Preventing and Ameliorating Young Children's Chronic Problem Behaviors: An Ecological Classroom-Based Approach

Autor/inn/en	Conroy, Maureen; Sutherland, Kevin; Haydon, Todd; Stormont, Melissa; Harmon, Jennifer
Titel	Preventing and Ameliorating Young Children's Chronic Problem Behaviors: An Ecological Classroom-Based Approach
Quelle	In: Psychology in the Schools, 46 (2009) 1, S.3-17 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20350
Schlagwörter	Behavior Problems; Intervention; Systems Approach; Behavior Disorders; Young Children; Interaction; Prevention; At Risk Persons; Emotional Disturbances; Teacher Student Relationship; Models; Classroom Techniques + Suchen Sie Ihr Suchwort? Systemischer Ansatz; Frühe Kindheit; Interaktion; Prävention; Vorbeugung; Risikogruppe; Gefühlsstörung; Teacher student relationships; Lehrer-Schüler-Beziehung; Analogiemodell; Klassenführung
Abstract	The number of young children who demonstrate chronic problem behaviors placing them at high risk for the future development of emotional and behavioral disorders is increasing. These children's problem behaviors often exist prior to entering school and become apparent as they interact with their parents at home. In fact, researchers have suggested that children who demonstrate chronic problem behaviors and their parents often end up developing well-established negative interaction patterns that can evolve into coercive relationships and persist upon entry into school. This article describes an ecological classroom-based approach, which emphasizes changing teacher--student interaction patterns as a means for preventing and possibly ameliorating coercive interaction patterns demonstrated by young children and their teachers. First, a brief overview of current service delivery models and intervention programs addressing young children's behavioral excesses is presented. Next, a description of the ecological classroom-based intervention model for addressing the behavioral needs of these children is described. This section includes the theoretical frameworks on which the model is based and an overview of model components. Additionally, the application of the model to a school-wide systems approach is explored. Finally, future research directions are discussed. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10