees in the Early Years sector. The informal relationships that the trainee professional makes with other colleagues is based on the findings of this research, which has given a new idea to how early years professionals are learning whilst undertaking their training courses. The thesis clearly argues that there is a change in what is meant by the third teacher and reconceptualises what it means, regarding early years work-based learning.
It concludes that there are significant differences in the work-place learning opportunities offered to trainees on different programmes, and that the importance of developing informal connections with early years colleagues provides the basis for work-based learning in Early Years training.
... The environmental adjustment methods learned by the participants might have prevented the children's problem behavior from occurring. 47,48 Practitioners delivering online programs are recommended to resolve technical issues and prepare the implementation environment. 49 All items related to the acceptability of TUPT-ON had a mean rating higher than 3 in all sessions. ...
Background Parents residing in the community have children with diverse neurodevelopmental disorders. Thus, developing online parent training that is effective for various types of neurodevelopmental disorders, not just for a single one, is essential. This study investigated the effects of real-time online group parent training developed for parents of children with various neurodevelopmental disorders.
Methods Twenty-two parents (two males and 20 females) of children with diagnosed or suspected neurodevelopmental disorders participated. We developed real-time online group parent training based on the Tottori University parent training (TUPT-ON), which can be implemented online as a pilot study. Parenting stress, parenting attitudes, mental health, and children’s inappropriate behavior scores were measured before and after the intervention and analyzed using paired t–test.
Results The average participation rate was 75.5%, and the average homework submission rate was 66.6%. The intervention significantly improved parents’ quality of life and negative parenting. Moreover, significant improvements were found in the total problems age-standardized scores (T-scores) of the Child Behavior Checkl List in participants’ children. In response to five questions about the acceptability of our online group parent training, participants rated most items as four or higher out of five.
Conclusion The implementation of TUPT-ON showed some improvements in children’s outcomes and brought about positive changes in parental outcomes across various neurodevelopmental disorders. This result suggests the potential effectiveness of this intervention for different types of neurodevelopmental disorders. TUPT-ON could provide parent training and support for parents dealing with their children’s various neurodevelopmental disorders, regardless of location, as long as they have a stable internet connection. However, the lack of a control group and the small sample size of certain diseases warrant caution in interpreting these findings, and a rigorous validation design should be employed and revalidated in the future.
... Challenging behavior in young children often indicates a support need, typically in the areas of communication skills or social emotional competence (DEC, 2017). While it is important to teach young children to follow directions, it is imperative to address other potential support needs in early childhood (Palmer et al., 2013;Wehmeyer & Palmer, 2000), such as receptive or expressive communication (DEC, 2017), academic supports, or environmental supports (Dunlap et al., 2006). Evaluating support needs and ecological factors prior to implementing intervention is a widely recommended ethical approach to decreasing challenging behavior and increasing prosocial behaviors (BACB, 2020). ...
Noncompliance is a frequently reported challenging behavior for young children. However, many interventions that address noncompliance fail to consider crucial self-advocacy skills that may be jeopardized when compliance is taught in isolation. We examined the noncompliance literature in the context of ethical considerations for young children: (1) decision-making skills related to compliance, (2) teaching discrimination within contexts where compliance may or may not be appropriate, and (3) addressing support needs that may impact compliance. We found that many noncompliance assessments were not developmentally appropriate, related support needs were largely unaddressed, and ethical factors were infrequently considered when designing noncompliance interventions. Researchers and practitioners should consider assessments that identify ecological factors and support needs related to noncompliance. Young children should be taught discrimination of contexts where noncompliance is appropriate and where compliance is appropriate to promote volitional skills that are necessary for future independence.
... Challenging behavior in early childhood learning spaces is defined as disruptive behaviors which negatively impact learning and social engagement opportunities, decreasing the child's opportunity for developmental progress (Dunlap et al., 2006). Challenging behaviors can disrupt the learning environment and may escalate to more injurious actions, potentially beginning with tantrums and increasing the harm to self and others (e.g., head banging, biting, and property destruction; Erturk et al., 2017). ...
The purpose of this report is to describe a behavior consultation model that has been successfully tested in early childhood classrooms. A behavior consultant can assist in a teachers’ use of behavior analytic techniques, which have proven successful in classroom settings when applied. Recommendations for choosing a behavior consultant and successful behavior strategies are presented.
... The importance of peer-related positive social interactions and competence is well documented in the literature (c.f., Favazza et al., 2022;Meyer & Ostrosky, 2014;Meyer et al., 2021). Persistent peer rejection is a common experience for children with challenging behavior, and when not addressed early it is a contributing factor to school failure (Dunlap et al., 2006). Teaching children problem solving skills (Golden et al., 2021), fostering emotional literacy (Joseph et al., 2021), and using positive descriptive feedback (Conroy & Sutherland, 2021) can help children learn new skills and result in improved social emotional competence. ...
The purpose of this descriptive study was to highlight the experiences of 11 child care providers whose classrooms included preschoolers who engaged in persistent challenging behavior, thus expanding the limited literature on this topic. This qualitative study included two interviews with each provider. The results center around the effect of challenging behavior on the classroom experiences of providers. Findings indicate that children’s challenging behavior impacts the physical and social environment, as well as relationships among providers, children, families, and program administrators. Implications for research and practice are discussed.
... A particular area of concern for young children with disabilities is the impact of challenging behavior on social-emotional development. Challenging behavior is defined as disruptive behaviors which negatively impact learning and social engagement opportunities, decreasing the child's opportunity for developmental progress (Dunlap et al., 2006). Challenging behaviors can disrupt the learning environment and may escalate to more injurious actions, potentially beginning with tantrums and increasing the harm to self and others (e.g., head banging, biting, and property destruction; Erturk et al., 2017). ...
Teachers in early childhood classrooms face a diverse child population, including children with developmental delays and differences (DD), requiring teachers to exhibit professional skills to address a broad spectrum of developmental needs. At times, early learners with and without DD exhibit challenging behaviors (e.g., aggression, tantrums). Nevertheless, teachers find themselves ill-prepared to manage such behavior and teach under these circumstances due to limited training in classroom behavior management. Applied Behavior Analysis (ABA) is an effective treatment for children with various developmental differences and has proven successful in classroom settings when applied. This report describes a behavior consultation model used in a four-year project in 44 early childhood classrooms with 196 teachers and 97 children identified as having developmental delays and challenging behavior. Recommendations for choosing a behavior consultant for similar settings and a discussion of recurring behavior strategies recommended are presented.
... Research has shown that young children with more developed emotion skills are more engaged in the learning process and perform better academically than children who struggle with these skills [43,44]. Deficits in SEL skills are associated with anti-social behavior, peer rejection, grade retention, school dropout, substance abuse, arrest records, and negative relationships with peers, teachers, and parents [45,46]. In general, a growing body of research documents the importance of emotional intelligence and related social and emotional competencies for short-and long-term academic success [19,43,47,48]. ...
RULER is a pre-K–12 systemic approach to social and emotional learning (SEL) that supports educators in cultivating emotion skills and provides them with pedagogical principles and tools to help them explicitly teach social and emotional skills to students. The current study tests whether preschool-level access to RULER was associated with growth in early literacy skills using a sample of 1051 preschoolers in 95 classrooms across 19 community-based centers in a small urban northeastern US community. The Preschool Early Literacy Indicators were collected three times over an academic year by district staff. Multi-level growth modeling with inverse probability weighting revealed that children in preschools with access to RULER grew significantly more in their early literacy skills than children without access to RULER—an end-of-year difference equivalent to 0.25 standard deviations, 95% CI [0.14, 0.40]. The current study demonstrates that RULER may promote young children’s early literacy skills.
... Behavior problems during early childhood have been a predominant issue studied by researchers and clinicians. Preschool children with behavior problems are at risk for language delays, academic difficulties, and poor social skills (Bichay et al., 2020;Dunlap et al., 2006;Webster-Stratton et al., 2004). Within the general population, incidence rates of behavior problems at clinical levels during early childhood range between 8% and 17% (Briggs-Gowan et al., 2001;Egger & Angold, 2006;Furniss et al., 2006;Lavigne et al., 2009). ...
