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

ISBN: 9780205493333 | 0205493335
Edition: 2nd
Format: Paperback
Publisher: Allyn & Bacon
Pub. Date: 1/1/2007

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SummaryTable of Contents
Renowned authors Barbara Kaiser and Judy Sklar Rasminsky once again help teachers to discover effective ways to address challenging behavior in the classroom! Making full use of Barbara Kaiser's 30 years of experience as a child care director and teacher, the Second Edition of Challenging Behavior in Young Children provides an in-depth look into the latest research on understanding and preventing challenging behavior and offers practical and effective strategies for responding to it, including positive behavior support and functional assessment... MORE
Forewordxiii
Sue Bredekamp
Prefacexvi
Introduction1(8)
What Is Challenging Behavior?
... MORE9(11)
Isn't challenging behavior sometimes appropriate for very young children?
10(1)
Do children outgrow challenging behavior?
10(3)
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)
Risk Factors
20(21)
What causes challenging behavior?
20(1)
Biological Risk Factors
21(11)
Genes
21(1)
Temperament
22(3)
Attention deficit hyperactivity disorder
25(1)
Complications of pregnancy and birth
26(1)
Substance abuse during pregnancy
27(2)
Malnutrition
29(1)
Language and cognition disorders
29(2)
Gender
31(1)
Environmental Risk Factors
32(8)
Family factors and parenting style
32(2)
Poverty and the conditions surrounding it
34(1)
Exposure to violence
35(1)
Turbulent times
36(1)
Violent media
37(2)
Child care
39(1)
Understanding risk
39(1)
What Do You Think?
40(1)
Suggested Reading
40(1)
Protective Factors
41(6)
Who is the resilient child?
42(1)
What makes a resilient child bounce back?
43(1)
How does the family contribute to resilience?
44(1)
What is the community's role in resilience?
45(1)
What do You Think?
46(1)
Suggested Reading
46(1)
Behavior and the Brain
47(11)
How do babies' brains develop?
48(1)
How does experience spur nerve cells to connect?
49(1)
Is there a critical period for social or emotional behavior?
50(1)
What does caregiving have to do with it?
50(2)
What about neurotransmitters?
52(2)
What role do genes play?
54(1)
Which parts of the brain are involved in aggressive behavior?
55(1)
What does all this mean?
56(1)
What Do You Think?
57(1)
Suggested Reading
57(1)
Relationship, Relationship, Relationship
58(21)
The caring connection
59(1)
Understanding Yourself
59(7)
``Who are you?'' said the caterpillar
59(1)
What influences the way you relate to a child with challenging behavior?
60(2)
What is self-reflection?
62(1)
How do you reflect?
63(1)
What do you reflect about?
64(1)
Are there any techniques to help you reflect?
65(1)
Understanding the Child
66(5)
What is the role of attachment?
66(2)
How does attachment affect behavior?
68(2)
Is attachment culture bound?
70(1)
Establishing a Relationship
71(7)
How does being securely attached to a teacher protect a child?
71(2)
How can you develop a secure attachment to a child with challenging behavior?
73(3)
Back to the beginning
76(2)
What Do You Think?
78(1)
Suggested Reading
78(1)
Understanding the Child's Family and Culture
79(22)
Collaborating with Families
79(3)
Getting to know you
80(2)
Opening the Culture Door
82(18)
What is culture?
82(1)
What does culture have to do with identity?
83(1)
Are cultures really so different?
84(2)
How can you see your culture?
86(1)
The culture of child care and school
87(1)
What happens when children move from one culture to another?
88(1)
How does culture influence behavior?
89(1)
What happens when a child speaks a different language?
90(1)
Does each culture have its own special characteristics?
91(9)
Why all this matters
100(1)
What Do You Think?
100(1)
Suggested Reading
100(1)
Preventing Challenging Behavior with the Right Physical Space and Program
101(22)
How does prevention work?
102(1)
We're all the same, yet we're all different
102(2)
The Physical Space
104(5)
Wide open spaces
105(1)
What will go inside each area?
105(1)
What about the people?
106(2)
Does the level of stimulation make a difference?
108(1)
Consider the results
108(1)
The Program
109(12)
Offering choices
110(1)
Choosing materials
111(1)
Are some activities harder for children with challenging behavior?
112(3)
