Report: Positive Behavior Support: An Individualized Approach for Addressing Challenging Behavior
Report » Positive Behavior Support: An Individualized Approach for Addressing Challenging Behavior
L. Fox, M. Duda
Center on the Social and Emotional Foundations for Early Learning, Vanderbilt University
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. In high-quality early childhood programs, most children will respond to the teacher’s use of social skills instruction, redirection, and prevention strategies (e.g., environmental arrangement, catching children being good, etc.). For many children with challenging behavior, the teacher is able to address the child’s needs and teach the child the expectations of the classroom. Unfortunately, there are a few children who do not respond to the teacher’s efforts. These children continue to exhibit challenging behavior despite well-designed classroom environments and the use of developmentally appropriate teaching and child guidance practices.