The Child Behavior Checklist for Ages 1.5–5 (CBCL/1½ –5) has been widely used by researchers and clinicians in the field of special education and psychology. The purpose of this study was to examine the psychometric properties of the CBCL/1½-5 with a sample of preschool children from low-income families using the Rasch model. Participants included 244 children enrolled in a Head Start program. Findings suggested that both the Internalizing and Externalizing subscales are unidimensional and demonstrated local independence successfully, after misfit items were removed to fit the Rasch model. Both subscales operated well with high item reliability and low to medium person reliability, indicating that both subscales have stable item difficulty orders from sample to sample but weaker capacity to distinguish children with mild problem behaviors from those with more severe problems. Differential item functioning was found for a few items across child gender. Considering the length of the item sets, it is appropriate to use the subscale scores to compare the differences in problem behaviors between boys and girls. Overall, the CBCL/1½ –5 has adequate psychometric properties for detecting problem behaviors in preschool children from low-income families. Implications were discussed.
... Problem behaviors can lead to poor peer relations, which in turn, decrease social learning opportunities that come from positive peer interactions. Up to 50% of preschoolers with early-onset behavior problems will exhibit at least one or more significant behavior disorders when they grow older (Dunlap et al., 2006;Webster-Stratton & Taylor, 2001). Children exhibiting problem behavior patterns in preschool often have transition issues in kindergarten (Nix et al., 2013). ...
Research suggests that 10%–20% of preschoolers have emotional and behavioral problems that would place them at‐risk for development of emotional and behavioral disorders (EBD). Preschool children who exhibit early onset of antisocial and externalizing problem behaviors require early social‐behavioral interventions focused on social skills. A scoping review was conducted that identified 33 single‐case research design studies on social skills interventions for preschoolers. Quality indicatiors were used to examine the design quality of the studies included. A total of 19 studies met quality standards with reservation or met standards without reservations. 43 participants in 11 studies conducted by 10 research teams showed evidence to support social skills interventions as effective interventions. The majority of the evaluated studies (97%) reported IOA. These findings contribute to the growing literature base underscoring social skills interventions in early childhood settings. Social skills interventions were effective for preschoolers at risk for emotional behavioral disorders in 11 included single case research studies. A total of 19 single case research studies had robust research designs according to What Works Clearinghouse standards. Teachers were effective implementers in 12 included single case research studies. Social skills interventions were effective for preschoolers at risk for emotional behavioral disorders in 11 included single case research studies. A total of 19 single case research studies had robust research designs according to What Works Clearinghouse standards. Teachers were effective implementers in 12 included single case research studies.
... To illustrate, early onset of behavior problems in students predict later drug abuse, juvenile delinquency, violence, school dropout, peer rejection, and poor academic outcomes, among other deleterious outcomes (Beyer et al., 2012;Campbell et al., 2006;McClelland et al., 2007;Shonkoff & Phillips, 2000). The intensity and severity of problem behaviors increase over time, making the early elementary grades a critical and sensitive period for intervention (Beyer et al., 2012;Dunlap et al., 2006;Marchant et al., 2004). ...
There is growing evidence of the efficacy of evidence-based interventions in improving the academic and social outcomes of children who exhibit challenging behaviors during program implementation periods. However, less is known about the extent to which practices learned as part of these interventions are sustained after these projects end, when funding is paused temporarily, and in less-than-ideal conditions. This study used qualitative methods to investigate whether teachers previously trained in the BEST in CLASS-Elementary intervention continued to use the program’s evidence-based practices with students 1–2 years after completing the program and in the context of the COVID-19 pandemic. It also examined teachers’ perceptions of the impact of practice use on students’ academic and social outcomes. Thirteen BEST in CLASS-Elementary teachers from elementary schools in two southeastern states in the USA where the program was implemented completed semi-structured interviews on the topic. Data were coded thematically, and the results indicated that over 50% of teachers reported using “rules,” “supportive relationships,” and “praise” frequently with their students. However, “precorrection” and “opportunities to respond” were reportedly used less often. Teachers also perceived that their use of these evidence-based practices was linked to increases in their students’ academic engagement and academic performance and knowledge, improvements in students’ behaviors, their relationships with teachers, and general comfort and self-confidence. The discussion highlights modality-specific patterns noted in the results that might influence sustainment and the implication of these findings for interventions and programs aimed at promoting positive behavioral outcomes for early elementary school students.
... As a result of the negligence of social-emotional development, recent studies reveal that emotional and behavioural problems are frequently observed in preschool children (Doi, et al., 2018;Justicia-Arráez, et al , 2021;Mitchinson, et al , 2020) In children having these problems, the lack of many social-emotional skills and their social and emotional incompetence affect their behaviour as much as their academic performance (Denham et al., 2013;Domitrovich, et al., 2007). Furthermore, studies on behaviour disorders draw attention to the discrepancy between the regular curricular practices for young children with challenging behaviours and effective practices that can improve these behaviours (Dunlap et al., 2006). For example, preschool teachers express that the biggest problem in managing their classes is challenging behaviours (Jalongo, 2006). ...
Children's problem behaviour in the preschool period is a severe obstacle to social-emotional development and a precondition for maladjustment in social relationships during school life. Professionals in the field have been improving existing practices to prevent and intervene in young children's challenging behaviour. To this end, many social-emotional learning curriculums are developed and put into practice. One curriculum that supports children's social-emotional learning during the preschool period is the Second Step Early Learning. The present study looked into the practical experiences of preschool teachers implementing the second step social-emotional learning curriculum. The study group consists of 13 preschool teachers who have received educator training in this learning curriculum and implemented it at schools. The teachers were asked questions about the curriculum's general qualities, its effects on the children's development levels, and their professional development. According to the study results, all teachers stated that the second step curriculum positively contributed to children's emotional and behavioural reactions. It helped them in class management and implementation, such behaviour as having confidence, asking for help, taking responsibility, and taking responsibility-sharing improved. In addition, expressing that they observed differences in hindering anger and in-class problem-solving processes, teachers emphasised that the children were more understanding and polite to each other, especially in free-time activities. Their interaction was healthier than before, and their listening and attention spans increased. Overall, the findings show preschool teachers' experience in implementation. They recommended the curriculum to their colleagues, claiming that it contributed to their professional development.
... Children's challenging behaviour might be a barrier to healthy social and emotional development. It might hinder their adjustment in school life, and later as adults (Dunlap, Strain, Fox, Carta, Conroy, Smith, Timm, McCart, and Sailor, 2006). Teachers need to consider factors that may involve children in challenging behaviour. ...
This research aims to understand how English as a foreign language (EFL) learners develop their learning identities. While there has been interest on second language (L2) Self in immigrant contexts, not much has been investigated in EFL contexts. This research is conducted with a group of ten women who are second year bachelor students in Tlemcen University, Algeria. The students’ learning process: their past, and present learning experiences, and their future imagined identity. This research investigates how they have been influenced by their sociocultural backgrounds, and how the social factors contributed to the development of their learning identities, hence how these factors helped them reshape their EFL learning identity. This thesis discusses the key theoretical perspectives on identity through the sociocultural theory. The literature gives a theoretical understanding of narrative, which informs about the key concepts in language learning: identity, agency, investment and imagined identity. A narrative perspective is merged with a broad meaning of experiential learning, scaffolding, and ‘process writing’ to engage the students in a reflective narrative activity.
A narrative approach has been used in two ways: (1) the narrative was used as a methodology, within which a narrative model was designed to assist the students to reflect on their learning experiences in the mentioned periods. (2) Students’ written narratives were collected for data analysis. Focus group discussion is employed as a method to further investigate the themes which emerged from the narratives. My original contribution to the methodology is the applicability of process writing with narrative writing. The results of this research provide insights into the social factors which are presented as ‘mentors’ and ‘marks’. My original contribution to the theory is the representation of ‘mentors’ and ‘marks’ as socio-cultural influencing factors which contributed to the emergence of students’ learning agency in their early learning. This means that agency pre-existed in the past learning experiences, and it is expanded on in the present through language learning. Students’ agency is also discussed as a process of continuity and change. These social factors enable them to develop new self-images. The future is discussed in relation to both the past and the present experiences, and it reveals the students’ ability to imagine their future identities when they will become teachers. Experiences of the past have not constrained the students’ agency, but they have created a salient impact which involved multiple social identities: learning identity, religious identity, language identity, and future imagined/teaching identity.
