Addressing Challenging Behavior in Young Children: The Leader's Role
The Leader's Role
Published on 20. May 2021
Book
Paperback/Softback
160 pages
978-1-938113-89-5 (ISBN)
Description
The authors of the bestselling Challenging Behavior in Young Children bring their wealth of practical experience, breadth of research base, and approachable tone to this new book for early childhood administrators guiding their staffs-and the children and families they serve-in preventing and responding effectively to challenging behavior.
The stakes are high when children get kicked out of early childhood programs: they learn that no one believes in their ability to succeed. As states and school districts increasingly prohibit the suspension and expulsion of young children, directors and administrators of early childhood programs and principals of schools play a crucial role in making it possible for children with challenging behavior to remain in school and learn.
Covering topics such as building an environment that promotes positive behavior, reflecting on the effects of bias and expectations on behavior, and empowering staff to use effective guidance strategies, this book offers ideas that leaders can actually implement while maintaining a high-quality learning environment.
The stakes are high when children get kicked out of early childhood programs: they learn that no one believes in their ability to succeed. As states and school districts increasingly prohibit the suspension and expulsion of young children, directors and administrators of early childhood programs and principals of schools play a crucial role in making it possible for children with challenging behavior to remain in school and learn.
Covering topics such as building an environment that promotes positive behavior, reflecting on the effects of bias and expectations on behavior, and empowering staff to use effective guidance strategies, this book offers ideas that leaders can actually implement while maintaining a high-quality learning environment.
Reviews / Votes
Reading this wonderful book, I feel as if I'm sitting in the room with Barbara as she talks with our staff about the issues they are facing. As early childhood leaders and directors, we need to model the acceptance and understanding that children aren't trying to challenge us-they are trying to communicate their critical needs to us. We have to learn their "language" by being astute observers, acknowledging our own biases, and assisting children to form much-needed relationships with caring adults. Accepting and including a child who challenges us will benefit that child, that family, the teaching staff, and the entire community. -- Mary Graham * Children's Village, Philadelphia * While many books and resources discuss how to manage children's challenging behavior, be an effective program leader, or address issues of equity, this is the first book to weave these three important topics together. Leaders will find vital information and tools to ensure that the social, emotional, and behavioral needs of all children in a program are being addressed so they can be successful. -- Mary Louise Hemmeter * Vanderbilt University * Children measure their worth by how adults treat them. When a child finds that his voice or actions offend a teacher, he often clamps down or amps up in response. Kaiser and Rasminsky offer leaders compassionate, culturally informed strategies teachers can delight in using so they do not continually feel exhausted by children's exuberant or defensive self-expression. -- Holly Elissa Bruno * Author on emotional intelligence, trauma, and recovery *More details
Language
English
Place of publication
Washington DC
United States
Product notice
Paperback (trade)
Illustrations
figures and tables
Dimensions
Height: 254 mm
Width: 203 mm
Thickness: 9 mm
Weight
250 gr
ISBN-13
978-1-938113-89-5 (9781938113895)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Barbara Kaiser | Judy Rasminsky
Addressing Challenging Behavior in Young Children: The Leader's Role
E-Book
04/2021
The National Association for the Education of Young Children
€29.49
Available for download
Persons
Barbara Kaiser is the coauthor of Challenging Behavior in Young Children (now in its 4th edition) and Meeting the Challenge. She has taught at Acadia University in Nova Scotia and at Concordia University and College Marie-Victorin in Montreal, Canada, and presented workshops, keynote speeches, and webinars on challenging behavior in the United States, Canada, and throughout the world. Barbara acted as chief consultant for the Mr. Rogers' Family Communications project Challenging Behaviors: Where Do We Begin? and for Facing the Challenge, an instructional DVD produced by the Devereux Center for Resilient Children. Barbara also developed an intervention to address youth violence; created webinars and guides on bullying for the Nova Scotia Department of Education; and founded and directed two early childhood centers and an after-school program in Montreal. She has given webinars on leadership and on supporting children, families, and staff returning to school and child care programs during the COVID-19 pandemic. Barbara has an MA from McGill University.
Judy Sklar Rasminsky is a freelance writer who specializes in education and health. With coauthor Barbara Kaiser, she has written Challenging Behavior in Young Children and Challenging Behavior in Elementary and Middle School, which both earned Texty awards from the Text and Academic Authors Association; and Meeting the Challenge, a bestseller selected as a comprehensive membership benefit by NAEYC. In addition, the team has authored a guide for Canadian parents, The Daycare Handbook, and a fact book for educators on HIV/AIDS. Judy's work has appeared in publications such as the Reader's Digest and the Los Angeles Times, been anthologized in textbooks, and honored by the National Institutes of Health. For many years an editor and researcher for book publishers in New York, London, and Montreal, she holds a BA from Stanford University and an MA from Columbia University.
Judy Sklar Rasminsky is a freelance writer who specializes in education and health. With coauthor Barbara Kaiser, she has written Challenging Behavior in Young Children and Challenging Behavior in Elementary and Middle School, which both earned Texty awards from the Text and Academic Authors Association; and Meeting the Challenge, a bestseller selected as a comprehensive membership benefit by NAEYC. In addition, the team has authored a guide for Canadian parents, The Daycare Handbook, and a fact book for educators on HIV/AIDS. Judy's work has appeared in publications such as the Reader's Digest and the Los Angeles Times, been anthologized in textbooks, and honored by the National Institutes of Health. For many years an editor and researcher for book publishers in New York, London, and Montreal, she holds a BA from Stanford University and an MA from Columbia University.
