Problem behaviors are addressed most effectively when children are young, through the avenues of family-centered early intervention services.These types of services have a great potential for reducing children's problem behaviors and increasing families' competencies and abilities to resolve future problems. As children age, however, the transitions from early intervention and family-centered services to school-based interventions are associated with a variety of challenges that can affect the quality and efficacy of behavior support. In this article, we describe positive behavior support as it is applied in the context of early intervention and as children progress through their preschool years into kindergarten and elementary school.Variables that contribute to effective interventions for young children and families are discussed, as are issues that must be considered in order to construct optimally beneficial transitions and subsequent positive school experiences for young children with behavioral challenges.
Get full access to this article
View all access options for this article.
References
1.
Arndorfer, R.E., Miltenberger, R.G., Woster, S.H., Rortvedt, A.K., & Gaffaney, T. (1994). Home-based descriptive and experimental analysis of problem behavior in children. Topics in Early Childhood Special Education, 14, 64—87.
2.
Bailey, D.B., McWilliam, R.A., Darkes, L.A., Hebbler, K., Simeonsson, R.J., Spiker, D., & Wagner, M. (1998). Family outcomes in early intervention: A framework for program evaluation and efficacy research. Exceptional Children, 64, 313—328.
3.
Bailey, D.B., & Wolery, M. (1992). Teaching infants and preschoolers with disabilities (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
4.
Blair, K.C., Umbreit, J., & Bos, C.S. (1999). Using functional assessment and children's preferences to improve the behavior of young children with behavioral disorders. Behavioral Disorders, 24, 151—166.
5.
Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children.
6.
Bricker, D., Pretti-Frontczak, K., & McComas, N. (1998). An activity-based approach to early intervention . Baltimore: Brookes.
7.
Brooks-Gunn, J., Berlin, L.J., & Fuligni, A.S. (2000). Early childhood intervention programs: What about the family? In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 549—587). New York: Cambridge University Press.
8.
Buysse, V., & Bailey, D.B. (1993). Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of comparative studies. The Journal of Special Education, 26, 434—461.
9.
Campbell, S.B. (1995). Behavior problems in preschool children: A review of recent research. Journal of Child Psychology and Psychiatry , 36(1) 113—149.
10.
Campbell, S.B., & Ewing, L.J. (1990). Hard-to-manage preschoolers: Adjustment at age nine and predictors of continuing symptoms. Journal of Child Psychology and Psychiatry, 31, 871—889.
11.
Campbell, S.B., Szumowski, E.K., Ewing, L.J., Gluck, D.S., & Breaux, A.M. (1982). A multidimensional assessment of parent-identified behavior problem toddlers. Journal of Abnormal Child Psychology , 10, 569—592.
12.
Cowan, P.A., Cowan, C.P., Schulz, M., & Heming, G. (1993). Prebirth to preschool family factors predicting children's adaptation to kindergarten . In R. Parke & S. Kellam (Eds.), Advances in family research (Vol. 4). Hillsdale, NJ: Erlbaum.
13.
Division for Early Childhood. (1999). Concept paper on the identification of and intervention with challenging behavior . Reston, VA: Author.
14.
Dunlap, G., & Fox, L. (1996). Early intervention and serious problem behaviors: A comprehensive approach. In L. K. Koegel , R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Includingpeople with difficult behavior in the community (pp. 31— 50). Baltimore: Brookes.
15.
Dunlap, G., & Fox, L. (1999). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Interventions , 1, 77—87.
16.
Dunlap, G., Johnson, L.F., & Robbins, F.R. (1990). Preventing serious behavior problems through skill development and early intervention. In A. C. Repp & N. N. Singh (Eds.), Current perspectives in the use of non-aversive and aversive interventions with developmentally disabled persons (pp. 273— 286). Sycamore, IL: Sycamore Press.
17.
Dunlap, G., & Kincaid, D. (2001). The widening world of functional assessment: Comments on four manuals and beyond. Journal of Applied Behavior Analysis , 34, 365—377.
18.
Dunlap, G., Newton, J.S., Fox, L., Benito, N., & Vaughn, B. (2001). Family involvement in functional assessment and positive behavior support. Focus on Autism and Other Developmental Disabilities, 16, 215—221.
