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

Challenging Behavior in Young Children : Understanding, Preventing, and Responding Effectively - 03 edition

ISBN13: 978-0205342266

Cover of Challenging Behavior in Young Children : Understanding, Preventing, and Responding Effectively 03 (ISBN 978-0205342266)
ISBN13: 978-0205342266
ISBN10: 0205342264
Cover type:
Edition/Copyright: 03
Publisher: Allyn & Bacon, Inc.
Published: 2003
International: No

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Challenging Behavior in Young Children : Understanding, Preventing, and Responding Effectively - 03 edition

ISBN13: 978-0205342266

Barbara Kaiser and Judy Rasminsky

ISBN13: 978-0205342266
ISBN10: 0205342264
Cover type:
Edition/Copyright: 03
Publisher: Allyn & Bacon, Inc.

Published: 2003
International: No
Summary

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 in greater depth with more up-to-date information. Additional chapters on resilience, culture, the brain, self-reflection, working with families, and bullying make this text a more comprehensive and useful resource.

In addition to two full chapters on preventing challenging behavior, three chapters provide specific strategies for responding to challenging behavior. Chapter 9, "Guidance and Punishment," gives a balanced overview of traditional guidance strategies (e.g. positive reinforcement, consequences, and time-out). Chapter 10, "The WEVAS Strategy," a new approach to challenging behavior that focuses on the teacher's response to the child, furnishes concrete, easy-to-use techniques. Chapter 11, "Functional Assessment," presents a clear, concise overview of functional assessment, a strategy mandated by IDEA that views challenging behavior from the child's perspective. The appendices contain functional assessment charts and explanations of how to use them.

  • User-friendly and conversational in tone, this text is well organized, logical, and fun to read without sacraficing academic rigor. Numerous text boxes add spice and illuminate specific points (Chs. 1-13).
  • Eclectic. This text brings together information from different disciplines and organizes it into a single package in a way that has never been done before. It presents several research-based strategies that can be used separately or together, providing students with a variety of tools that are appropriate for many different children and situations (Chs. 5-13).
  • Culturally sensitive. Discussions of cultural influences on children's behavior and teachers' responses are integrated throughout the text. Chapter 6, "Understanding the Child's Family and Culture," provides an in-depth look at the role of culture in childrens' identity and in teachers' relationships with children and families. Snapshots of the country's largest minority groups point out important cultural values that may lead to behavior being misperceived as challenging.
  • This text emphasizes the importance of teacher-family partnerships throughout and provides information to help teachers comprehend and communicate with parents, even when they are saying things that parents do not want to hear (Chs. 2, 6, and 12).
  • An entire chapter on bullying explains the characteristics of bullies, victims, and bystanders and provides suggestions about preventing bullying and helping children respond to it. Also contains useful information about working with parents of bullies and victims (Ch. 13).
  • A full chapter devoted to behavior and the brain is based on the most recent and rigorous research (Ch. 4).
  • Emphasizes how teacher, child, and environment interact to create challenging behavior (and appropriate behavior).
  • A section called "What Do You Think?," is located at the end of each chapter, and asks questions to help students make the material their own.

Table of Contents

Foreword by Sue Bredekamp.
Introduction.

1. What Is Challenging Behavior?

Isn't challenging behavior sometimes appropriate for very young children?
Do children outgrow challenging behavior?
What is aggression?
Does culture play a role in aggressive behavior?
Is ethnicity a factor in aggressive behavior?

2. Risk Factors.

Biological risk factors.
Environmental risk factors.

3. Protective Factors.

Who is the resilient child?
What makes a resilient child bounce back?
How does the family contribute to resilience?
What is the community's role in resilience?

4. Behavior and the Brain.

How do babies' brains develop?
How does experience spur nerve cells to connect?
Is there a critical period for social or emotional behavior?
What does caregiving have to do with it?
What about neurotransmitters?
Which parts of the brain are involved in aggressive behavior?
What does all this mean?

5. Understanding Yourself.

The caring connection.
"Who are you?," said the caterpillar.
What influences the way you relate to a child with challenging behavior?
What is self-reflection?
How do you reflect?
When do you reflect?
What do you reflect about?
Are there any techniques to help you reflect?

6. Understanding the Child's Family and Culture.

Collaborating with families.
Opening the culture door.

7. Preventing Challenging Behavior with the Right Physical Space and Program.

The physical space.
The program.

8. Preventing Challenging Behavior with the Right Social Context.

Creating the social context.
Teaching social skills.

9. Guidance and Punishment.

What information will you need?
How useful is positive reinforcement?
Which is better, praise or encouragement?
What if positive reinforcement provokes challenging behavior?
What about natural and logical consequences?
Is it good practice to use time-out?
What's wrong with using punishment?

10. The WEVAS Strategy.

Calibration: Zeroing in on the child's state of mind.
The anxious state: The early warning system.
The agitated state: Reactions intensify.
The aggressive state: The fire inside.
The assaultive state: Involving the community.
What about using restraint?
The open state: A time to debrief and learn.
Returning to the group.

11. Functional Assessment.

What do you need to know to figure out the function of a behavior?
What about appropriate behavior?
How do you get the information you need for a functional assessment?
How do you observe?
What do you do with all this information?

12. Working with Families and Other Experts.

How do families react to news of challenging behavior?
How do you feel?
How can colleagues help?
How do you arrange a meeting?
What should happen in a meeting with the family?
How do you close a meeting?
What if you and the family disagree?
How do you handle challenging behavior when the parent is present?
What should you say to the parents of the other children?
What about getting expert advice?
What if the child needs more help?
What about asking a child with challenging behavior to leave?

13. Bullying.

What is bullying?
How common is bullying?
Who are the bullies?
Who are the victims?
Who are the bystanders?
What helps children cope with bullying?
How do you respond to bullying?
What do you do if you don?t see the bullying?
How can you work with the parents of bullies and victims?

APPENDIX A. The Functional Assessment Observation Form.

Understanding the functional assessment observation form.
Using the functional assessment observation form.
Andrew?s functional assessment observation form.
Blank functional assessment observation form.

APPENDIX B. Functional Assessment A-B-C Chart.

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