Challenging Behavior In Young Children Research Articles

Implementing a Positive Behavior Support Program for Young Children with Autism in Public Agencies: A Social Validity Evaluation from Parents, Practitioners, and Administrators.

Challenging behaviors in young children with autism and intellectual disabilities pose significant barriers to learning and inclusion. The Prevent-Teach-Reinforce for Young Children (PTR-YC) program is an evidence-based intervention that addresses these behaviors according to Positive Behavior Intervention Support principles. It is essential to assess the social validity of an intervention, when implemented into a public service system, to ensure sustainability and relevance to stakeholders. The present study aimed to document the social validity of PTR-YC from the point of view of three key informants: parents, practitioners, and administrators. Sixty-one participants were interviewed about their experience with PTR-YC (9 administrators, 31 practitioners, and 20 families). Semi-structured interviews assessed three fundamental components of social validity (Wolf, 1978): (a) social relevance of intervention goals, (b) social appropriateness of intervention procedures, and (c) social importance of intervention effects. Participants' responses were subjected to thematic analysis. Intervention goals, namely family participation in the clinical process, strategies that focuses on prevention, and teaching alternative adaptive behaviors, were identified as relevant. Participants appreciated the program's clear, structured, and turnkey clinical process, its parent-practitioner collaboration, and its consistency with practices already in place in the field. Positive instrumental outcomes (e.g., knowledge, competencies, self-efficacy) and ultimate outcomes (e.g., decrease in challenging behavior) of the intervention were reported on children, families, and practitioners. This study represents the first in-depth evaluation of the social validity of PTR-YC in specialized public services for autism and demonstrates its appropriateness for universal implementation in this sector.

Associations Between Social–Emotional Teaching Practices and Reductions in Preschoolers' Challenging Behavior

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.

Participant Characteristics in Research on Interventions for Young Children With Challenging Behavior: A Systematic Review

Intervention studies to reduce challenging behavior in young children below the age of 6 were reviewed for participant characteristics, including gender, race/ethnicity, disability, socioeconomic status, and language to evaluate the frequency of reporting and diversity of participant characteristics in this area of research. Interventions conducted in school, preschool, and home-based settings were included; 53 articles were reviewed. In these articles utilizing single case research or group designs ( n = 2,262 participants), most articles reported gender and disability. Slightly fewer than half of the studies reported participants’ race/ethnicity. Socioeconomic status and language were infrequently reported. Analyses of participant characteristics in studies that reported children’s gender and race/ethnicity found that boys and Black and Latino children were overrepresented. Implications are discussed, including the field’s use of research standards regarding the reporting of participant characteristics, suggestions for inclusive recruitment and retention strategies, and the importance of identifying culturally responsive interventions for challenging behavior.

Challenging Behaviors in Young Children: The Role of Parenting Consistency in a Multigenerational Family

This study aimed to examine differences in challenging behaviors between young children in multigenerational families whose caregivers had consistent and those with inconsistent parenting. Participants were 73 pairs of mothers and grandparents who had children between the age of 2-6 years old in Surabaya and Sidoarjo. Purposive sampling was used to select participants and two scales included were the PSDQ (Parenting Styles and Dimensions Questionnaire) and CAPES (Child Adjustment and Parent Efficacy Scales). A one-way ANOVA was performed to compare children’s challenging behaviors between caregiver groups with consistent-effective parenting, consistent-ineffective parenting, consistent-somewhat effective parenting, inconsistent-ineffective parenting, and inconsistent-somewhat effective parenting. Results showed that there was a significant difference of children’s challenging behaviors at the p < .05 level for the five groups [F(4.68) = 5.73; p = .00] . Compared to other parenting styles, caregivers with consistent-effective parenting had children with the lowest level of challenging behaviors.

Parent-Implemented Behavioral Interventions for Challenging Behavior of Young Children with Developmental Disabilities: A Review of Effective Approaches

Addressing challenging behavior in young children with special needs is an important issue. This study analyzed the results of literature on parent-implemented behavioral interventions designed to manage the challenging behavior of children with developmental disabilities under 8 years of age. Seventeen relevant studies published in peer-reviewed English journals during the last 15 years were selected for review. The literature review showed that adequately trained parents can serve as a competent intervention agent, thereby making significant contributions to mitigating children`s behavior problems. The reviewed studies also demonstrated that parents could play a variety of important roles such as informants and trainers in behavioral interventions. However, the conclusions on parent-implemented behavioral intervention may be tentative rather than conclusive due to previous research limitations including the lack of treatment integrity and social validity data. In addition, this review discussed several implications for practitioners, indicated the limitations of the reviewed studies, and presented suggestions for future research.

Discipline Policies in Early Childhood Care and Education Programs: Building an Infrastructure for Social and Academic Success

Research Findings: Preventing challenging behavior in young children is a national priority. The number of young children with behavioral problems is on the rise. Discipline policies can help early childhood programs build an infrastructure that promotes social and academic success. This study sought to document the extent to which existing early childhood program discipline policies implement the essential features for developing high-quality, system-wide (viz., program- and school-wide) discipline policies. Using the Early Childhood Discipline Policy Essentials Checklist, investigators assessed the quality of 65 discipline policies from state-licensed early childhood care and education programs. Practice or Policy: Results revealed that early childhood program discipline policies, for the most part, fail to sufficiently address those essential features known to contribute to reducing challenging behavior and promoting prosocial behavior in young children.

Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high‐risk children

AbstractThe purpose of this study was to conduct an experimental analysis of teachers' use of functional assessment (FA) and positive behavior support (PBS) for addressing challenging behaviors in young children. A group of 35 experimental teachers participated in professional development designed to provide step‐by‐step training and guided implementation of FA linked to PBS intervention planning for children identified with challenging behavior in prekindergarten through first‐grade classrooms. A randomly designated group of 35 control teachers received neither training nor consultation for implementing FA and PBS. At post‐intervention, experimental teachers reported increased resilience as evidenced in their significantly higher competence and self‐efficacy along with greater utilization of FA and PBS practices compared with control teachers. Increased levels of resilience were also documented on multiple measures for experimental children with challenging behaviors who received FA and PBS. Specifically, experimental children demonstrated more positive behaviors and fewer challenging behaviors compared with control children at post‐intervention. The findings offer empirical support for providing professional development in FA and PBS as a proactive strategy for promoting improved competence for teachers and, more importantly, for improving resilience among children with behavioral concerns. © 2011 Wiley Periodicals, Inc.

The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children

The Brown University Child and Adolescent Behavior LetterVolume 27, Issue S2 p. I-II SupplementFree Access The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children First published: 06 January 2011 https://doi.org/10.1002/cbl.20134Citations: 4AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume27, IssueS2Supplement: The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young ChildrenFebruary 2011Pages I-II RelatedInformation

Functional assessment, collaboration, and evidence-based treatment: Analysis of a team approach for addressing challenging behaviors in young children

This study examined the effects of functional assessment and positive behavior support on classroom behaviors of young children. An experimental program, entitled FACET, was implemented by school-based teams in pre-kindergarten through first-grade classrooms. Observations of child behaviors and classroom variables were compared between experimental and control classrooms. Results indicate that children in FACET classrooms made significant gains from baseline to post-intervention and exhibited a higher occurrence of positive behaviors and fewer negative behaviors compared to control children. Behavior gains were positively correlated with the level of treatment fidelity. These findings support the effectiveness of an intervention that incorporates functional assessment, collaboration, and evidence-based treatment with young children who exhibit challenging behaviors.

The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children

The Brown University Child and Adolescent Behavior LetterVolume 22, Issue S9 p. I-II SupplementFree Access The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children First published: 14 August 2006 https://doi.org/10.1002/cbl.20028Citations: 2AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume22, IssueS9Supplement: The Teaching PyramidSeptember 2006Pages I-II RelatedInformation

Book Reviews: Exploring Twins: Towards a Social Analysis of Twinship, Contemporary Issues in the Early Years: Working Collaboratively for Children, Challenging Behavior in Young Children: Understanding, Preventing, and Responding Effectively

Book Reviews: Exploring Twins: Towards a Social Analysis of Twinship, Contemporary Issues in the Early Years: Working Collaboratively for Children, Challenging Behavior in Young Children: Understanding, Preventing, and Responding Effectively

Functional Assessment of Behavior and Effective Supports for Young Children with Challenging Behaviors

This article provides a proactive functional assessment and intervention framework for addressing challenging behaviors in young children. A three-tiered model is described that outlines prevention on the primary, secondary, and tertiary levels and remediation strategies that may be used to ameliorate challenging behaviors demonstrated by young children. Implementation of this model and its components in early childhood programs may reduce the intensity and frequency of challenging behaviors by young children and ultimately decrease the later development of emotional/behavioral disorders. Future research directions are discussed.

Contextualized behavioral support in early intervention for children with autism and their families.

Parent education programs have become an effective mode of treatment delivery for teaching families effective behavioral strategies to manage challenging behavior in young children with autism. Functional assessment and functional communication training (FCT) are empirically validated procedures that have recently been introduced into parent education programming to help resolve challenging behaviors. The success of these procedures, however, is contingent on family members' ability to integrate them into the specific contexts in which challenging behaviors occur. Consequently, the application of these procedures in home settings necessitates consideration of the family context in the assessment and treatment planning process. A study is presented that investigated the use of information on family context (i.e., caregiving demands, family support, patterns of social interaction) to direct the assessment and intervention planning process. More specifically, information on family context was used to individualize behavioral support plans designed to support family use of functional communication training within important family routines. Through parent-investigator collaboration we individualized the manner in which functional communication training procedures were taught and implemented so they were contextually relevant. Utilizing a multiple baseline design, the challenging behaviors and functional communication of three children with autism were monitored across baseline, intervention (i.e., FCT, and contextulized FCT), and follow-up phases. Multiple routines for each participant were selected and monitored across all phases to evaluate changes in the dependent measures within training and generalization routines. A self-report questionnaire was administered intermittently to parents to determine if consideration of family context improved the "goodness of fit" of the functional communication training treatment packages across FCT and contextualized FCT intervention phases. Results from the study indicate that consideration of family context in the assessment and intervention planning process does not jeopardize and may contribute to the stability and durability of reductions in challenging behavior achieved with functional assessment and functional communication training procedures.

Difficult and challenging behaviors in young children: A neurodevelopmental perspective for assessment and intervention

Difficult and challenging behaviors in young children: A neurodevelopmental perspective for assessment and intervention