19.
Dunst, C.J. (1985). Rethinking early intervention. Analysis and Intervention in Developmental Disabilities, 5, 165—201.
20.
Dunst, C.J., Trivette, C., & Deal, A. (1988). Enabling and empowering families: Principles and guidelines for practice. Cambridge, MA: Brookline.
21.
Egeland, B., Kalkoske, M., Gottesman, N., & Erickson, M.F. (1990). Preschool behavior problems: Stability and factors accounting for change. Journal of Child Psychology and Psychiatry, 31, 891—909.
22.
Fowler, S.A., Chandler, L.K., Johnson, T.E., & Stella, M.E. (1988). Individualized family involvement in school transitions: Gathering information and choosing the next program. Journal of the Division for Early Childhood, 12, 208—216.
23.
Fox, L., & Little, N. (2001). Starting early: School-wide behavior support in a community preschool. Journal of Positive Behavior Interventions , 3, 251—254.
24.
Guralnick, M.J. (2000). Early childhood intervention: Evolution of a system . In M. L. Wehmeyer & J. R. Patton (Eds.), Mental retardation in the 21st century (pp. 37—58). Austin, TX: PRO-ED.
25.
Hains, A.H., Fowler, S.A., & Chandler, L.K. (1988). Planning school transitions: Family and professional collaboration. Journal of the Division for Early Childhood, 12, 108— 115.
26.
Harrower, J.K., Fox, L., Dunlap, G., & Kincaid, D. (2000) Functional assessment and comprehensive early intervention . Exceptionality, 8, 189—204.
27.
Hester, P.P., & Kaiser, A.P. (1998). Early intervention for the prevention of conduct disorder: Research issues in early identification, implementation, and interpretation of treatment outcome. Behavioral Disorders, 24, 57—65.
28.
Hieneman, M., & Dunlap, G. (1999). Issues and challenges in implementing community-based behavioral support for two boys with severe behavioral difficulties. In J. R. Scotti & L. H. Meyer (Eds.), Behavioral intervention: Principles, models, and practices (pp. 363—384). Baltimore: Brookes.
29.
Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. § 1401(26).
30.
Kaiser, A.P., & Hester, P.P. (1997). Prevention of conduct disorder through early intervention: A social-communicative perspective. Behavioral Disorders, 22, 117—130.
31.
Kamps, D.M., Tankersley, M., & Ellis, C. (2000). Social skills interventions for young at-risk students: A 2-year follow-up study. Behavioral Disorders, 25, 310—324.
32.
Kennedy, C.H., Long, T., Jolivette, K., Cox, J., Tang, J., & Thompson, T. (2001). Facilitating general education participation for students with behavior problems by linking positive behavior supports and person-centered planning. Journal of Emotional and Behavioral Disorders, 9, 161—171.
Kincaid, D., & Fox, L. (in press). Person-centered planning and positive behavior support . In S. Holburn & P. Vietze (Eds.), Research and practice in person-centered planning. Baltimore: Brookes.
35.
Koegel, L.K., Koegel, R.L., & Dunlap, G. (1996). Positive behavioral support: Including people with difficult behavior in the community. Baltimore: Brookes.
36.
Lucyshyn, J., Dunlap, G. , & Albin, R. W. (Eds.). (2002). Families, family life, and positive behavior support: Addressing the challenge of problem behaviors in family contexts. Baltimore: Brookes.
37.
Lytton, H. (1990). Child and parent effects in boys' conduct disorder: A reinterpretation. Developmental Psychology, 26, 683—697.
38.
McCormick, M.C., Gortmaker, S.L., & Sobol, A.M. (1990). Very low birth weight children: Behavior problems and school difficulty in a national sample. Journal ofPediatrics , 117, 687—693.
39.
McGee, R., Partridge, F., Williams, S., & Silva, P.A. (1991). A twelve-year follow-up of preschool hyperactive children. Journal of the American Academy of Child and Adolescent Psychiatry, 30, 224—232.
40.
Minde, K., Goldberg, S., Perrotta, M., Washington, J., Lojkasek, M., Corter, C., & Parker, K. (1989). Continuities and discontinuities in the development of 64 very small premature infants to 4 years of age. Journal of Child Psychology and Psychiatry, 30, 391—404.