... The innate human need for dignity is a theme investigated in Zinnia Mevawalla, Kathy Cologon, Jacqueline Hayden, and Fay Hadley's "Behavior as Communication: Counterstories of Resistance and Dignity Work." The authors weave together narratives that link the human need for dignity to behavior that can be perceived as undignified when, as he authors state, "defined using language such as rulebreaking, aggressive (Michail, 2011), interfering, and antisocial (Dunlap et al., 2006)." What is the relation between perception and truth? ...
... This is not surprising given the importance of compliance across home and school environments. For example, in the home setting, compliance with parent instructions may lead to positive interactions that ultimately prevent long-term negative outcomes such as impaired social relationships and conduct issues (Dunlap et al., 2006;Egger & Angold, 2006;Kalb & Loeber, 2003). In the school setting, compliance is associated with improved academic outcomes and positive social interactions (Austin & Agar, 2005;Kalb & Loeber, 2003). ...
Behavioral skills training (BST) is an effective modality to train parents in a variety of behavioral techniques for their children. However, extended wait times for behavioral health services can result in increased severity of children's problem behaviors. Furthermore, there is limited research demonstrating that behavior management techniques trained via BST generalizes beyond the setting in which they were trained. The purpose of this study was to evaluate the effectiveness of group‐based BST to improve three caregivers' use of effective instruction delivery (EID) for three children diagnosed with neurodevelopmental disorders and determine the extent to which effective instructions maintained and generalized to the home. Results indicated that all three caregivers' improved their EDI which resulted in children's improved response to instructions that maintained over time. Furthermore, caregivers' use of EID generalized to the home and maintained over time. Findings, implications, and areas for future research are discussed.
... It is noteworthy that teaching appropriate behavior and positive reinforcement were highly acceptable among Chinese caregivers. In practice, singlecomponent treatments are usually inadequate to decrease challenging behavior and multicomponent treatments are often required (Cooper et al., 2007;Dunlap et al., 2006). The most implemented multicomponent treatment in behavioral research is functional communication training (FCT) which is composed of using a functional behavior assessment or functional analysis to identify the operant mechanism of challenging behavior, teaching a functionally equivalent replacement behavior and providing reinforcement contingent on the appropriate behavior (Durand & Moskowitz, 2015). ...
The present study evaluated treatment acceptability for behavioral interventions addressing challenging behaviors with Chinese caregivers of children with autism spectrum disorder. Factors influencing treatment acceptability (i.e., severity of challenging behavior and Chinese child-rearing values) were investigated. Caregivers of children aged 2–12 years (N = 216) participated in this survey study. Results suggest that caregivers found positive strategies including noncontingent reinforcement and positive reinforcement the most acceptable; punishment-based strategies were rated as the least acceptable. Furthermore, positive punishment was perceived as more acceptable for severe challenging behavior. Caregivers who endorsed training were more likely to find positive strategies acceptable, whereas those who endorsed shaming were more likely to rate punishment-based strategies as more acceptable. Implications for future research and culturally competent behavioral treatments in Chinese context are provided.
... These challenging behaviors include physical and verbal aggression, tantrums, selfinjury, noncompliance, and withdrawal (Powell, Dunlap, & Fox, 2006). Identifying ways to support children exhibiting these behaviors that create challenges for teachers represents a high priority for policy makers and practitioners (Fox & Hemmeter, 2009;Dunlap et al., 2006; U.S. Department of Health and Human Services (HHS) & U.S Department of Education (ED), 2016). Children who exhibit these behaviors at a young age, yet do not receive needed supports, are more likely to struggle academically and socially in elementary school and beyond . ...
Preschool children subjected to suspension and expulsion miss valuable educational opportunities and are more likely to experience academic failure and grade retention. These forms of exclusionary discipline are more frequent in preschool settings than in K–12 education classrooms. Previous research has examined the prevalence and influencing factors of exclusionary discipline in early childhood settings, but less is known about what this looks like in a well-resourced state-funded preschool program that includes characteristics that have been shown in prior research to be associated with reducing the likelihood of exclusionary discipline incidents (e.g., low student-teacher ratios, program resources to assist teachers in managing child behaviors). This study examines reports of exclusionary discipline actions in a large, well-resourced, state preschool program for low-income 4-year-olds and examines whether report of these disciplinary actions varies by teacher characteristics. The study also reports teachers’ reasons for engaging in these practices. Data are drawn from annual surveys of 147 teachers working in the state preschool program from 2016 to 2018. We find that at least one child was subject to some form of exclusionary discipline in more than a quarter of responding teachers’ classrooms. Suspension was the most common form of exclusionary discipline. Teachers with fewer years of experience teaching preschool were more likely to report engaging in exclusionary discipline than more experienced teachers. Concerns regarding the safety of the child, the child’s peers, or program staff were cited by nearly all teachers as a reason for using exclusionary discipline.
... Unresolved challenging behavior can lead to poor outcomes for students with disability labels (e.g., Campbell, 1995;Dunlap et al., 2006), and because of the high prevalence of challenging behavior among students with autism spectrum disorder (ASD), negative outcomes may be even more substantial for this population. In fact, students with ASD exhibit higher rates of challenging behavior than peers without disabilities and peers with intellectual disability (e.g., Hartley, Sikora, & Mccoy, 2008;Jang, Dixon, Tarbox, & Granpeesheh, 2011). ...
Paraeducators play an important role in assisting teachers and other professionals to support students with autism spectrum disorder (ASD), including delivering positive behavioral supports to those students who engage in persistent challenging behavior. The purpose of this multiple baseline design across participants study was to support paraeducators to implement functional communication training (FCT) to address challenging behavior among three students with ASD who used augmentative and alternative communication (AAC). Paraeducators implemented FCT with high levels of fidelity after participating in an initial training session and follow-up coaching and generally found the initial training and coaching strategies to be effective and feasible. Reductions in challenging behavior were variable across student participants. Implications for practice and future research directions are discussed in relation to FCT for students with ASD who use AAC and paraeducator training.
... Further, there is wider evidence supporting the positive impact of exploring preferred learning styles in achieving a positive learning environment for both BESD pupils (Ewen. and Topping 2012) and non-BESD pupils (Dunlap et al. 2006). ...
This article reports the findings from a systematic review of qualitative research evidence exploring the views of children and young people identified as having Social, Emotional and Mental Health (SEMH) needs and their experiences of the SEMH label. A systematic search identified seven papers that were reviewed using the Critical Appraisal Skills Programme (CASP) checklist. Thematic synthesis of the literature identified the impact of the SEMH label for children and young people as well as their perceptions of this label. Key themes included the negative and positive impact of labels associated with SEMH and the impact on children and young people’s identity. Implications for practice are considered including the importance of promoting the voice of children and young people in a description of their needs and working systemically with schools to raise awareness of the implications of language and to consider the impact of wider contextual factors on pupil’s difficulties.
Die Wahrnehmung von herausforderndem Schüler:innenverhalten stellt eines der Hauptrisiken für psychische Belastungen von Lehrpersonen dar. Betroffene Schüler:innen erleben häufig Ausgrenzungserfahrungen, da sie als am schwierigsten zu inkludierende Gruppe gelten. Gleichzeitig handelt es sich um eine sehr heterogene Gruppe an Schüler:innen, die mit einer Vielzahl von Begrifflichkeiten beschrieben wird.
