Prevention and Intervention with Young Children’s Challenging Behavior: A Summary and Perspective Regarding Current Knowledge.
Early childhood; evidence-based practice; prevention; intervention.
This article provides a summary and synthesis of existing knowledge pertaining to prevention and intervention regarding challenging behaviors of young children.
Challenging behavior exhibited by young children is becoming recognized as a serious impediment to social-emotional development and a harbinger of severe maladjustment in school and adult life. Consequently, professionals and advocates from many disciplines have been seeking to define, elaborate, and improve upon existing knowledge related to the prevention and resolution of young children’s challenging behaviors. Of particular concern for the field of behavioral disorders is the lack of correspondence between what is known about effective practices and what young children with challenging behavior typically receive. In order to increase the likelihood that children receive the best of evidence-based practices the current analysis was conducted to provide a concise synthesis and summary of the principal evidence pertaining to the presence and impact, prevention, and intervention of challenging behaviors in young children. A consensus building process involving review and synthesis was used to produce brief summary statements encapsulating core conclusions from the existing evidence. This article presents these statements along with descriptions of the strength of the supporting evidence. The discussion addresses directions and priorities for practice and future research.
Dunlap, Glen, Strain, P.S., Fox, Lise, Carta, J.J., Conroy, M., Smith, B., Kern, L., Hemmeter, M.L., Timm, M.L., McCart, A., Sailor, W., Markey, U., Markey, DJ, Lardieri, S., & Sowell, C. (2006). Prevention and Intervention with Young Children’s Challenging Behavior: A Summary and Perspective Regarding Current Knowledge. Behavioral Disorders, 32, 29-45.