How do you get from A to B?
115(1)
When circumstances change
116(5)
What Do You Think?
121(1)
Suggested Reading
122(1)
Preventing Challenging Behavior with the Right Social Context
123(23)
Creating the Social Context
123(6)
What kind of social context fosters prosocial behavior and discourages aggressive behavior?
124(1)
What is the teacher's role in the social context?
124(2)
How can you create a cooperative and inclusive community?
126(3)
Teaching Social Skills
129(15)
Why are social skills important?
130(1)
How do children learn social skills?
130(2)
Why should we include children with challenging behaviors?
132(1)
How do you teach social skills?
132(2)
What skills do children need to learn?
134(10)
What Do You Think?
144(1)
Suggested Reading and Resources
145(1)
Guidance and Punishment
146(14)
What information will you need?
147(1)
How useful is positive reinforcement?
148(2)
Which is better: Praise or encouragement?
150(1)
What if positive reinforcement provokes challenging behavior?
151(2)
What about natural and logical consequences?
153(1)
Is it good practice to use time-out?
154(3)
What's wrong with using punishment?
157(1)
What Do You Think?
158(1)
Suggested Reading
159(1)
The Wevas Strategy
160(19)
Calibration: Zeroing in on the child's state of mind
161(1)
The anxious state: The early warning system
161(4)
The agitated state: Reactions intensity
165(6)
The Aggressive state: The fire inside
171(3)
The Assaultive state: Involving the community
174(1)
What about using restraint?
175(1)
The open state: A time to debrief and learn
176(1)
Returning to the group
177(1)
What Do You Think?
178(1)
Suggested Reading and Resources
178(1)
Positive Behavior Support and Functional Assessment
179(17)
How do you figure out the function of a behavior?
180(1)
What functions can behavior serve?
181(1)
What about appropriate behavior?
182(1)
Why do you need to work as a team?
182(1)
How do you get the information you need for a functional assessment?
183(4)
How do you develop a hypothesis?
187(1)
How do you create a positive behavior support plan?
188(5)
How does the plan look?
193(1)
How do you evaluate the plan?
193(2)
What Do You Think?
195(1)
Suggested Reading
195(1)
The Inclusive Classroom
196(21)
About Inclusion
196(5)
Why is inclusion important?
197(1)
How does IDEA work?
197(1)
What services does IDEA offer young children?
198(1)
What's happening on the front lines?
199(1)
How is a child who needs special education identified?
199(2)
Preventing and Addressing Challenging Behavior in Children with Disabilities
201(15)
What is the connection between disability and challenging behavior?
202(2)
How can you organize the physical space to prevent challenging behavior?
204(1)
How can the program and schedule prevent challenging behavior?
205(5)
How can an inclusive social context prevent challenging behavior?
210(4)
How can you respond effectively to challenging behavior?
214(2)
What Do You Think?
216(1)
Suggested Reading
216(1)
Working with Families and Other Experts
217(16)
How do families react to news of challenging behavior?
218(2)
How do you feel?
220(1)
How can colleagues help?
221(1)
How do you arrange a meeting?
221(3)
What should happen in a meeting with the family?
224(3)
How do you close a meeting?
227(1)
What if you and the family disagree?
227(1)
How do you handle challenging behavior when the parent is present?
228(1)
What should you say to the parents of the other children?
228(1)
What about getting expert advice?
229(1)
What if the child needs more help?
230(1)
What about asking a child with challenging behavior to leave?
231(1)
What Do You Think?
232(1)
Suggested Reading
232(1)
Bullying
233(24)
What is bullying?
233(2)
How common is bullying?
235(1)
Who are the children who bully others?
236(2)
Who are the targets of bullying?
238(2)
Who are the bystanders?
240(3)
How can you prevent bullying?
243(4)
What helps children cope with bullying?
247(2)
How do you respond to bullying?
249(2)
What do you do if you don't see the bullying?
251(2)
How can you work with the parents of children involved in bullying?
253(3)
What Do You Think?
256(1)
Suggested Reading and Resources
256(1)
Appendix A. The Functional Assessment Observation Form257(5)
Appendix B. The Functional Assessment A--B--C Chart262(1)
References263(30)
Index293

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