Early childhood educators should be prepared to intervene when children demonstrate challenging behaviors. Researchers have reported many factors that may influence teachers' behavior management strategies. The primary purpose of this study was to investigate the relationships among specific program, teacher, and child factors and teachers' strategies for addressing young children's challenging behaviors. The second purpose of this study was to determine if the factors identified by researchers with young children and their teachers in the United States extends to teachers and young children in South Korea. The participants in this study included a sample of 236 preschool and child care center teachers serving children in South Korea. To measure teachers' reported strategies for addressing challenging behaviors, we developed the Teacher Strategy Questionnaire (TSQ). Findings from this study indicated that program, teacher, and child factors contributed to teachers' strategies for addressing challenging behaviors. Specifically, teachers' beliefs regarding developmentally appropriate practices, center level support, and severity of children's challenging behaviors were associated with reported strategies for addressing problem behaviors.
Abidin, R.R., & Robinson, L.L. (2002). Stress, biases, or professionalism: What drives teachers' referral judgments of students with challenging behaviors . Journal of Emotional and Behavioral Disorders, 10, 204-212.
2.
Alderman, G.L., & Nix, M. (1997). Teachers' intervention preferences related to explanation for behavior problems, severity of the problem, and teacher experience . Behavioral Disorders, 22, 87-95.
3.
Anthony, B., Anthony, L.G., Morrel, T.M., & Acosta, M. (2005). Evidence for social and behavior problems in low-income, urban preschoolers: Effects of site, classroom and teacher. Journal of Youth and Adolescence, 34, 31-39.
4.
Arnold, D.H., McWilliams, L., & Arnold, E.H., (1998). Teacher discipline and child misbehavior in daycare: Untangling causality with correlational data. Developmental Psychology, 34, 276-287.
5.
Atwater, J.B., Carta, J.J., Schwartz, I.S., & McConnell, S.R. (1994). Blending developmentally appropriate practice and early childhood special education. In B. L. Mallory & R. S. New (Eds.), Diversity & developmentally appropriate practices (pp. 185-201). New York: Teachers College Press.
6.
Bloch, M.N., Tabachnick, B.R., & Espinosa-Dulanto, M. (1994). Teacher perspectives on the strength and achievement of young children: Relationships to ethnicity, language, gender, and class. In B. L. Mallory & R. S. New (Eds.), Diversity & developmentally appropriate practices (pp. 223-249). New York: Teachers College Press.
7.
Bloom, P.J. (1996). Improving the quality of work life in the early childhood setting: Resource guide and technical manual for the early childhood work environment survey. Wheeling, IL: The Early Childhood Professional Development Project.
8.
Bredekamp, S. (Ed.). (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age eight. Washington, DC: National Association for the Education of Young Children.
9.
Campbell, S.B. (2002). Behavior problems in preschool children. New York: Guilford.
10.
Charlesworth, R., Hart, C.H., Burts, D.C., Mosley, J., & Fleege, P.O. (1993). Measuring the developmental appropriateness of kindergarten teachers' beliefs and practices. Early Childhood Research Quarterly, 8, 255-276.
11.
Chiu, Y.I. (2006). Cross-cultural comparison of teacher beliefs about discipline and behavior management, teaching practices, and students. Unpublished doctoral dissertation, University of Virginia.
12.
Colvin, G., & Kameenui, E.J. , & Sugai, G. (1993). Reconceptualizing behavior management and school-wide discipline in general education. Education and Treatment of Children, 16, 361-381.
13.
Conroy, M.A., Dunlap, G., Clarke, S., & Alter, P. (2005). A descriptive analysis of positive behavioral intervention research with young children with challenging behaviors. Topics in Early Childhood Special Education, 25, 157-166.
14.
Demaray, M.K., Ruffalo, S.L., Carlson, J., Busse, R.T., Olson, A.E., McManus, S.M., et al. (1995). Social skills assessment: A comparative evaluation of six published rating scales. School Psychology Review, 24, 648-671.
15.
De Pry, R.L., & Sugai, G. (2002). The effect of active supervision and pre-correction on minor behavioral incidents in a sixth grade general education classroom . Journal of Behavioral Education, 11, 255-267.
16.
De Schipper, E.J., Riksen-Walraven, J.M., & Geurts, S.A.E. (2007). Multiple determinants of caregiver behaviors in child care centers. Early Childhood Research Quarterly, 22, 312-326.
17.
Dinnebeil, L.A., Hale, L.M., & Rule, S. (1999). Early intervention program practices that support collaboration. Topics in Early Childhood Special Education , 19, 225-235.
18.
Duda, M.A., Dunlap, G., Fox, L., Lentini, R., & Clarke, S. (2004). An experimental evaluation of positive behavior support in a community preschool program. Topics in Early Childhood Special Education, 24, 143-155.
19.
Feil, E.G., Walker, H., Severson, H., & Ball, A. (2000). Proactive screening for emotional/behavioral concerns in Head Start preschools: Promising practices and challenges in applied research . Behavioral Disorders, 26, 13-25.
