Social-emotional and behavioral skills are essential to school and life success. Some young children, though, demonstrate significant delays in these areas. While there is a current hierarchical model of behavioral interventions for young children, it is lacking explicit interventions to be implemented in the early childhood classroom. This column suggests an intervention continuum to be used that extends beyond the current model, providing a matrix that aligns social-emotional or behavioral skills with specific interventions shown to be effective for students who fall under other disability labels.
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