Improving Interactions between Teachers and Young Children with Problem Behavior: A Strengths-Based Approach

Autor/inn/en	Sutherland, Kevin S.; Conroy, Maureen; Abrams, Lisa; Vo, Abigail
Titel	Improving Interactions between Teachers and Young Children with Problem Behavior: A Strengths-Based Approach
Quelle	In: Exceptionality, 18 (2010) 2, S.70-81 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
Schlagwörter	Early Intervention; Caregivers; Young Children; Interpersonal Competence; Behavior Problems; At Risk Persons; Teacher Student Relationship; Parent Child Relationship; Student Characteristics; Teacher Behavior; Student Behavior; Skill Development; Classroom Techniques + Suchen Sie Ihr Suchwort? Caregiver; Carer; Betreuungsperson; Pfleger; Frühe Kindheit; Interpersonale Kompetenz; Risikogruppe; Teacher student relationships; Lehrer-Schüler-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Klassenführung
Abstract	Young children who exhibit problem behavior are at-risk for a host of negative developmental outcomes. Early intervention at multiple ecological levels is crucial to interrupt what can be a detrimental transactional cycle between children and their caregivers, including their teachers. In this article we promote a strengths-based approach to improving teacher-child interactions, which may serve as a protective factor for children with early-onset problem behavior in early childhood classrooms. Specifically, we describe how increases in targeted teacher behaviors can foster the desirable behavior of young children by capitalizing on skills the children already possess while enhancing those skills necessary for social competence and pre-academic success. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10