20.
Flicker, E.S., & Hoffman, J.A. (2002). Developmental discipline in the early childhood classroom. Young Children, 57, 82-89.
21.
Fox, L., Dunlap, G., & Powell, D. (2002). Young children with challenging behavior: Issues and considerations for behavior support. Journal of Positive Behavior Interventions, 4, 208-217.
22.
Gilliam. W.S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten programs. Foundation for Child Development. Retrieved June 5, 2009, from, http://www.fcd-us.org/usr_doc/ExpulsionPolicyBrief.pdf
23.
Green, B.L., Everhart, M., Gordon, L., & Gettman, M.G. (2006). Characteristics of effective mental health consultation in early childhood settings: Multilevel analysis of a national survey. Topics in Early Childhood Special Education, 26, 142-152.
24.
Gresham, F., & Elliot, S. (1990). Social Skills Rating System manual. Circle Pines, MN: American Guidance Service.
25.
Hambleton, R.K., & Kanjee, A. (1993). Enhancing the validity of cross-cultural studies: Improvements in instrument translation methods. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA. (ERIC Document Reproduction Service No. ED 362537)
26.
Han, S. (2002). A study of teachers' variables influencing DAP instructional activities. Doctoral dissertation, Sung Kyun Kwan University, Seoul, Korea.
27.
Henricsson, L., & Rydell, A. (2004). Elementary school children with behavior problems: Teacher-child relations and self-perception: A prospective study. Merrill-Palmer Quarterly, 50, 111-138.
28.
Howes, C. (1997). Children's experiences in center-based child care as a function of teacher background and adult-child ratio. Merrill-Palmer Quarterly, 43, 404-425.
29.
Jang, Y.S., & Cho, J.A. (2000). The relation of young children's problem behavior to their gender, age, temperament and their teachers' temperament. Korean Journal of Future Early Childhood Education, 7, 97-120.
30.
Kang, J.W., & Kim, S.J. (2006). The effects of children's maladjusted behaviors on teaching stress and teacher-child relationship. Korean Journal of Child Studies, 27, 17-30.
31.
Kauffman, J.M. (2005). Characteristics of emotional and behavioral disorders of children and youth. Upper Saddle River, NJ: Merrill.
32.
Kim, J. (2002). An awareness study about teachers' response to children's problematic behaviors and instruction by problem types. Master's thesis, Sung Kyun Kwan University, Seoul, Korea.
33.
Kim, S.Y. (1996). A study on the validation of the TBS and the IAS . Korean Journal of Early Childhood Education, 16, 193-208.
34.
Kontos, S., Howes, C., & Galinsky, E. (1996). Does training make a difference to quality in family child care? Early Childhood Research Quarterly, 11, 427-445.
35.
Kupersmidt, J.B., Bryant, D., & Willoughby, M.T. (2000). Prevalence of aggressive behaviors among preschoolers in Head Start and community child care programs . Behavioral Disorders, 26, 42-52.
36.
Layzer, J.I., Goodson, B.D., & Moss, M. (1993). Life in Preschool-Volume one of an observational study of early childhood programs for disadvantaged four-year-olds: Final report. Cambridge, MA: Abt Associates .
37.
Lee, Y.S., & Kang, S.M. (2001). A study on early childhood professionals' beliefs about developmentally appropriate practice. Korean Journal of Future Early Childhood Education, 8, 1-45.
38.
Lewis, T.J., Colvin, G., & Sugai, G. (2000). The effects of pre-correction and active supervision on the recess behavior of elementary students. Education and Treatment of Children, 23, 109-121.
39.
Lieber, J., Hanson, M.J., Beckman, P.J., Odom, S.L., Sandall, S.R., Schwartz, I.S., et al. (2000). Key influences on the initiation and implementation of inclusive preschool programs. Exceptional Children, 67, 83-98.
40.
Marvin, C., LaCost, B., Grady, M., & Mooney, P. (2003). Administrative support and challenges in Nebraska Public School early childhood programs. Topics in Early Childhood Special Education, 23, 217-228.
41.
Moos, R.H. (1979). Evaluating educational environments: Procedures, measures, findings, and policy implications. San Francisco : Jossey-Bass.
42.
Morris-Rothschild, B.K., & Brassard, M.R. (2006). Teachers' conflict management styles: The role of attachment styles and classroom management efficacy. Journal of School Psychology, 44, 105-121.
43.
National Research Council. (2001). Eager to learn: Educating out preschoolers. Washington, DC: National Academy Press.
44.
Nungesser, N.R., & Watkins, R.V. (2005). Preschool teachers' perceptions and reactions to challenging classroom behavior: Implications for speech-language pathologists . Language, Speech, and Hearing Services in Schools, 36, 139-151.
45.
Ohm, J.A., & Kim, H.J. (2005). The teacher-child interaction according to the full-day kindergarten teacher occupational stress. Korean Journal of Early Childhood Education, 25, 75-100.
46.
