Challenging Behavior in Young Children : Understanding, Preventing, and Responding Effectively

by Kaiser, Barbara; Rasminsky, Judy Sklar

• ISBN13: 9780205342266
• ISBN10: 0205342264
• Edition: 1st
• Format: Paperback
• Copyright: 2003-01-01
• Publisher: Allyn & Bacon

Summary

Two renowned authors provide an in-depth look into the latest research on specific strategies for responding to challenging behavior, including guidance, punishment, and positive behavior support and functional assessment as mandated by the Individuals with Disabilities Education Act (IDEA).

Table of Contents

Foreword	xi
Sue Bredekamp
Acknowledgments	xiii
Introduction	1	(8)
What Is Challenging Behavior?	9	(13)
Isn't challenging behavior sometimes appropriate for very young children?	10	(1)
Do Children outgrow challenging behavior?	11	(2)
What is aggression?	13	(4)
Does culture play a role in aggressive behavior?	17	(1)
What do you think?	18	(1)
Suggested reading	19	(1)
References	19	(3)
Risk Factors	22	(28)
What causes challenging behavior?	23	(1)
Biological Risk Factors	23	(12)
Genes	23	(1)
Temperament	24	(4)
Attention deficit disorder and attention deficit hyperactivity disorder	28	(1)
Complications of pregnancy and birth	29	(1)
Substance abuse during pregnancy	30	(2)
Malnutrition	32	(1)
Language and cognition disorders	32	(2)
Gender	34	(1)
Environmental Risk Factors	35	(15)
Family factors and parenting style	35	(2)
Poverty and the conditions surrounding it	37	(1)
Exposure to violence	38	(2)
Turbulent times	40	(2)
Violent media	42	(1)
Child care	43	(1)
Understanding risk	44	(1)
What do you think?	45	(1)
Suggested reading	45	(1)
References	45	(5)
Protective Factors	50	(8)
Who is the resilient child?	51	(1)
What makes a resilient child bounce back?	52	(1)
How does the family contribute to resilience?	53	(1)
What is the community's role in resilience?	54	(2)
What do you think?	56	(1)
Suggested reading	56	(1)
References	57	(1)
Behavior and the Brain	58	(12)
How do babies' brains develop?	59	(1)
How does experience spur nerve cells to connect?	60	(1)
Is there a critical period for social or emotional behavior?	61	(1)
What does caregiving have to do with it?	62	(3)
What about neurotransmitters?	65	(1)
Which parts of the brain are involved in aggressive behavior?	66	(2)
What does all this mean?	68	(1)
What do you think?	68	(1)
Suggested reading	68	(1)
References	68	(2)
Understanding Yourself	70	(9)
The caring connection	70	(1)
``Who are you?'' said the caterpillar	71	(1)
What influences the way you relate to a child with challenging behavior?	72	(2)
What is self-reflection?	74	(1)
How do you reflect?	74	(1)
When do you reflect?	75	(1)
What do you reflect about?	76	(1)
Are there any techniques to help you reflect?	76	(1)
What do you think?	77	(1)
Suggested reading	77	(1)
References	78	(1)
Understanding the Child's Family and Culture	79	(26)
Collaborating with Families	79	(3)
Getting to know you	80	(2)
Opening the Culture Door	82	(23)
What is culture?	82	(1)
What does culture have to do with identity?	83	(2)
Are cultures really so different?	85	(2)
How can you see your culture?	87	(1)
The culture of child care and school	88	(2)
What happens when children move from one culture to another?	90	(1)
How does culture influence behavior?	91	(9)
Why all this matters	100	(1)
What do you think?	101	(1)
Suggested reading	101	(1)
References	101	(4)
Preventing Challenging Behavior with the Right Physical Space and Program	105	(24)
How does prevention work?	106	(1)
Meeting children's needs	107	(1)
We're all the same, yet we're all different	107	(2)
The Physical Space	109	(5)
Wide open spaces	110	(1)
What will go inside each area?	110	(1)
What about the people?	111	(2)
Does the level of stimulation make a difference?	113	(1)
Consider the results	114	(1)
The Program	114	(15)
