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

ISBN: 9780205342266 | 0205342264
Edition: 1st
Format: Paperback
Publisher: Allyn & Bacon
Pub. Date: 1/1/2003

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SummaryTable of Contents
Making full use of Barbara Kaiser's 25 years of experience as a child care director and teacher, this text presents information and strategies to deal with the challenging behavior that teachers find more and more often in their classrooms. Vignettes throughout the text featuring real children make these strategies come alive. Based on the 40-page NAEYC booklet on the same topic, Meeting the Challenge: Effective Strategies for Challenging Behavior in Early Childhood Environments (1999), this new text explores the subject matter and strategies i... MORE
Forewordxi
Sue Bredekamp
Acknowledgmentsxiii
Introduction1(8)
What Is Challenging Behavior?
... MORE9(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 Form259(5)
Appendix B The Functional Assessment A-B-C Chart264(1)
Appendix C The Division for Early Childhood of the Council for Exceptional Children: Position Statement on Interventions for Challenging Behavior265(2)
Index267

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