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Challenging Behaviors
and the Role of
December 2007, Issue 16
Preschool Education
by Lisa A. McCabe and Ellen C. Frede
Social-Emotional
Intervention for At-Risk
4-Year-Olds
(Denham & Burton)58
In this intervention, teachers are
trained to deliver a multi-component
program that involves relationship
building between the teachers and
children, teaching children emotional
knowledge and strategies to control
negative feelings. Children are also
taught interpersonal cognitive prob-
lem-solving skills using the evidence-
based I Can Problem Solve program.59
Second Step ent component, wherein parents are
The program was implemented over
(Committee For Children) 53 encouraged to reinforce Second Step
a 32-week period with 70 children
concepts at home, is also included.
in seven child care classrooms. An
The Second Step curriculum is a uni- The curriculum was used as part of
additional 60 children from the same
versal intervention program designed the larger Preschool Behavior Project,
programs, but different classrooms,
to teach empathy, impulse control, and results from this study have not
served as a quasi-experimental com-
and social problem-solving skills to yet been published.54 However, research
parison group. Results showed that
children in preschool through middle on the Second Step curriculum with
children in the intervention class-
school. Teachers are trained to use second- and third-grade school chil-
rooms showed decreases in negative
large photograph cards of children in dren suggests that children in partici-
emotion, initiated more positive peer
various social situations as a basis for pating classrooms show a decrease in
activity, and improved socially (as
teacher modeling and childrens role observed aggression and an increase
judged by their teachers) compared
playing. These activities are designed in neutral and/or pro-social skills.
to non-intervention children.
to introduce concepts and enable There were no differences in parent or
children to practice new skills. A par- teacher ratings of these behaviors.55
Conclusion
The issue is not whether preschool needs to include, along with a cogni- Child care that does not
is good or bad when it comes to tive and academic focus, an emphasis
childrens challenging behaviors. Just on the development of social and adequately address the
as there is good and not-so-good par- emotional skills. Teachers, other pro- social-emotional needs
enting, there is good and not-so-good fessionals and parents must then
early childhood care and education. build on that strong curricular base of young children runs
What is important is that the early by providing additional layers of the
the risk of contributing
childhood education experience be of teaching pyramid that address specific
high quality. In regard to challenging needs of children who exhibit or are to the development and
behaviors, high quality means paying at risk for developing challenging
special attention to the social-emo- behaviors. These may include inten- expression of challenging
tional needs of children spending tional teaching of social problem- behaviors.
long hours in the presence of a group solving and other pro-social skills and
of peers. Child care that does not ade- intervention by therapists, psycholo-
quately address the social-emotional gists and other professionals. Only
needs of young children runs the risk then will we be able to meet the com-
of contributing to the development prehensive needs of preschoolers and
and expression of challenging behav- prepare them to be lifelong learners
iors. Any curriculum implemented in and productive adults.
an early childhood education setting
conduct problems and ADHD: Identification of Fledgling Psychopaths. Early Childcare Research Network, 2003.
Journal of Emotional & Behavioral Disorders, 8(2), 83-94; Lynam, D. (1996). Love, J. M., Harrison, L., Sagi-Schwartz, A., vanIJzendoorn, M. H., Ross,
22
Early identification of chronic offenders: Who is the fledgling psychopath? C., Ungerer, J. A., et al. (2003). Child care quality matters: How conclusions
Psychological Bulletin, 120, 209-234. may vary with context. Child Development, 74(4), 1021-1033.
10 Lavigne, J.V., Arend, R., Rosenbaum, D., Binns, H. J., Christoffel, K. K., & 23National Institute of Child Health and Human Development Early
Gibbons, R. D. (1998). Psychiatric disorders with onset in the preschool Childcare Research Network. (1998). Early child care and self-control,
years: I. Stability of diagnoses. Journal of the American Academy of Child compliance, and problem behavior at twenty-four and thirty-six months.
and Adolescent Psychiatry, 37(12), 1246-1254. Child Development, 69(4), 1145-1170.
Keenan, K., Shaw, D., Delliquadri, E., Giovannelli, J., & Walsh, B. (1998).
11 24National Institute of Child Health and Human Development Early Child
Evidence for the continuity of early problem behaviors: Application of a Care Research Network. (2005). Early child care and childrens development
developmental model. Journal of Abnormal Child Psychology, 26(6), 441-454. in the primary grades: Follow-up results from the NICHD Study of Early
12National Institute of Child Health and Human Development Early Child Child Care. American Educational Research Journal, 42(3), 537-570.