Offering choices	114	(2)
Choosing materials	116	(2)
Are some activities harder for children with challenging behavior?	118	(2)
How do you get from A to B?	120	(3)
When circumstances change	123	(3)
What do you think?	126	(1)
Suggested reading	127	(1)
References	127	(2)
Preventing Challenging Behavior with the Right Social Context	129	(28)
Creating the Social Context	129	(7)
What kind of social context fosters prosocial behavior and discourages aggressive behavior?	130	(1)
What is the teacher's role in the social context?	130	(2)
How can you create a cooperative and inclusive community?	132	(4)
Teaching Social Skills	136	(21)
Why are social skills important?	136	(1)
How do children learn social skills?	137	(2)
Why should we include children with challenging behaviors?	139	(1)
How do you teach social skills?	139	(1)
What skills do children need to learn?	140	(12)
What do you think?	152	(1)
Suggested reading and resources	152	(1)
References	153	(4)
Guidance and Punishment	157	(17)
What information will you need?	158	(1)
How useful is positive reinforcement?	159	(3)
Which is better: Praise or encouragement?	162	(1)
What if positive reinforcement provokes challenging behavior?	163	(2)
What about natural and logical consequences?	165	(2)
Is it good practice to use time-out?	167	(3)
What's wrong with using punishment?	170	(1)
What do you think?	171	(1)
Suggested reading	172	(1)
References	172	(2)
The WEVAS Strategy	174	(21)
Calibration: Zeroing in one the child's state of mind	175	(2)
The anxious state: The early warning system	177	(2)
The agitated state: Reactions intensify	179	(7)
The aggressive state: The fire inside	186	(4)
The assaultive state: Involving the community	190	(1)
What about using restraint?	191	(1)
The open state: A time to debrief and learn	191	(1)
Returning to the group	192	(2)
What do you think?	194	(1)
Suggested reading and resources	194	(1)
References	194	(1)
Functional Assessment	195	(18)
What do you need to know to figure out the function of a behavior?	196	(2)
What about appropriate behavior?	198	(1)
How do you get the information you need for a functional assessment?	198	(3)
How do you observe?	201	(2)
What do you do with all this information?	203	(8)
What do you think?	211	(1)
Suggested reading	211	(1)
References	211	(2)
Working with Families and Other Experts	213	(18)
How do families react to news of challenging behavior?	214	(2)
How do you feel?	216	(1)
How can colleagues help?	217	(1)
How do you arrange a meeting?	218	(2)
What should happen in a meeting with the family?	220	(3)
How do you close a meeting?	223	(1)
What if you and the family disagree?	224	(1)
How do you handle challenging behavior when the parent is present?	225	(1)
What should you say to the parents of the other children?	225	(1)
What about getting expert advice?	226	(1)
What if the child needs more help?	226	(3)
What about asking a child with challenging behavior to leave?	229	(1)
What do you think?	229	(1)
Suggested reading	230	(1)
References	230	(1)
Bullying	231	(28)
What is bullying?	231	(2)
How common is bullying?	233	(1)
Who are the children who bully others?	234	(2)
Who are the targets of bullying?	236	(2)
Who are the bystanders?	238	(3)
How can teachers combat bullying?	241	(4)
What helps children cope with bullying?	245	(2)
How do you respond to bullying?	247	(4)
What do you do if you don't see the bullying?	251	(1)
How can you work with the parents of children involved in bullying?	252	(3)
What do you think?	255	(1)
Suggested reading and resources	255	(1)
References	255	(4)
Appendix A The Functional Assessment Observation Form	259	(5)
Appendix B The Functional Assessment A-B-C Chart	264	(1)
Appendix C The Division for Early Childhood of the Council for Exceptional Children: Position Statement on Interventions for Challenging Behavior	265	(2)
Index	267