Der vorliegende Artikel untersucht das Phänomen des herausfordernden Schüler:innenverhaltens aus Perspektive der Lehrpersonen. Ziel ist es, Erlebensrealitäten und Handlungsstrategien von Lehrpersonen hinsichtlich herausfordernden Verhaltens darzustellen. Zudem sollen mögliche Unterstützungsbedürfnisse von Lehrpersonen und Schüler:innen aufgezeigt werden.
Es handelt sich um eine Sekundäranalyse qualitativer Daten, die im Rahmen des EU-Projekts „Teaching to Be“ erhoben wurden. Dafür wurden fünf Fokusgruppendiskussionen mit insgesamt 50 teilnehmenden Lehrpersonen über die thematische Analyse ausgewertet.
Hinsichtlich der Erlebensrealitäten von Lehrpersonen konnten wahrgenommene Ursachen und Funktionen von Verhalten, herausfordernde Verhaltensweisen sowie Gründe für das Erleben von Herausforderung identifiziert werden. Die Zuschreibung der Ursachen und Funktionen scheint entscheidend zu beeinflussen, ob Handlungsoptionen wahrgenommen und welche Strategien gewählt werden. Die geschilderten Handlungsstrategien der Lehrpersonen setzen auf unterschiedlichen Ebenen an und ähneln in weiten Teilen inklusionspädagogischen Empfehlungen, die statt der Disziplinierung einzelner Schüler:innen Partizipation an Lernaktivitäten für alle betonen.
Keywords: herausforderndes Schüler:innenverhalten, Verhaltensstörungen, Verhaltensauffälligkeiten, sozial-emotionale Entwicklung
The interprofessional, interagency model PLUSS offers education for preschool teachers on how to detect and support preschool children with neurodevelopmental symptoms. A total of 119 preschool teachers used the Strengths and Difficulties Questionnaire (SDQ) to assess behavioural problems and the Children's Engagement Questionnaire (CEQ) to evaluate engagement and social interaction in 119 preschool children, before and after their PLUSS education. After education, the preschool teachers rated fewer behavioural problems (total SDQ p < .001) and increased engagement and social interactions (CEQ p < .001). In conclusion, the PLUSS preschool teachers' education and screening with the SDQ and the CEQ facilitate assessment of behavioural problems, engagement and social interaction in preschool children. Increased understanding of neurodevelopmental symptoms seems to influence how preschool teachers manage a child's behaviour, which indirectly changes the child's engagement and social interactions for the better. The preschool teachers expressed perceived needs, especially to learn how to deal with a child's emotions and behavioural regulation, and their interactions with other children.
Managing challenging behaviour is a prominent issue in inclusive educational settings, particularly for teachers working with diverse student populations. Without early identification and intervention, these behaviours can increase in both severity and frequency, potentially impeding educational outcomes. It is therefore paramount to gain a deeper understanding of teachers’ perspectives and strategies concerning these behaviours to guide effective prevention and intervention efforts. In this context, our qualitative study explored primary school teachers’ perceptions and management of challenging behaviours within inclusive classrooms in Turkey. We employed thematic analysis to investigate teachers’ approaches and responses to such behaviours. The findings reveal that the teachers have limited knowledge and expertise in managing problem behaviour. Future implications for practice and policy
are discussed.
It is widely assumed that (1) children with challenging behavior may lack the social–emotional skills to be successful in classroom settings and (2) instruction in social–emotional skills can help prevent the occurrence of young children's challenging behavior. However, no data are available to indicate whether specific social–emotional skills might be most effective in reducing existing challenging behavior. In this study, we used an archival database to examine possible relationships between types of social–emotional instruction and changes over a 4-month period in levels of social skills and challenging behavior. The database, from a randomized trial of an intervention for preschoolers' challenging behavior, included measures of types of social–emotional instruction and children's social skills and challenging behaviors. Correlational analyses revealed statistically significant relationships between two types of social–emotional teaching practices and reductions in preschoolers' challenging behavior for children in the intervention group, teaching children behavior expectations and teaching problem-solving . No other statistically significant associations were identified. The results are discussed in relation to possible implications for social–emotional instruction for preschool children already exhibiting challenging behavior and the value of further research focused on preventing challenging behavior in young children.
Over the past decade, numerous reports have indicated pervasively high rates of early childhood expulsion nationwide. In response, state and federal policymakers have enacted various measures to ban or reduce reliance on such exclusionary discipline. Prior evaluations of the implementation of one such legislative ban on expulsion enacted in Illinois in 2018 showed partial reductions but relied only on program administrator-reported data. Parents ( N = 16) of children (43.75% children of color) expelled from Illinois early childhood programs before and in the years since the 2018 legislative ban were interviewed about their experiences. Parents in both groups reported similar incidents regarding how and why children are excluded, how programs communicated with parents about children’s behavioral concerns, and how programs assisted (or did not) with accessing resources and supports that may enable a child to be retained. Findings indicate that expulsions continue to happen despite the ban and families’ experiences were essentially unchanged and negative. Findings hold implications for the implementation of similar policy efforts across the country.
Caregiver – child dyads exist within systems that may reinforce and/or establish structures to support holistic needs, awareness of roles, and capacity-building efforts. Systems can be challenged in fortifying such structures, however, following substantiated abuse and/or neglect. In the current study, the author surveyed 27 family court judges and judicial hearing officers collectively presiding over ~2800 birth-5 cases (~39% response) in one Mid-Atlantic state in the United States. Despite court-level stakeholders’ pivotal role in reunification, it is unclear how they perceive current processes, existing barriers, and proposed initiatives targeting emotional development post-abuse and/or neglect. Findings and implications are discussed.
Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD ( n = 60) or a comparison arm receiving standard training (n = 60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context.
Lay Abstract
Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD ( n = 60) or a comparison arm receiving standard training (n = 60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context.
Cette revue examine les effets d’une naissance prématurée sur le développement chez l’enfant de troubles de comportement de type externalisé tels que l’opposition, la provocation ou l’agressivité verbale ou physique pouvant conduire à un trouble de l’opposition avec provocation ou un trouble des conduites. Les résultats de ces études montrent que si l'âge gestationnel a un effet significatif sur l'émergence de ces comportements, d’autres facteurs tels que les interactions parents-enfant, les pratiques parentales et leur niveau socio-économique ont aussi des effets significatifs. Ces études présentent des limites méthodologiques et nécessitent des recherches complémentaires pour établir plus précisément des profils comportementaux prenant en compte l'interaction entre les facteurs intrinsèques à chaque enfant et son environnement.
The purpose of this study was to investigate the effects of an individualized positive behavior support on temper tantrum and self-injurious behavior of a child with autism spectrum disorder(ASD). The study utilized multiple baseline design across setting: dinner time, discrete trial training and language rehabilitation. Individualized positive behavior support was conducted, including functional behavior assessment and behavior support plan which is background and setting event strategies, alternative behavior teaching strategies, and consequence strategies, in the dinner time, where temper tantrum and self-injurious behavior of a target child occur frequently, and in the discrete trial training and language rehabilitation of setting of the clinique. The results showed that individualized positive behavior support reduced the frequency of temper tantrum and self-injurious behavior of a child with ASD during both intervention and maintenance phase and generalized across the settings.
The purpose of this paper is to systematically review and summarize the characteristics of peer-reviewed studies on functional assessments for supporting the challenging behaviors of young children with delays and disabilities. In addition to studies reported from 2000 to 2014 in a previously conducted review on functional assessment supporting challenging behaviors of individuals with developmental disabilities (Lee et al., 2015), we conducted systematic searches of electronic databases, authors, and citations to identify studies that meet the study inclusion criteria. A total of 28 studies were included in this review and were coded by the characteristics of the general study, child participants, and functional assessment. The results indicated the following discussion points: (1) the need for further investigation on various approaches for functional assessment in South Korea, (2) the inclusion of a broader range of children as participants in functional assessment studies, (3) the need for collecting and reporting data on a more detailed information about the functional assessment studies(e.g., duration of the functional assessment). Limitations of the current review and the implications for research and practice are included.