Care Research Network. (2004). Trajectories of physical aggression from 25Belsky, J., Vandell, D. L., Burchinal, M., Clarke-Stewart, K. A., McCartney,
toddlerhood to middle childhood. In W.F. Overton (Series Editor), K., Owen, M.T., & the NICHD Early Child Care Research Network. (2007).
Monographs of the Society for Research in Child Development 69(4, Serial Are there long-term effects of early child care? Child Development, 78(2),
No. 278). Boston, MA: Blackwell Publishing. 681-701.
13See Qi, C. H. & Kaiser, A. P. (2003). Behavior problems of preschool 26Vermeer, H. J., & van IJzendoorn, M., H. (2006). Childrens elevated
children from low-income families: Review of the literature. Topics in cortisol levels at day care: A review and meta-analysis. Early Childhood
Early Childhood Special Education 23(4), 188-216 for a review. Research Quarterly, 21, 390-401.
varying day-care experience. Child Development, 56(3), 689-703. review of interventions for preschoolers with aggressive and disruptive
28 Teachers were asked to report the number of children in their classroom behaviors. Early Education and Development, 10(1), 47-68; Joseph, G. E.,
who were permanently terminated from participating in the classroom. & Strain, P. S. (2003). Comprehensive evidence-based social-emotional
The authors of this study refer to this event as expulsion. However, ques- curricula for young children: An analysis of efficacious adoption potential.
tions have been raised as to whether this kind of classroom removal which Topics in Early Childhood Special Education, 23(2), 65-76.
may include reassignment in another classroom is equivalent to expulsions 41 For complete information about the Incredible Years Training programs,
that occur in public school settings for older children. see http://www.incredibleyears.com/.
29 Gilliam, 2004. 42 The Incredible Years Program also includes a parent training component
30Nores, M., Belfield, C. R., Barnett, W. S., & Schweinhart, L. (2005). (called the Basic Incredible Years Parenting Program) that uses parent
Updating the economic impacts of the High/Scope Perry Preschool group meetings to cover topics similar to those in the teacher training.
Program. Educational Evaluation and Policy Analysis, 27(3), 245-261; 43 Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing
Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & conduct problems, promoting social competence: A parent and teacher
Nores, M. (2005). Lifetime effects: The High/Scope Perry Preschool study training partnership in Head Start. Journal of Clinical Child Psychology,
through age 40 (Monographs of the High/Scope Educational Research 30(3), 283-302.
Foundation, 14). Ypsilanti, MI: High/Scope Educational Research 44 Webster-Stratton, C., Reid, M. J., & Hammond, M. (2004). Treating
Foundation. children with early-onset conduct problems: Intervention outcomes for
31 Nores et al., 2005. parent, child, and teacher training. Journal of Clinical Child and Adolescent
32Reynolds, A. J., Temple, J., Robertson, D., & Mann, E. (2001). Long-term Psychology, 33(1), 105-124.
effects of an early childhood intervention on educational achievement and 45 Kuche, C. A. & Greenberg, M. T. (1994). The PATHS curriculum. South
juvenile arrest: A 15-year follow-up of low-income children in public schools. Deerfield, MA: Channing-Bete Co.
JAMA: Journal of the American Medical Association, 285(18), 2339-2346. 46Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving
33Reynolds, A. J., Temple, J., Suh-Ruu, O., Robertson, D., Mersky, J. P., young childrens social and emotional competence: A randomized trial of
Topitzes, J. W., & Niles, M. D. (2007). Effects of a school-based early the preschool PATHS curriculum. The Journal of Primary Prevention,
childhood intervention: A 19-year follow-up of low-income families. 28(2), 67-91.
Archives of Pediatric Adolescent Medicine 2007, 161, 730-739. 47 Fox, L., Dunlap, G., & Powell, D. (2002). Young children with challenging
34Zill, N., Resnick, G., Sorongon, A., Kim, K., ODonnell, K., et al. behavior: Issues and considerations for behavior support. Journal of Positive
(2003, April). A whole-child perspective on Head Start reform: Findings Behavior Interventions, 4(4), 208-217.
on childrens cognitive and socio-emotional development from FACES 2000. 48 Fox, Dunlap, & Powell, 2002.
