Learn to manage a wide range of challenging behaviors in early childhood settings with this strategy-filled resource for teachers and other professionals. Based on the latest research and the authors' classroom experience, the book helps early childhood teams assess the classroom environment and link effective behavioral interventions to developmentally appropriate curricula and teaching practices. Preservice and in-service professionals will discover how to
- understand the needs of individual families and foster strong partnerships with them
- design classrooms with customized supports for children with challenging behaviors, from establishing schedules and setting limits to developing curricula and designing the classroom space
- address specific behavioral challenges during selected times in the daily schedule--group, nap, play, lunch, and more
- pinpoint each student's challenges and needs and develop appropriate informal interventions
- decide if and when a formal intervention plan is needed and collaborate with other members of the team--including therapists, administrative personnel, parents, and classroom aides--to develop and implement the plan
- evaluate the intervention plan for consistency, ease of use, acceptability, and effectiveness, making revisions if necessary
- plan for a crisis and decide whether to seek outside support
Filled with classroom-based strategies for working with students with or without disabilities, realistic vignettes, and checklists that help readers assess their current practices and implement the suggested strategies, this book gives early childhood teams invaluable guidance on working with children with challenging behavior and building positive relationships with their families.
Susan Hart Bell, Ph.D., is Professor of Psychology and Coordinator of Child Development at Georgetown College in Georgetown, Kentucky. Dr. Bell received a master of science degree in clinical psychology from Eastern Kentucky University and a doctorate in school psychology from the University of Cincinnati. She has coordinated an interdisciplinary team serving preschool children with disabilities in Raleigh, North Carolina, and consulted with preschools in the Greater Cincinnati area. Dr. Bell directed the Ohio Early Childhood Intervention Project at the University of Cincinnati. Dr. Bell and her husband, Jeff, have two children, Sarah and Chad, and one grandchild, Elijah Chad.
Victoria Carr, Ed.D., is Director of the Arlitt Child and Family Research and Education Center and Associate Professor in Early Childhood Education, University of Cincinnati. She is Executive Director for the Arlitt Head Start program and Executive Producer for Arlitt Instructional Media. For many years, Dr. Carrâ (TM)s work has focused on children who have challenging behaviors. Her current research is on nature and children. She collaborates with the Cincinnati Nature Center to lead The Cincinnati Playscape Initiative. Dr. Carr holds a bachelor of science in elementary education and learning and behavioral disorders, a master of science in gifted education, and a doctorate in early childhood special education.
Dawn Denno, M.Ed., Ed.D., is Director of Early Education and Care at the Cincinnati Childrenâ (TM)s Hospital Medical Center in Cincinnati, Ohio. Dr. Denno received a master of science in early childhood education and an education doctorate in special education. Dr. Denno spent 10 years as an early education classroom teacher. She has served as a Head Start director, a child care licensing specialist, and an administrator of Montessori and traditional child care programs. Dr. Denno previously worked for the Ohio Department of Education, where she facilitated quality improvement initiatives and assessment in early education programs across the state. Dr. Dennoâ (TM)s areas of interest include school readiness, literacy, assessment, language development, and supporting children with challenging behavior. Her publications include articles on early intervention, outcome measurement, and behavior support.
Lawrence J. Johnson is Dean of the College of Education, Criminal Justice and Human Services; Professor of Education; and Executive Director of the Arlitt Child and Family Research and Education Center at the University of Cincinnati. He earned his doctoral degree in working with at-risk populations, statistical analysis, and research methods from the University of Illinois. He has published extensively, having written 11 books, 27 book chapters, and 67 refereed journal articles.
In addition to his publications, Dr. Johnson served as principal investigator or primary author of 200 grant proposals, which were funded for a combined total in excess of $100,000,000. These projects have had an impact at the local, state, and national levels, as evidenced by the recognition that Dr. Johnson has received from the states of Illinois, Alabama, and Ohio for his contributions to their citizens. In addition, he has been recognized by the Council for Exceptional Children (CEC) for his contributions as President of the Teacher Education Division and by the CEC's Division for Early Childhood for his contributions as Chair of the Research Committee. Dr. Johnson served as co-editor of the Journal for Teacher Education and Special Education and as chair of the State of Ohio University of Education Deans.
Louise R. Phillips, M.Ed., is Coordinator of Inclusion Services at the Arlitt Child and Family Research and Education Center at the University of Cincinnati. She holds bachelor of science degrees in kindergarten-primary education and in child development, family life, and preschool education, as well as a master's degree in early childhood education from the University of Cincinnati. Ms. Phillips coordinates disability and mental health services for children and families and has presented on various topics, including children with challenging behaviors, inclusion, diversity, transitions, talking with children about difficult topics, the screening and assessment process, and communicating with families. Prior to teaching at Arlitt Center, Ms. Phillips taught in a preschool program in Alabama and kindergarten and preschool programs in the Cincinnati area. As an early Childhood Education Teacher Specialist at the Arlitt Center, she has facilitated children's learning through the Home Base and Center Base Programs. In addition, she has been a cooperating teacher, resource advisor, and mentor to early childhood education students at the University of Cincinnati. Ms. Phillips and her husband Ray have two children, David and Tracy.
Anne M. Bauer, Ed.D., is a professor in the Division of Teacher Education at the University of Cincinnati's College of Education.
Sally Moomaw, Ed.D., is Assistant Professor of Early Childhood Education at the University of Cincinnati in Ohio. She taught preschool and kindergarten children in inclusive, diverse classrooms for more than 20 years. She is the author or coauthor of 13 books for early childhood education, including More than Counting: Whole Math Activities for Preschool and Kindergarten (Redleaf Press, 1995), More than Magnets: Exploring the Wonders of Science in Preschool and Kindergarten (Redleaf Press, 1997), and Lessons from Turtle Island: Native Curriculum in Early Childhood Classrooms (Redleaf Press, 2002) and More Than Counting: Standards Edition (Redleaf Press, 2011). She has given numerous presentations for educators throughout the United States and has developed a Mathematics Toolkit for the Ohio Department of Education to help preschool and kindergarten teachers implement state content standards. Her research focus is the development of mathematics understanding in young children.
