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| Foreword | |
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| Preface | |
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| Introduction | |
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| What Is Challenging Behavior? | |
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| Isn't challenging behavior sometimes appropriate for very young children? | |
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| Do children outgrow challenging behavior? | |
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| What is aggression? | |
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| Does culture play a role in aggressive behavior? | |
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| What Do You Think? | |
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| Suggested Reading | |
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| Risk Factors | |
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| What causes challenging behavior? | |
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| Biological Risk Factors | |
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| Genes | |
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| Temperament | |
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| Attention deficit hyperactivity disorder | |
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| Complications of pregnancy and birth | |
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| Substance abuse during pregnancy | |
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| Malnutrition | |
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| Language and cognition disorders | |
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| Gender | |
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| Environmental Risk Factors | |
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| Family factors and parenting style | |
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| Poverty and the conditions surrounding it | |
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| Exposure to violence | |
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| Turbulent times | |
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| Violent media | |
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| Child care | |
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| Understanding risk | |
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| What Do You Think? | |
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| Suggested Reading | |
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| Protective Factors | |
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| Who is the resilient child? | |
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| What makes a resilient child bounce back? | |
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| How does the family contribute to resilience? | |
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| What is the community's role in resilience? | |
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| What Do You Think? | |
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| Suggested Reading | |
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| Behavior and the Brain | |
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| How do babies' brains develop? | |
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| How does experience spur nerve cells to connect? | |
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| Is there a critical period for social or emotional behavior? | |
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| What does caregiving have to do with it? | |
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| What about neurotransmitters? | |
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| What role do genes play? | |
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| Which parts of the brain are involved in aggressive behavior? | |
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| What does all this mean? | |
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| What Do You Think? | |
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| Suggested Reading | |
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| Relationship, Relationship, Relationship | |
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| The caring connection | |
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| Understanding Yourself | |
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| "Who are you?" said the caterpillar | |
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| What influences the way you relate to a child with challenging behavior? | |
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| What is self-reflection? | |
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| How do you reflect? | |
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| What do you reflect about? | |
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| Are there any techniques to help you reflect? | |
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| Understanding the Child | |
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| What is the role of attachment? | |
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| How does attachment affect behavior? | |
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| Is attachment culture bound? | |
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| Establishing a Relationship | |
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| How does being securely attached to a teacher protect a child? | |
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| How can you develop a secure attachment to a child with challenging behavior? | |
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| Back to the beginning | |
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| What do You Think? | |
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| Suggested Reading | |
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| Understanding the Child's Family and Culture? | |
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| Collaborating with Families | |
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| Getting to know you | |
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| Opening the Culture Door | |
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| What is culture? | |
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| What does culture have to do with identity? | |
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| Are cultures really so different? | |
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| How can you see your culture? | |
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| The culture of child care and school | |
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| What happens when children move from one culture to another? | |
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| How does culture influence behavior? | |
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| What happens when a child speaks a different language? | |
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| Does each culture have its own special characteristics? | |
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| Why all this matters | |
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| What do You Think? | |
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| Suggested Reading | |
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| Preventing Challenging Behavior with the Right Physical Space and Program | |
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| How does prevention work? | |
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| We're all the same, yet we're all different | |
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| The Physical Space | |
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| Wide open spaces | |
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| What will go inside each area? | |
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| What about the people? | |
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| Does the level of stimulation make a difference? | |
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| Consider the results | |
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| The Program | |
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| Offering choices | |
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| Choosing materials | |
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| Are some activities harder for children with challenging behavior? | |
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| How do you get from A to B? | |
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| When circumstances change | |
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| What do You Think? | |
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| Suggested Reading | |
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| Preventing Challenging Behavior with the Right Social Context | |
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| Creating the Social Context | |
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| What kind of social context fosters prosocial behavior and discourages aggressive behavior? | |
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| What is the teacher's role in the social context? | |
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| How can you create a cooperative and inclusive community? | |
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| Teaching Social Skills | |
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| Why are social skills important? | |
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| How do children learn social skills? | |
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| Why should we include children with challenging behaviors? | |
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| How do you teach social skills? | |
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| What skills do children need to learn? | |
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| What do You Think? | |
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| Suggested Reading and Resources | |
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| Guidance and Punishment | |
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| What information will you need? | |
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| How useful is positive reinforcement? | |
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| Which is better: Praise or encouragement? | |
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| What if positive reinforcement provokes challenging behavior? | |
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| What about natural and logical consequences? | |
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| Is it good practice to use time-out? | |
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| What's wrong with using punishment? | |
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| What do You Think? | |
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| Suggested Reading | |
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| The WEVAS Strategy | |
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| Calibration: Zeroing in on the child's state of mind | |
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| The anxious state: The early warning system | |
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| The agitated state: Reactions intensity | |
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| The aggressive state: The fire inside | |
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| The assaultive state: Involving the community | |
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| What about using restraint? | |
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| The open state: A time to debrief and learn | |
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| Returning to the group | |
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| What do You Think? | |
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| Suggested Reading and Resources | |
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| Positive Behavior Support and Functional Assessment | |
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| How do you figure out the function of a behavior? | |
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| What functions can behavior serve? | |
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| What about appropriate behavior? | |
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| Why do you need to work as a team? | |
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| How do you get the information you need for a functional assessment? | |
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| How do you develop a hypothesis? | |
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| How do you create a positive behavior support plan? | |
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| How does the plan look? | |
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| How do you evaluate the plan? | |
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| What do You Think? | |
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| Suggested Reading | |
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| The Inclusive Classroom | |
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| About Inclusion | |
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| Why is inclusion important? | |
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| How does IDEA work? | |
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| What services does IDEA offer young children? | |
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| What's happening on the front lines? | |
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| How is a child who needs special education identified? | |
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| Preventing and Addressing Challenging Behavior in Children with Disabilities | |
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| What is the connection between disability and challenging behavior? | |
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| How can you organize the physical space to prevent challenging behavior? | |
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| How can the program and schedule prevent challenging behavior? | |
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| How can an inclusive social context prevent challenging behavior? | |
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| How can you respond effectively to challenging behavior? | |
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| What do You Think? | |
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| Suggested Reading | |
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| Working with Families and Other Experts | |
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| How do families react to news of challenging behavior? | |
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| How do you feel? | |
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| How can colleagues help? | |
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| How do you arrange a meeting? | |
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| What should happen in a meeting with the family? | |
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| How do you close a meeting? | |
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| What if you and the family disagree? | |
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| How do you handle challenging behavior when the parent is present? | |
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| What should you say to the parents of the other children? | |
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| What about getting expert advice? | |
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| What if the child needs more help? | |
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| What about asking a child with challenging behavior to leave? | |
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| What do You Think? | |
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| Suggested Reading | |
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| Bullying | |
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| What is bullying? | |
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| How common is bullying? | |
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| Who are the children who bully others? | |
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| Who are the targets of bullying? | |
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| Who are the bystanders? | |
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| How can you prevent bullying? | |
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| What helps children cope with bullying? | |
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| How do you respond to bullying? | |
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| What do you do if you don't see the bullying? | |
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| How can you work with the parents of children involved in bullying? | |
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| What do You Think? | |
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| Suggested Reading and Resources | |
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| The Functional Assessment Observation Form | |
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| The Functional Assessment A-B-C Chart | |
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| References | |
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| Index | |