Presented at the Biennial Meeting of the Society for Research in Child
Development, Tampa, FL.
49In recent years, the use of praise in teaching young children has been
called into question because it: 1) Manipulates children in order to maximize
Puma, M., Bell, S., Cook, R., Heid, C., Lopez, M., Zill, N., et al. (2005).
35
adult convenience; 2) Creates expectations of praise, turning children into
Head Start impact study: First year findings. Washington, DC: US Dept. of praise junkies; 3) Steals the childs pleasure by telling him or her how to
Health and Human Services, Administration for Children and Families. feel; 4) Results in less interest, not more and; 5) Reduces achievement (see
36 Berlin, L. J., ONeal, C. R., & Brooks-Gunn, J. (2003). Early childhood Kohn, A. [2001]. Five reasons to stop saying Good job! Young Children,
intervention research initiatives. In J. Brooks-Gunn, A. S. Fuligni, & L. J. 56(6), 24-30.). The adaptation of these ideas has prompted many early
Berlin (Eds.), Early Child Development in the 21st Century (pp. 65-89). childhood teachers to change the way they interact with young children,
New York: Teachers College Press; Brooks-Gunn, J., Berlin, L. J., Leventhal, including strategies for dealing with challenging behaviors. However, the
T., & Fuligni, A. (2000). Depending on the kindness of strangers: Current switch away from good job language is not without its criticisms from
national data initiatives and developmental research. Child Development, Positive Behavior Support advocates. They contend that Kohns arguments
71(1), 257-268. misrepresent the positive behavior support field which advocates for posi-
37Love, J. M., Kisker, E. E., Ross, C. M., Schochet, P. Z., Brooks-Gunn, J., et tive, descriptive feedback that goes beyond a simple good job. They also
al. (2002). Making a difference in the lives of infants and toddlers and their contend that Kohns arguments fail to account for years of research sup-
families: The impacts of Early Head Start, Executive Summary. Retrieved porting positive behavior techniques when used appropriately, and that he
November 21, 2006 from http://www.acf.hhs.gov/programs/opre/ehs/ presents non-validated alternative strategies (see Strain, P.S. & Joseph, G.
ehs_resrch/reports/impacts_exesum/impacts_exesum.pdf. E., [2004] A not so good job with Good job!: A response to Kohn 2001.
38 Borge, A. I. H., Rutter, M., Ct, S., & Tremblay, R. E. (2004). Early
Journal of Positive Behavior Interventions, 6(1), 55-59 for further discussion).
What both sides of this debate seem to have in common, however, is the
childcare and physical aggression: Differentiating social selection and need for adults to encourage young childrens development in supportive
social causation. Journal of Child Psychology and Psychiatry, 45(2), 367-376. and meaningful ways.
39 Several early childhood curricula with an emphasis on the development
50 Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., McLaughlin, D.
of social and emotional skills are popular in early education programs. M., McAtee, M., et al. (1999). Positive behavior support for people with
These include Kaiser and Rasminskys WEAVAS approach, Hysons developmental disabilities: A research synthesis. Washington, DC: American
Emotional Development curriculum, Baileys Conscious Discipline, and Association on Mental Retardation.
Diane Trister Dodge and colleagues Creative Curriculum. To date, these
51 Duda, M. A., Dunlap, G., Fox, L., Lentini, R., & Clarke, S. (2004). An
curricula have not been formally studied for their effectiveness, but do
show promise as strategies for addressing childrens social and emotional experimental evaluation of Positive Behavior Support in a community pre-
development. Studies of two comprehensive curricula, High/Scope and school program. Topics in Early Childhood Special Education, 24(3), 143-155.
Tools of the Mind, are discussed later in this brief. 52 Hemmeter, M. L., Fox, L., Jack, S., Broyles, L. (in press). A program wide
Challenging Behaviors and the Role of Preschool Education is issue 16 in a series of briefs developed by the National
Institute for Early Education Research. It may be used with permission, provided there are no changes in the content.
This document was prepared with the support of The Pew Charitable Trusts. The Trusts Advancing Pre-Kindergarten for All
initiative seeks to advance high quality prekindergarten for all the nations three-and four-year-olds through objective,
policy-focused research, state public education campaigns and national outreach. The opinions expressed in this report
are those of the authors and do not necessarily reflect the views of The Pew Charitable Trusts.
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