Behaviors occur in chains. Upon analysis of a given challenging behavior, the response rarely occurs without the appearance of lesser problematic behaviors linked to the target behavior. In many instances, these may also be viewed as maintaining behaviors. This chapter covers the literature on this topic, along with strategies on how to identify and treat these responses.KeywordsPrecursor behaviors Precursor assessments Precursor functional analysis Precursor-based treatment
Preschool Life Skills (PLS) is a class-wide skill-based curriculum designed to prevent problem behavior. The seminal PLS study was published by Dr. Greg Hanley and colleagues in 2007 and has since been replicated and extended by several researchers. This first part of this chapter reviews the PLS literature to date and offers insight into future directions. The second part of this chapter is dedicated to comparing PLS with popular mainstream prevention programs and evaluating the evidence supporting PLS as a prevention model. Implications for future research on the prevention of problem behavior are discussed.KeywordsPreschool Life SkillsPreschool childrenInstruction-followingDelay toleranceFunctional communicationPreventionProblem behaviorSelf-control
Children with intellectual and developmental disabilities engage in higher rates of challenging behavior (CB) than their typically developing peers. Effective and sustainable intervention and supports designed to reduce CB, as well as promote the development of positive, prosocial behavior, are urgently needed. One approach to targeting CB is providing parents with education and support to serve as the agents of behavior change. The purpose of this study was to examine the effectiveness of a parent education (PE) program focused on the principles of applied behavior analysis delivered using the Project ECHO service delivery model. Results demonstrate positive outcomes in parents' senses of competency and empowerment. In addition, parents identified the intervention as acceptable, suggesting this model as a highly effective and sustainable PE model for this population.
Objective: Management of problematic behaviors (MPB) in the classroom is one of the important components of the teaching process and it is among the issues that teachers worry about in the education process. Preschool teachers often encounter problematic behaviors as the cognitive, emotional, and behavioral development processes of children in their classrooms are still incomplete. Therefore, it is important to examine preschool teachers' ability to MPB and to determine the related factors. The aim of this descriptive study determined the relationship of preschool teachers' ability to MPB in their classrooms to teacher self-efficacy and emotional literacy. Method: The sample of the study consists of 381 preschool teachers (working in schools affiliated to the Ministry of National Education in different cities of Turkey. Preschool Classroom Management Scale, Emotional Literacy Scale and Teacher Self-Efficacy Scale were used to collect data. Descriptive statistics, Pearson correlation analysis and multiple regression analysis techniques were used to analyse the data. Results: This study confirms that preschool teachers' ability in MPB in their classrooms are moderately related to emotional literacy skills. In addition, it was determined that there is a moderate relationship between the ability of preschool teachers to MPB in their classrooms and their teacher self-efficacy. Conclusion: The findings draw our attention to the importance of teachers' efficacies and emotional abilities in improving schools and the general teaching environment.
Evidence-based programs (EBPs) delivered in elementary schools show great promise in reducing risk for emotional and behavioral disorders (EBDs). However, efforts to sustain EBPs in school face barriers. Improving EBP sustainment thus represents a priority, but little research exists to inform the development of sustainment strategies. To address this gap, the Sustaining Evidenced-Based Innovations through Multi-level Implementation Constructs (SEISMIC) project will (a) determine if malleable individual, intervention, and organizational factors predict EBP treatment fidelity and modifications during implementation, sustainment, or both; (b) assess the impact of EBP fidelity and modifications on child outcomes during implementation and sustainment; and (c) explore the mechanisms through which individual, intervention, and organizational factors influence sustainment outcomes. This protocol article describes SEISMIC, which builds upon a federally funded randomized clinical trial evaluating BEST in CLASS, a teacher-delivered program for K to Grade 3 children at risk for EBDs. The sample will include 96 teachers, 384 children, and 12 elementary schools. A multi-level, interrupted time series design will be used to examine the relationship between baseline factors, treatment fidelity, modifications, and child outcomes, followed by a mixed-method approach to elucidate the mechanisms that influence sustainment outcomes. Findings will be used to create a strategy to improve EBP sustainment in schools.
Functional communication training (FCT) is an evidence-based intervention that while often effective, can result in rote responding, reduced generalizability of target behavior, and resurgence of challenging behavior (CB) during treatment lapses. Lag schedules of reinforcement have been successfully used to address these concerns. We applied an increasing lag schedule within FCT to increase the variability and persistence of appropriate responding of four young children with disabilities while maintaining low levels of CB during treatment. Our results provide evidence regarding the effects of lag reinforcement on appropriate communication and CB during treatment and lapses in treatment with children with autism and Down syndrome. This research provides a new perspective to the field given, we assessed functional communication during baseline, assessed generalization to new contexts, and assessed social validity via both masked raters and participants’ mothers. We discuss the implications of this work and provide future directions for researcher and practice.
Young children (birth to age 5) are more likely to be expelled or suspended than school-aged children, but we know comparatively little about the precursors to and prevention of exclusion in early childhood settings. Furthermore, what research has been conducted has not been systematically synthesized to inform policy and funding decisions. The present review seeks to determine how early childhood exclusion is defined and assessed in the academic literature. Studies measuring early childhood suspension or expulsion were systematically gathered and coded for study characteristics, definitions, and measures of exclusionary discipline and disparity, and factors associated with exclusion rates. Results (n = 20) show an accelerating pace of inquiry that attends to multiple levels of the ecological system (children, teachers, and programs) across diverse settings (home-, center-, and school-based care). Additional research that draws on data spanning multiple types of early care and education settings is needed to inform legislation and intervention funding decisions.
Communication deficits are one of the main characteristics of autism spectrum disorder (ASD). Self-injurious behavior (SIB) in individuals with ASDs often occurs due to the individuals’ lack of social-communicative abilities to express what they want (e.g., attention; access to tangible items; help). Many researchers have successfully used functional communication training (FCT) to replace SIB with positive communicative responses for children with ASD. While these studies have reported positive outcomes, there is limited research examining the extent to which the individuals will maintain the gains of the treatment after treatment is discontinued. Thus, this study aimed to investigate the impacts of FCT on socially appropriate behavior of children with ASD and the extent to which the gains would be maintained after withdrawal of treatment. FCT procedures were implemented to increase functional communication responses by asking for a break while limiting SIBs expressed by the participants when confronted with non-preferred activities (e.g., academic tasks). This study revealed that combining FCT with concurrent schedules instead of extinction effectively maintained low rates of SIBs while simultaneously increasing the opportunity for participants to emit alternative communicative responses over time.
The primary aim of professional learning and development (PLD) is to create a meaningful experience to build educator knowledge and practice that can positively affect student behavior. Yet few studies evaluate the role of PLD with special educators who work with students with emotional and behavioral disorders in self-contained settings. The results of the study indicate that the 4-day PLD in the summer significantly increased the special educators’ perceived knowledge, confidence, and usefulness of classroom behavior support practices. Data from follow-up observations confirmed the high rate of practices implemented. We conclude with a discussion of the limitations and suggestions for researchers and practitioners.
The words “behaviour” and “resistance” often conjure up fear-invoking images that prevent us from reflecting on what it is that we, as educators, understand behaviour to mean. In this article, we use resistance theory to rethink behaviour as communication by counter-storying one observation of resistance involving children and teachers in India. Offering parallel interpretations of this experience, we unpack how resistance as “dignity work” requires us to listen and respectfully re-engage with children and ourselves. We conclude by exploring pedagogical possibilities and the need for preserving our dignity and shared humanity when reflecting on (our own and children’s) behaviours.
Challenging behaviors exhibited by young children negatively affect development and may also prevent children from receiving appropriate education. These behaviors may also hinder positive family interactions and have a significant impact on parents and other family members. Although various parent training approaches exist to increase parents' capacity to address these challenging behaviors, many parents are reportedly not able to access training due to time and resource constraints. To address inequitable dissemination of information, we developed and piloted the use of the Challenging Behavior Online Modules with 10 parents of children with disabilities. In particular, we examined the feasibility of the Challenging Behavior Online Modules for increasing parents' knowledge and use of positive parenting practices with their young children. Parents reported satisfaction with the contents and delivery method of the intervention. Implications and directions for future research are also suggested.
