Systematic Monitoring of Young Children’s Social-Emotional Competence and Challenging Behaviors

Bredekamp S. Copple C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC: National Association for the Education of Young Children.

Chen X. Rubin K. H. (Eds.). (2011). Socioemotional development in cultural context. New York, NY: Guilford Press.

Conroy M. A. Brown W. H. Olive M. L. (2008). Social competence interventions for young children with challenging behaviors. In Brown W. H. Odom S. L. McConnell S. R. (Eds.), Social competence of young children: Risk, disability, and intervention (pp. 205-231). Baltimore, MD: Paul H. Brookes.

Denham S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17, 57-89.

Denham S. A. Brown C. (2010). “Plays nice with others”: Social-emotional learning and academic success. Early Education and Development, 21, 652-680.

Fox L. Dunlap G. Hemmeter M. L. Joseph G. E. Strain P. S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58(4), 48-52.

Grisham-Brown J. Pretti-Frontczak K. (2011). Assessing young children in inclusive settings: The blended practices approach. Baltimore, MD: Paul H. Brookes.

Hemmeter M. L. Ostrosky M. M. Corso R. M. (2012). Preventing and addressing challenging behavior: Common questions and practical strategies. Young Exceptional Children, 15, 32-46.

Hemmeter M. L. Santos R. M. Ostrosky M. M. (2008). Preparing early childhood educators to address young children’s social-emotional development and challenging behavior: A survey of higher education programs in nine states. Journal of Early Intervention, 30, 321-340.

Joseph G. E. Strain P. S. (2006). You got to have friends: Promoting friendships for preschool children. In Horn E. Jones H. (Eds.), Young Exceptional Children Monograph Series: 8. Supporting social emotional development in young children (pp. 57-66). Missoula, MT: Division for Early Childhood of the Council for Exceptional Children.

Krasch D. Carter D. R. (2009). Monitoring classroom behavior in early childhood: Using group observation data to make decisions. Early Childhood Education Journal, 36, 475-482.

McAfee O. D. Leong D. J. (2011). Why, what, and when to assess. In Bennett P. (Ed.), Assessing and guiding young children’s development and learning (5th ed., pp. 29-46). Upper Saddle River, NJ: Pearson.

McEvoy M. Neilson S. Reichle J. (2004). Functional behavioral assessment in early education settings. In McLean M. Wolery M. Bailey D. B. (Eds.), Assessing infants and preschoolers with special needs (3rd ed., pp. 236-261). Upper Saddle River, NJ: Pearson.

Pumariega A. J. Joshi S. V. (2010). Culture and development in children and youth. Child and Adolescent Psychiatric Clinics of North America, 19, 661-680.

Raver C. C. Knitzer J. (2002). Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old children. New York, NY: National Center for Children in Poverty, Columbia University.

Sandall S. Hemmeter M. L. Smith B. J. McLean M. E. (2005). DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Longmont, CO: Sopris West.

Sandall S. Schwartz I. (2002). Building blocks for teaching preschoolers with special needs. Baltimore, MD: Paul H. Brookes.

Webster-Stratton C. (1999). How to promote children’s social emotional competence. London, England: Paul Chapman.

Webster-Stratton C. Reid M. J. (2004). Strengthening social and emotional competence in young children—The foundation for early school readiness and success: Incredible Years classroom social skills and problem-solving curriculum. Infants & Young Children, 17, 96-113.

Wolery M. (2004). Monitoring children’s progress and intervention implementation. In McLean M. Wolery M. Bailey D. B. (Eds.), Assessing infants and preschoolers with special needs (3rd ed., pp. 545-584). Upper Saddle River, NJ: Pearson.

Ysseldyke J. Tardrew S. (2007). Use of progress monitoring system to enable teachers to differentiate mathematics instruction. Journal of Applied School Psychology, 24, 1-28.