By Kathleen Hague Armstrong, Julia A. Ogg, Ashley N. Sundman-Wheat, Audra St. John Walsh (auth.)

When a baby has problems consuming or snoozing, or throws common tantrums, many fogeys pass their hands and desire it is a section to be outgrown quickly. but if they persist, not easy behaviors can persist with youngsters to varsity, contributing to educational difficulties, social problems, and extra difficulties in formative years and adulthood.

The authors of Evidence-Based Interventions for kids with demanding Behavior take a preventive process during this concise, well-detailed advisor. providing top practices from an intensive reaction to Intervention (RTI) proof base, the e-book offers directions for spotting the level of feeding, sound asleep, toileting, aggression, and different matters, and provides profitable basic, secondary, and tertiary interventions with rationales. Case examples combine developmental theories and behaviour ideas into perform, illustrate how options paintings, and convey how one can make sure that mom and dad and caregivers can enforce them continuously for max influence. development charts, content material questions, and different invaluable good points make this a useful source for college kids and execs alike.

Included within the coverage:

  • The prevention version and challenge solving.
  • Screening techniques.
  • Evidence-based practices with kids and their caregivers.
  • Behavior rules and their application.
  • Monitoring growth and comparing outcomes.
  • Plus worthwhile appendices, source hyperlinks, and different studying tools.

Evidence-Based Interventions for kids with difficult Behavior is a necessary textual content for graduate scholars, scientist-practitioners/professionals, and researchers in baby and college psychology; evaluate, checking out and review; occupational remedy; kin; academic psychology; and speech pathology.

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Extra info for Evidence-Based Interventions for Children with Challenging Behavior

Sample text

This model has been successfully implemented in early childhood through high school settings and emphasizes the following: • • • • Proactive instructional approaches to teaching and improving social behaviors Conceptually sound and empirically validated practices Systems change to support effective practices Data-based decision making For young children, and children with disabilities, the following PBS strategies are endorsed (Fox, Carta, Strain, Dunlap, & Hemmeter, 2010): • • • • Functional Behavioral Assessment and assessment-based interventions Functional communication training Self-management/monitoring Choice making 26 2 Early Childhood Development Theories Social learning theory emerged from learning theory and helps to explain how new behavior may be learned simply by watching others (Bandura, 1977).

C. d. Negative reinforcement Authoritative parenting Uninvolved parenting Permissive parenting 30 2 Early Childhood Development Theories 5. ” a. b. c. d. Cognitive theory Authoritative parenting Authoritarian parenting Permissive parenting 6. The practitioner reprimands and sends both children to corner for not sharing. a. b. c. d. Behavior (reinforcement) theory Authoritative parenting Authoritarian parenting Uninvolved parenting 7. Perhaps Juan is not mature enough to understand sharing. The practitioner decides to practice an activity, such as tossing a ball back and forth, which requires turn taking and sharing.

Tertiary d. Problem solving 2. You have determined that the behavior of greatest concern with Kelly is hitting other children. You have determined that she does this three times more than her peers do. You have determined that the most likely reason for her behavior is that she does not have the skills to communicate her wants and need, which in turn leads to her hitting others. Using the problem-solving model, what would be your next step? a. b. c. d. Monitor the effects of your intervention Implement an intervention to teach Kelly communication skills Implement an intervention where you punish Kelly for hitting Identify the problem 3.

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