Background: Increasing efforts have been focused on providing a quality education for children with Autism Spectrum Disorder (ASD) after identifying them at an early stage. Preschool teachers play a major role in the main ASD identification system as they represent the gatekeepers to identify and refer any children suspected of ASD to specialists. However, there is little literature available on the ability of preschool teachers of their perception regarding this role.
Aim: The main objective of this study is to evaluate the feasibility and acceptability of an educational module to identify children with ASD (EMASD). The second objective is to assess the initial impact of the EMASD on improving preschool teacher’s ability to identify children with ASD in a normal school.
Method: This pilot study will examine the feasibility of the randomised controlled trial (RCT) using EMASD as an intervention. The intervention will be ten weekly group-based sessions designed to improve the knowledge, belief, identification skills, and self-efficacy to identify children with ASD among Yemeni preschool teachers. The teachers will be randomly assigned to the intervention group that will receive the EMASD and the control group without any intervention. The feasibility will be determined based on the effectiveness as measured by questionnaires and open-ended questions. General linear measurement (GLM) will be used to compare the outcome scores in the questionnaire between the two groups and within the group whereas thematic analysis will be used to analyse the open-ended questions.
Expected outcomes: The findings from this study will give critical empirical data about the feasibility of EMASD.
Discussion: EMASD has the potential to increase the ability of preschool teachers to detect children with ASD. The findings from the feasibility study will be utilised to improve the research protocol of the randomised controlled trial and to ensure a better design of an intervention for a larger powered trial in the future.
Families of 97 children with early-onset conduct problems, 4 to 8 years old, were randomly assigned to 1 of 4 conditions: a parent training treatment group (PT), a child training group (CT), a combined child and parent training group (CT + PT), or a waiting-list control group (CON). Posttreatment assessments indicated that all 3 treatment conditions had resulted in significant improvements in comparison with controls. Comparisons of the 3 treatment conditions indicated that CT and CT + PT children showed significant improvements in problem solving as well as conflict management skills, as measured by observations of their interactions with a best friend; differences among treatment conditions on these measures consistently favored the CT condition over the PT condition. As for parent and child behavior at home, PT and CT + PT parents and children had significantly more positive interactions, compared with CT parents and children. One-year follow-up assessments indicated that all the significant changes noted immediately posttreatment had been maintained over time. Moreover, child conduct problems at home had significantly lessened over time. Analyses of the clinical significance of the results suggested that the combined CT + PT condition produced the most significant improvements in child behavior at 1-year follow-up.
This article summarizes the findings from three interlocking structural equation models. The models define a set of relations between stress and family management skills, and between parental discipline and antisocial child behavior. In the third model it is hypothesized that inept parenting skills set a process in motion that causes the child to be rejected by peers, to fail academically, and to have low self-esteem. These sets of relations were modeled. The findings provided consistent support for all three models.
Research on the prevalence of behavior problems in preschool children from low-income families, and the risk factors associated with these behaviors, was reviewed. A systematic search of studies conducted between 1991 and 2002 yielded a total of 30 research reports that met all of the preestablished criteria. These studies yielded several findings. Children from low socioeconomic status (SES) backgrounds were found to have a higher incidence of behavior problems as compared to the general population. Behavior problems were associated with multiple risk factors found in these children's lives related to child, parent, and socioeconomic characteristics. The results are discussed in terms of implications for early identification and intervention and directions for future research.
A functional analysis involving interviews and direct observation was used to analyze the multiple disruptive behaviors of a kindergarten student. Following this analysis, an intervention that combined reinforcement and teacher-cued self-monitoring procedures was implemented using an A-B-A-B withdrawal design. The procedures produced a significant decrease in his disruptive behavior and changes in the functions of disruptions across experimental phases.
Children with autism often lack appropriate means to communicate and may rely on aggression and other disruptive behaviors to express their needs. This may be a particularly serious problem when aggression occurs toward an infant or toddler, who could be severely injured by an older sibling. This study examined the use of functional assessment and individualized parent-implemented intervention plans in the home setting, including functional communication training with relevant ecological manipulations. Data were collected in the context of a multiple baseline design across three families. The results showed that after the intervention there were: (1) large reductions in the children's aggression toward their infant or toddler sibling, (2) increases in parent and child happiness level, and (3) increases in strangers' level of comfort with respect to interacting with the family. The results are discussed in terms of improving the overall quality of life for families of children with autism.
The purpose of this study was to critically examine the positive approaches to behavioral intervention research and young children demonstrating challenging behavior. The authors conducted a comprehensive review of articles published between 1984 and 2003 across 23 peer-reviewed journals. Each article that met the criteria for inclusion in the study was scored on the following variables: disability type; age and gender of participants; availability of demographic data (e.g., race, socioeconomic status); intervention setting; dependent measures; intervention type; intervention agents; study design; and reporting of generalization data, treatment fidelity, and social validity measures. The results indicate an increasing trend of research using positive behavioral interventions with young children who demonstrate challenging behaviors. Most of the research has been conducted with children with disabilities between 3 and 6 years old. Primarily, teachers and family members have served as the intervention agents, implementing studies in special education classes and home settings, respectively. Most studies have employed single-subject design methodologies to examine multicomponent, instructional, or function-based interventions. The authors discuss areas for future research.
Antisocial behavior in children represents a serious and pervasive clinical problem. To date, progress in identifying effective treatments has been relatively slow. The purpose of the present article is to characterize the current status of treatment for antisocial child behavior, to identify promising approaches based on contemporary outcome research, and to note limitations and emergent methodological issues. A central purpose is to identify alternative models of treatment application and evaluation, including the high-strength intervention, amenability-to-treatment, broad-based treatment, and chronic-disease models. These models are designed to integrate findings regarding characteristics and prognosis of antisocial behavior with outcome research and to accelerate the identification and development of effective treatments.
his article reviews eight comprehensive social-emotional curricula for children under 6 years of age and describes two promising curricula currently under in- vestigation. These programs have been successful in the promotion of interper- sonal skills and the reduction or prevention of challenging behavior for a wide range of children. Particular attention is paid to the level of evidence or scientific believabil- ity associated with criteria that reflect efficacious adoption of curricula. Areas for fu- ture research are discussed.
Presents a case study in order to demonstrate the use of functional analysis to isolate and correct problem behaviors
Context.
—Home-visitation services have been promoted as a means of improving maternal and child health and functioning. However, long-term effects have not been examined.
Self-management procedures typically focus on decreasing an undesirable target behavior or increasing a behavior that is incompatible with an undesirable target behavior. Although it is effective, self-management generally is designed in such a way that reinforcement accessed through the program may not be functionally equivalent to reinforcement accessed by engaging in the target behavior. In this study, we examined the efficacy of self-management procedures designed to reinforce both behavior that was incompatible with the target behavior and appropriate replacement behavior that was functionally equivalent to the undesirable target behavior. Functional analyses were conducted with three participants. Each participant was then taught to self-manage incompatible appropriate behavior as well as appropriate requests for reinforcement (i.e., escape, attention, materials) identified as functionally related to the problematic target behaviors. Results indicated that the self-management procedures resulted in lower rates of problem behavior and participants appropriately requested functionally relevant reinforcement.
The purpose of this investigation was to explore the Patterson and Reid (1970) reciprocal/coercive interaction hypothesis as related to the classroom social interactions between teachers and students identified with severe behavior disorders. Additionally, four classroom behavior management strategies are identified as potential setting events for either coercive or positive reciprocal interactions between teachers and students. The literature reviewed indicates that teachers are more likely to attend to student inappropriate behavior (an indicator of coercive interactions) than they are to use positive verbal attention for appropriate behavior (an indicator of positive reciprocal interactions). From this perspective, the authors speculate that the management strategies of posting classroom rules, classroom arrangement, teacher movement in the classroom, and external reinforcement systems (e.g., token economies) may more likely be used as setting events to enhance the effects of teacher coercion rather than potential setting events to enhance positive reciprocal interactions. Recommendations are made for research concerning this hypothesis and for teachers' use of these strategies as setting events for positive reciprocal interactions.
