Preventing and Addressing Challenging Behavior: Common Questions and Practical Strategies

Autor/inn/en	Hemmeter, Mary Louise; Ostrosky, Michaelene M.; Corso, Robert M.
Titel	Preventing and Addressing Challenging Behavior: Common Questions and Practical Strategies
Quelle	In: Young Exceptional Children, 15 (2012) 2, S.32-46 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2506
DOI	10.1177/1096250611427350
Schlagwörter	Behavior Problems; Preschool Teachers; Prevention; Intervention; Classroom Techniques; Interpersonal Competence; Social Environment; Educational Environment; Social Development; Emotional Development; Skill Development; Behavior Modification; Preschool Children; Family School Relationship + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Prävention; Vorbeugung; Klassenführung; Interpersonale Kompetenz; Soziales Umfeld; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Entwicklung; Gefühlsbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Behaviour modification; Verhaltensänderung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder
Abstract	The purpose of this article is to offer preschool teachers strategies for preventing challenging behavior and supporting the development of social skills and emotional competencies. This article is framed in a question and answer format using questions from teachers who the authors have worked with in the past. These questions and strategies are organized around the four levels of the Teaching Pyramid: (1) developing nurturing and responsive relationships; (2) designing social and physical environments to support children's social emotional development and prevent challenging behavior; (3) teaching social skills and promoting emotional competencies; and (4) designing individualized interventions for children with ongoing challenging behavior. Implementing the practices associated with only a single level of the Teaching Pyramid is not likely to effectively address the range of challenging behaviors found in many early childhood classrooms; rather, it is the comprehensive, intentional implementation of all levels of the Teaching Pyramid that is needed to effectively address challenging behavior. (Contains 1 table and 1 figure.) (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10