Orth, L.C., & Martin, R.P. (1994). Interactive effects of student temperament and instruction method on classroom behavior and achievement. Journal of School Psychology, 32, 149-166.
47.
Patterson, G.R. (1980). Mothers: The unacknowledged victims. Monographs of the Society for Research in Child Development, 45(Serial No. 186).
48.
Phillipsen, L.C., Burchinal, M.R., Howes, C., & Cryer, D. (1997). The prediction of process quality from structural features of child care. Early Childhood Research Quarterly , 12, 281-303.
49.
Pianta, R.C. (1999). Enhancing relationships between children and teachers . Washington, DC: American Psychological Association.
50.
Pianta, R.C., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions?Applied Developmental Science, 9, 144-159.
51.
Qi, C.H., & Kaiser, A.P. (2003). Behavior problems of preschool children from low-income families: Review of the literature. Topics in Early Childhood Special Education, 23, 188-216.
52.
Rist, R.C. (2000). Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education. Harvard Educational Review, 70, 257-301.
53.
Sandall, S., McLean, M.E., & Smith, B.J. (2000). DEC recommended practices in early intervention/early childhood special education. Longmont, CO: Sopris West.
54.
Sexton, D., Snyder, P., Lobman, M., & Daly, T. (2002). Comparing the developmentally appropriate practice (DAP) beliefs of practitioners in general and special early childhood service settings. Teacher Education and Special Education, 3, 247-261.
55.
Sexton, D., Snyder, P., Wadsworth, D., Jardine, A., & Ernest, J. (1998). Applying Q Methodology to investigations of subjective judgments of early intervention effectiveness. Topics in Early Childhood Special Education, 18, 95-107.
56.
Shores, R.E., Jack. S.L., Gunter, P.L., Ellis, D.N., DeBriere, T.J., & Wehby, J.H. (1993). Classroom interactions of children with behavioral disorders. Journal of Emotional & Behavioral Disorders , 1, 27-39.
57.
Smith, S.C. (2004). The effects of targeted positive behavior support strategies on preschoolers externalizing behavior (Doctoral Dissertation, University Missouri, Columbia, 2004). Dissertation Abstracts International, 65, 2161.
58.
Stipek, D.J., & Byler, P. (1997). Early childhood education teachers: Do they practice what they preach? Early Childhood Research Quarterly, 12, 305-325.
59.
Stormont, M., Beckner, R., Mitchell, B., & Richter, M. (2005). Supporting successful transition to kindergarten: General challenges and specific implications for students with problem behavior . Psychology in the Schools, 42, 765-778.
60.
Stormont, M., Covington, S., & Lewis, T. (2006). Using data to inform systems: Assessing teacher implementation of key features of program-wide positive behavioral support in Head Start classrooms. Beyond Behavior, 15, 10-14.
61.
Stormont, M., Lewis, T., & Smith, S.C. (2005). Behavior support strategies in early childhood settings: Teachers' importance and feasibility ratings. Journal of Positive Behavior Interventions, 7, 131-139.
62.
Stormont, M., & Stebbins, M.S. (2005). Preschool teachers' knowledge, opinions, and educational experiences with attention deficit/hyperactivity disorder. Teacher Education and Special Education, 28, 52-61.
63.
Stremmel, A.J., Benson, M.J., & Powell, D.R. (1993). Communication, satisfaction, and emotional exhaustion among child care center staff: Directors, teachers, and assistant teachers . Early Childhood Research Quarterly, 8, 221-233.
64.
Sutherland, K.S., & Wehby, J.H. (2001). The effect of self-evaluation on teaching behavior in classrooms for students with emotional and behavioral disorders. The Journal of Special Education, 35, 161-171.
65.
Sutherland, K.S., Wehby, J.H., & Yoder, P.J. (2002). Examination of the relationship between teacher praise and opportunities for students with EBD to respond to academic request . Journal of Emotional & Behavioral Disorders, 10, 5-13.
66.
Tingstrom, D.H. (1990). Acceptability of time-out: The influence of problem behavior severity, interventionist, and reported effectiveness. Journal of School Psychology, 28, 165-169.
67.
Van Der Heyden, A.M., Witt, J.C., & Gatti, S. (2001). Research into practice: Descriptive assessment method to reduce overall disruptive behavior in a preschool classroom. School Psychology Review, 30, 548-567.
68.
Wilcox-Herzog, A., & Ward, S.L. (2004). Measuring teachers' perceived interactions with children: A tool for assessing beliefs and intentions. Early Childhood Research & Practice, 6(2).
69.
Windsor, N.L. (1999). Analysis of parent-teacher communication preference in rural elementary schools and parent involvement. Unpublished doctoral dissertation , University of Missouri-Columbia.
70.
Yang, O.S. (2004). Creating a better quality of life for young children in Korea: Analysis of and recommendations for the Korean early childhood education identity. International Journal of Early Childhood Education , 10, 91-117.
71.
Yoon, J.H., & Lee, J.H. (1999). A study on toddlers' behavior problems and caregivers' difficulties. Korean Journal of Child Studies, 20, 171-187.