The current study investigated early childhood professionals' opinions regarding the use of behavioral supports for children with challenging behavior. Participants included early childhood special education teachers, Title I teachers, speech and language pathologists, instructional aids and paraprofessionals, physical therapists, and school psychologists. Participants rated 24 behavioral support strategies on both their importance and their feasibility. Overall, results indicated that early childhood professionals rated the majority of the behavior support items in the mostly important range. Participants did not rate as many items as mostly feasible, and statistical analyses documented a significant difference between overall importance of the items and overall feasibility. Early childhood professionals' characteristics were analyzed to investigate whether groups differed in their perceptions of the importance and feasibility of the behavioral support items. Findings indicated that early childhood special education and Title I teachers rated the support items as more important than did paraprofessionals and instructional aids. Educational level also differentiated groups on importance ratings; professionals with either undergraduate degrees or graduate-level educational experiences rated items as more important than professionals with high school-level educations or some college. Years of teaching experience was not associated with ratings, and no teacher characteristic was associated with the feasibility of behavior supports. The implications of these findings are discussed.
We examined the impact of functional assessment interventions on both the appropriate and challenging behaviors of groups of students within preschool classrooms for children with special needs and for children at risk. We also examined the effectiveness of a training model to teach school-based teams to conduct functional assessment. The results indicated that school-based teams were able to conduct functional assessment during intervention and maintained functional assessment skills during follow-up observations. In addition, the functional assessment procedures resulted in a decrease in challenging behavior and nonengagement and an increase in active engagement and peer interaction for groups of students within classroom settings. The levels of appropriate and challenging behavior observed during intervention and maintenance within at-risk and special education classrooms were similar to those observed in early childhood control classrooms.
The present study is an evaluation of the special needs referral system in a large urban Head Start program. To assess the validity of this system, two assessments were conducted. The first examined a representative sample of 105 children who were formally referred for special needs services. The Early Intervention Screening Profile (EISP) was used to indicate the distribution of problem behaviors of these special needs children. Two independent raters evaluated all cases. Reliable evaluations revealed that all of the referred children displayed speech and language problems, with 70% showing only speech problems and 30% showing speech plus emotional and behavioral problems. The second assessment examined reports of teachers’ concerns about children program-wide by obtaining a representative sample of 203 children nominated by teachers as most likely to be identified as having special needs. Teachers completed a modified EISP. Results indicated that over 70% of the children evidenced emotional and behavioral problems with no accompanying speech difficulties and 30% displayed emotional and behavioral problems plus speech problems. Implications of referral biases were discussed.
We reviewed the literature on the detection and management of mental health disorders within the context of pediatric primary care. Pediatricians have displayed a low sensitivity and high specificity in research investigating the detection of mental health impairment in children. Active management efforts characterize approaches to identified cases with more recently trained primary care pediatricians displaying a wider range of skills in managing mental health disorders. Few efforts have been made by pediatric psychologists to develop strategies for enhancing detection rates and management or to empirically evaluate the integration of pediatric psychology services into the primary care context. A conceptual model of factors influencing detection rates and ongoing management of mental health disorders within pediatric primary care is presented. Recommendations are made for more direct involvement of pediatric psychologists within the primary care context.
The effects of a self-management intervention on the disruptive behavior of a first-grade student were evaluated. First, hypotheses as to what environmental variables set the occasion for disruptive behavior were generated. Next, a structural analysis (Carr & Durand, 1985) was conducted across three curricular areas (story time, art, and seat work) to test each hypothesis directly. The structural analysis indicates that low adult attention sets the occasion for disruptive behavior. Based on this finding, a self-management intervention was implemented in which the child was provided with adult attention contingent on appropriate behavior on a VI schedule. The package was implemented across the three curricular areas to form a multiple-baseline design. As the study progressed, the VI schedule increased so as to fade the schedule of reinforcement. The results show that the self-management intervention was effective in reducing disruptive behavior in all three curricular areas. These findings are significant because they demonstrate the applicability of functional assessment procedures with nondisabled children and that the results of this type of assessment can be blended into commonly-used classroom interventions.
The purpose of this study was to examine relationships between service utilization patterns in early intervention programs and specific child, maternal, and service provider characteristics. Service utilization data for 133 infants and toddlers were gathered for 1 week out of every month for a 4 month duration. For each service encounter, the duration, location, type of service, and academic discipline of service provider was recorded. Findings revealed that families received an average of 1.7 hours per week of services (unduplicated hours). Older children (toddlers) and mothers with higher levels of education received significantly more service. Thirty-four percent of all services occurred in community-based settings and community-based services were utilized more when both mother and provider were college educated. Data also suggest that early intervention is no longer restricted to specialized centers but includes the universe of neighborhood resources.
The authors conducted descriptive and experimental analysis of problem behaviors in the homes of 5 children. The children's parents were actively involved in the descriptive assessment and manipulated potential controlling variables during the experimental analysis. The information obtained from each functional assessment method (e.g., behavioral interview, direct observation assessment, experimental analysis) indicated the same function for each child's problem behavior. Based upon the results of the descriptive analysis, experimental analysis conditions were designed to test specific hypotheses regarding the function of the challenging behavior. Through the brief experimental analysis, we verified the function of the children's problem behaviors in four to six sessions. Interventions involving functional communication training (FCT) were implemented based upon the assessment results for 2 of the children. The effectiveness of FCT for these 2 children validated the functional assessment results. The study employed parents in their natural environment and suggested that functional assessment procedures may be useful and/or practical in natural settings.
The implementation of P.L. 99-457 represents a new phase in the evolution of service delivery to preschool-age children with special needs. Head Start has long been the largest program to integrate and mainstream preschool children with disabilities. In conjunction with this recent legislation, Head Start is certifying children with more-severe and multiple impairments into their special needs program. The present study describes the joint efforts of a UCLA/Head Start Diagnostic Team to provide individual assessment services to 159 Head Start children from 1989 to 1992. Prevalence rates within the various diagnostic areas were somewhat discrepant with earlier research. Using cluster analysis techniques, three clinical clusters emerged that described the profiles of children along demographic, developmental/medical, family/home, and academic dimensions. Chi-square tests evaluated the relationship between categorical diagnoses, cluster membership, and the need for special education kindergarten placement. Implications of early identification of children with special needs in Head Start on later school functioning were discussed.
The purpose of the study was to examine the contributions of classroom context (activity settings, teacher behavior, contact with peers and teachers) to children's cognitive and social competence in early childhood classrooms. One-hundred fourteen children (61 girls; Mage = 51.7 months) were observed in their early childhood classrooms during free play time. Children's cognitive and social competence were measured by observing their interactions with peers and objects. A preliminary analysis revealed that teacher behavior was negatively related to one child characteristic, cognitive competence, but was unrelated to children's age, sex, or social competence. A multiple regression analysis showed that, when child age and cognitive competence were controlled, children's social competence was positively related to peer contact and teacher involvement and negatively related to teacher contact. Children's cognitive competence was positively related to participation in “high yield” activities and negatively related to teacher contact, with age controlled. These results are discussed in light of current research and theory on classroom practices designed to enhance children's development.
This study investigated (a) the efficacy of using descriptive and experimental assessment methodologies to generate hypotheses regarding the function of problem behavior and (b) the efficiency and efficacy of function-based interventions compared to traditional intervention approaches that focus on the topography of behavior. Functional assessments were conducted with three elementary school students identified as at risk for failure due to problem behavior. Agreement among indirect measures, direct observation, and experimental manipulation of environmental variables supports the value of using convergent data from indirect assessment methods to develop valid hypotheses. In addition, behavioral interventions based on functional assessment were found to be more effective than alternative intervention approaches across all three case studies. Implications, study limitations, and future research directions are discussed.
