Young children with developmental disabilities may be at heightened risk for experiencing problem behavior. Evidence suggests that inappropriate behavior in young children may be related to negative parent–child interactions. Parent education and support programs have a long history of utility and effectiveness in reducing negative parent–child interactions and behavior problems. Although these programs may be effective in preventing and resolving childhood behavioral problems, not every family benefits uniformly. This article discusses how a three-tier model of intervention can be applied to parent education for young children with developmental disabilities in the context of early childhood education programs. Furthermore, the authors discuss how a problem-solving model can be used to make decisions regarding intervention provision.
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