41.
Odom, S.L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education , 20, 20—27.
42.
O'Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole .
43.
Patterson, G.R., & Bank, L. (1989). Some amplifying mechanisms for pathological processes in families. In M. R. Gunnar & E. Thelen (Eds.), Systems and development: The Minnesota symposia on child psychology (Vol. 22, pp. 167—209). Hillsdale, NJ: Erlbaum.
44.
Patterson, G.R., DeBaryshe, B.D., & Ramsey, E. (1989). A developmental perspective on antisocial behavior . American Psychologist, 44, 329—335.
45.
Porterfield, J.K., Herbert-Jackson, E., & Risley, T.R. (1976). Contingent observation: An effective and acceptable procedure for reducing disruptive behavior of young children in a group setting . Journal of Applied Behavior Analysis, 9, 55—64.
46.
Powell, D.S., Batsche, C.J., Ferro, J., Fox, L., & Dunlap, G. (1997). A strengths-based approach in support of multi-risk families: Principles and issues. Topics in Early Childhood Special Education, 17, 1—26.
47.
Reid, J. (1993). Prevention of conduct disorder before and after school entry: Relating interventions to developmental findings. Development and Psychopathology, 5, 243— 262.
48.
Rosenkoetter, S.E., Hains, A.H., & Fowler, S.A. (1994). Bridging early services for children with special needs and their families: A practical guide for transition planning. Baltimore: Brookes.
49.
Serna, L., Nielsen, E., Lambros, K., & For-ness, S. (2000). Primary prevention with children at risk for emotional and behavioral disorders: Data on a universal intervention for Head Start classrooms. Behavioral Disorders, 26, 70—84.
50.
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
51.
Simpson, J.S., Jivanjee, P., Koroloff, N., Doerfler, A., & Garcia, M. (2001). Promising practices in early childhood mental health. In Systems of care: Promising practices in children's mental health, 2001 series (Vol. 3). Washington, DC: Center for Effective Collaboration and Practice, American Institutes for Research.
52.
Stormont, M. (1998). Family factors associated with externalizing disorders in preschoolers. Journal of Early Intervention, 21, 232—251.
53.
Strain, P.S., & Cordisco, L.K. (1994). LEAP preschool. In S. L. Harris & J. S. Handle-man (Eds.), Preschool education for children with autism (pp. 225—244). Austin, TX: PRO-ED.
54.
Strain, P.S., & Hemmeter, M.L. (1997, November). Keys to being successful: When confronted with challenging behaviors. YoungExceptional Children, 1, 2—8.
55.
Thomas, C.C., Correa, V.I., & Morsink, C.V. (2001). Interactive teaming: Enhancing programs for students with special needs (3rd ed.). Columbus, OH: Merrill.
56.
Timm, M.A. (1993). The Regional Intervention Program: Family treatment by family members. Behavioral Disorders, 19, 34—43.
57.
Turnbull, A.P., &Ruef, M. (1996). Family perspectives on problem behavior. Mental Retardation, 34, 280—293.
58.
Wacker, D.P., Peck, S., Derby, K.M., Berg, W., & Harding, J. (1996). Developing long-term reciprocal interactions between parents and their young children with challenging behavior. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 51— 80). Baltimore: Brookes .
59.
Walker, H.M., Horner, R.H., Sugai, G., Bullis, M., Sprague, J.R., Bricker, D., & Kaufman, M. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194—209.
60.
Walker, H.M., Kavanagh, K., Stiller, B., Golly, A., Severson, H.H., & Feil, E.G. (1998). First step to success: An early intervention approach for preventing school antisocial behavior. Journal of Emotional and Behavioral Disorders, 6, 66—80.
61.
Webster-Stratton, C. (1998). Preventing conduct problems in Head Start children: Strengthening parenting competencies. Journal of Consulting and Clinical Psychology, 66, 715—730.
62.
Wolery, M., & Fleming, L.A. (1993). Implementing individualized curricula in integrated settings. In C. A. Peck, S. L. Odom, & D. D. Bricker (Eds.), Integrating young children with disabilities into community programs (pp.109—132). Baltimore: Brookes.
