CHAMPAIGN, Ill. – Preschoolers who engage in challenging behaviors – patterns of behavior that interfere with learning and social interaction – are at increased risk of academic failure and peer rejection, among other poor outcomes.
A new monograph, co-edited by an expert in early childhood special education at the University of Illinois, presents research-based practices that families, teachers and practitioners can use to address and prevent problem behaviors.
Each of the strategies has been tested in classroom and home settings and has shown promise in promoting positive social-emotional development and preventing challenging behavior from recurring or persisting.
“Challenging behavior” can take a variety of forms but is generally used to describe actions that pose potential injury to the child or others, cause damage to the physical environment, interfere with skill acquisition or lead to isolation.
Regardless of how the behavior manifests itself, prevention and intervention strategies are a significant concern for educators, practitioners and families, according to Michaelene M. Ostrosky, a co-editor of the monograph.
Ostrosky is the head of the department of special education, a unit in the College of Education at Illinois.
In the monograph’s seven articles, experts from prominent U.S. universities explore several forms and levels of targeted interventions, including those at the individual, classroom and family levels.
These interventions include the Pyramid Model, which promotes social-emotional skills, and Prevent-Teach-Reinforce for Young Children, a practice that focuses on positive behavior support techniques for toddlers and preschoolers. Along with detailed explanations of the interventions, authors provide guidance on implementation and assessment.
All of the researchers emphasize the importance of forming collaborative partnerships between families and educators to develop interventions that are consistent with each family’s goals and priorities for their child.
Additionally, the significance of designing culturally responsive behavioral supports is explored in an article by Erin E. Barton and Rashida Banerjee, faculty members at the University of Colorado-Denver and the University of Northern Colorado, respectively.
Ostrosky is a co-author of an article that recommends strategies that early childhood teachers can use to help children understand and accept classmates that exhibit problem behaviors. In addition to classroom-based activities for students, the authors recommend self-reflection by teachers to consider how their beliefs, attitudes and responses may influence students’, families’ and colleagues’ perceptions.
Ostrosky and co-authors SeonYeong Yu and Lori Erbrederis Meyer also offer guidance on communicating with parents to promote understanding of inclusive education and the importance of respecting differing abilities and behaviors.
“Addressing challenging behavior is a significant concern of educators, families and practitioners,” Ostrosky said. “The monograph conveys evidence-based practices in an accessible format and offers guidance on how to implement them. It also provides readers with an index of free, online resources.”
Ostrosky’s co-editor on the monograph is Susan R. Sandall, a professor of education at the University of Washington.
The monograph, titled “Young Exceptional Children: Addressing Children’s Challenging Behaviors,” is the most recent in a series of 15 monographs focused on early childhood published by the Division for Early Childhood of the Council for Exceptional Children. The council is an international professional organization dedicated to improving educational outcomes for individuals with special needs.
To contact Michaelene M. Ostrosky, email ostrosky@illinois.edu.