The potential for using functional communication training (FCT) as a means of preventing minor problem behaviors from escalating to more serious ones was investigated. Eight children who exhibited minor problem behaviors at home or at school participated in small learning groups focused on teaching language skills. Four of these children participated in groups in which the teacher employed FCT (i.e., functional communication skills to gain attention were taught and reinforced). The other four children participated in a control group receiving expressive language training (ELT; i.e., children were taught to answer wh questions). Children in the ELT group were subsequently switched to FCT in an extended intervention phase. The children who participated in the FCT group generally did not exhibit increases in either the intensity or frequency of problem behaviors over time. The level of their problem behavior remained low. However, children in the ELT group exhibited increases in both intensity and frequency of problem behaviors. Their problem behavior decreased after they were switched to FCT. In sum, FCT appeared to prevent minor problem behaviors from escalating to more serious ones. Critical variables in producing these results are discussed, as is the role of coercion processes. Heuristic suggestions are made for extending the investigation of FCT as a preventive strategy.
This study utilized descriptive assessment methods to develop hypotheses regarding the function of mealtime behavior problems for three typically developing children. Functional treatment was evaluated in the natural setting with caregivers as change agents. Overall, results of the descriptive assessment suggested that each child's problem behavior was maintained by escape and, to a lesser extent, attention. In addition, this study suggested that direct observation was more reliable than a behavioral interview or questionnaire in acquiring the information necessary to develop hypotheses on factors maintaining a child's mealtime behavior problems. Finally, a functional treatment package consisting of extinction, stimulus fading, and reinforcement of appropriate eating behaviors implemented by the caregivers was effective in decreasing the mealtime behavior problems for two of the children who continued in the study, thus providing support for the hypotheses developed from the assessment.
Functional assessment of a preschool child's aggressive and disruptive behaviors identified antecedent conditions associated with difficulties during transitions from one activity to another at school. Antecedent conditions and functional communication were addressed in the behavior plan using a schedule board based on the Picture Exchange Communication System. A dramatic decrease in aggression and increase in cooperative behavior in the classroom was observed.
This study provides an example of an innovative practice for the assessment and intervention of mouthing behaviors influenced by an establishing operation. The participant was a 6-year-old boy with multiple disabilities who was attending a self-contained class in his local school. A functional analysis embedded within five activities (i.e., alone time, task demand, play, circle, and eating) during the classroom's typical routine was conducted. Results of the functional analysis suggested mouthing was maintained by multiple functions and most frequently occurred during the alone time, circle time, and task demand activities. The functional analysis also revealed that the participant was more likely to mouth in the presence of an establishing operation (i.e., sinus infection). Preferred items were noncontingently offered using an antecedent choice intervention. Ongoing choices of preferred items resulted in reductions in mouthing, even in the presence of the establishing operation.
The current study investigated early childhood professionals' opinions regarding the use of behavioral supports for children with challenging behavior. Participants included early childhood special education teachers, Title I teachers, speech and language pathologists, instructional aids and paraprofessionals, physical therapists, and school psychologists. Participants rated 24 behavioral support strategies on both their importance and their feasibility. Overall, results indicated that early childhood professionals rated the majority of the behavior support items in the mostly important range. Participants did not rate as many items as mostly feasible, and statistical analyses documented a significant difference between overall importance of the items and overall feasibility. Early childhood professionals' characteristics were analyzed to investigate whether groups differed in their perceptions of the importance and feasibility of the behavioral support items. Findings indicated that early childhood special education and Title I teachers rated the support items as more important than did paraprofessionals and instructional aids. Educational level also differentiated groups on importance ratings; professionals with either undergraduate degrees or graduate-level educational experiences rated items as more important than professionals with high school—level educations or some college. Years of teaching experience was not associated with ratings, and no teacher characteristic was associated with the feasibility of behavior supports. The implications of these findings are discussed.
Assessment and intervention approaches for dealing with problem behavior need to be extended so that they can be effectively and comprehensively applied within the community. To meet assessment needs, the authors developed a three-component strategy: description (interview followed by direct observation), categorization (aggregating multiple instances of problem behavior into thematic groups, each characterized by a specific function), and verification (manipulating situational parameters to test the accuracy of the assessment data). To meet intervention needs, the authors employed a five-component, assessment-based, hypothesis-driven strategy consisting of rapport building, functional communication training, tolerance for delay of reinforcement, choice, and embedding. Following intervention, improvements in participants' lifestyle, communication, and problem behavior were noted. The intervention was practical in that parents, teachers, job coaches, and group home staff were able to efficiently implement it without compromising high levels of task engagement. Long-term maintenance of intervention effects (ranging from 1.5 to 2.5 years in duration) was also observed. Finally, 100 group home staff judged the effects to be socially valid in that problem behavior was rated as less severe and less dangerous, and as requiring less restraint following intervention. In light of these results, the authors discuss how future community-based intervention will require additional changes in assessment practices and intervention strategies and a redefinition of successful outcomes to include lifestyle change and life-span perspectives.
This study was conducted to examine the effects of functional communication training when used by mothers to address the serious challenging behaviors of toddlers. Multiple baseline (across home routines) designs were used with two mother-child dyads. The data showed mothers used the procedures correctly and interventions produced reductions in the children's challenging behaviors and increases in their use of communicative replacement skills. Social validity data supported the clarity of the effects and indicated that the procedures were viewed by the mothers as feasible and as having acceptable contextual fit. Results are discussed in relation to the importance of resolving challenging behaviors early in a child's life, and the need for additional research on effective strategies that can be used by typical intervention agents in natural settings.
This study reports the results of face-to-face interviews with 536 families receiving early intervention. The purpose of the study was to describe the nature of early intervention services received and to investigate differences in the type of services based on family ethnicity, income, and the age of the child. The findings identified significant barriers to early intervention service utilization for American Indian families, low-Income families without medical assistance, and children under 18 months of age. Additional factors influencing the service utilization pattern, including parental and professional preference and service availability, are discussed.
This study examined whether multiple antecedent and consequent variables, when arranged in different combinations, would differentially affect the likelihood that problem and/or appropriate behaviors would occur. Juan, age 4, engaged in a variety of aggressive behaviors during free-play activities at a childcare program. A descriptive assessment that included structured interviews and observations was conducted, and a series of assessment conditions were designed and implemented using a multi-element design. The initial assessment conditions examined the impact of the ratio of toys to peers during free-play activities. When there was an unfavorable ratio, that is, when there were few toys but many peers, aggressive behaviors occurred at a very high rate. When the ratio improved so that there were enough toys for each child, the rate of aggressive behavior dropped dramatically. During subsequent conditions, specific social skills were first taught and then prompted and reinforced, and occurrences of aggressive behavior were ignored. During these sessions, aggressive behaviors were virtually nonexistent and the use of appropriate social behavior by the children increased. Perhaps most important, this result obtained even when there was an unfavorable ratio of toys to peers.
Research on human aggression has been a flourishing industry in the 20th century. As the attention shifted from an instinctual paradigm to a drive paradigm and a social learning paradigm, what have we learned on the development of aggressive behaviour during childhood? Are children born with an aggressive instinct or do they have to learn to aggress?This question has deep philosophical roots, but it also has important practical implications. Should interventions prevent children from learning to aggress or should they help children learn to inhibit aggressive reactions? Since most of the 20th century work on the development of aggression was concentrated on adolescents and elementary school age children, there appeared to be an implicit assumption that aggression is learned during these developmental periods. It is argued that to understand the origins of aggressive behaviour and prevent chronic cases of physical aggression we will need to focus on the development of aggressive behaviour during the first few years after birth, and differentiate among forms of aggressive behaviour. The form of agressive behaviour that is generally considered more “serious” or “socially unacceptable” (physical aggression) is clearly ontogenetically antecedent to less “serious” forms of aggressive behaviour, such as verbal aggression or indirect aggression. Furthermore, as a rule the frequency of physical aggression appears to decrease with age. However, infants’ physical aggression has generally not been considered developmentally significant. This is probably because of “the weakness of their limbs” and the apparent lack of “intentionality”. To have a relatively complete description of the life-span developmental trajectories of human aggressive behaviour by the end of the 21st century, we will need to start recruiting pregnant women very soon.