Content
Introduction
What's in This Book?
How We Came to Write a Book for Leaders
Dedication
Chapter 1: Defining Yourself as a Leader
Understanding Your Journey
Learning to Lead
How Do You Define Your Role?
What Is Your Vision?
What Leadership Style Works Best
When Challenging Behavior Occurs?
Getting to Know You
Enhance the Climate
Think About It
For Further Learning
Chapter 2: What Is Challenging Behavior?
Why Children Behave Inappropriately
Risk Factors for Challenging Behavior
For Further Learning
Chapter 3: How a Child with Challenging Behavior Impacts Your Leadership Skills
Finding Ways to Welcome a Child with Challenging Behavior
Being in the Classroom
When Differences Arise
Building a Team
Developing a Common Approach Challenging Behavior
For Further Learning
Chapter 4: Developing a Behavior Guidance Policy
Start with Your Vision and Mission
Focus on Prevention
Intervention Strategies
The Role of Families
Supporting Staff
Mental Health Consultation
Collecting Data
Exclusion
For Further Learning
Chapter 5: Enabling Your Staff to Act
Helping Staff to Understand Themselves
The Amygdala Hijack
Dealing with Stress
Culture and Teachers' Expectations
Implicit Bias
Using Data
For Further Learning
Chapter 6: The Power of Prevention
The Influence of Social Climate
Physical Space
Making Things Run Smoothly
Teaching Strategies
For Further Learning
Chapter 7: Why Change Is So Difficult
Recognizing the Need for Change
Why Do Educators Resist Change?
Collaborate, Collaborate, Collaborate
What Can You Do About Resistance?
Implementing Change
Take Care of Yourself
For Further Learning
Chapter 8: The Role of Professional Development
Begin with Your Staff
A Learning Climate
Create a Professional Development Policy
Leaders Should Take Part, Too
Looking for Professional Development Options
How Can Staff Share Their Learning with Their Colleagues?
For Further Learning
Chapter 9: Facing the Reality of Challenging Behavior
How Does Your Staff Feel About Having a Child with Challenging Behavior in the Program?
Getting Your Staff on Board
Should the Child Remain in the Program?
What About Moving the Child or the Teacher to Another Classroom?
Supporting Teachers When There's a Child with Challenging Behavior
How Can Staff Meetings Help?
When Is It Time to Call in Reinforcements?
For Further Learning
Chapter 10: Working with the Family
Open Communication Is Important
Meeting with the Family
The Role of Implicit Bias and Culture in Teacher-Family Interactions
How Should You Handle Disagreements with the Family?
What About Suggesting
Families Seek Outside Help?
How Do You Work with the Families of the Other Children?
Is There a Better Alternative to Your Program?
For Further Learning
Chapter 11: Helping Teachers Respond Effectively to Challenging Behavior
Why Punishment Isn't Effective
Helping Your Staff Find Effective Alternatives
The Importance of Responding to Early Signs of Challenging Behavior
Several Effective Strategies
When a Child Loses Control
For Further Learning
Chapter 12: Functional Assessment and Positive Behavior Support
How Does Functional Assessment Work?
Observing Children with Your Teachers
Creating a Behavior Support Plan
Using Functional Assessment and a Positive Behavior Support Plan: Ryan
For Further Learning
Chapter 13: Trauma-Informed Practice
What Is Trauma?
What Can Trauma Do to the Brain?
What Can Administrators and Teachers Do?
Create a Safe, Predictable Environment
Help Teachers to Develop Their Resilience
Choosing Trauma-Sensitive Care
For Further Learning
Appendices
Appendix 1: Sample Guidance Policy
Appendix 2: Behavior Incident Report
Appendix 3: Blank A-B-C Observation Chart
Appendix 4: Ryan's A-B-C Observation Chart
Appendix 5: Ryan's Behavior Support Planning Chart
References
Index
About the Authors
Acknowledgments
What's in This Book?
How We Came to Write a Book for Leaders
Dedication
Chapter 1: Defining Yourself as a Leader
Understanding Your Journey
Learning to Lead
How Do You Define Your Role?
What Is Your Vision?
What Leadership Style Works Best
When Challenging Behavior Occurs?
Getting to Know You
Enhance the Climate
Think About It
For Further Learning
Chapter 2: What Is Challenging Behavior?
Why Children Behave Inappropriately
Risk Factors for Challenging Behavior
For Further Learning
Chapter 3: How a Child with Challenging Behavior Impacts Your Leadership Skills
Finding Ways to Welcome a Child with Challenging Behavior
Being in the Classroom
When Differences Arise
Building a Team
Developing a Common Approach Challenging Behavior
For Further Learning
Chapter 4: Developing a Behavior Guidance Policy
Start with Your Vision and Mission
Focus on Prevention
Intervention Strategies
The Role of Families
Supporting Staff
Mental Health Consultation
Collecting Data
Exclusion
For Further Learning
Chapter 5: Enabling Your Staff to Act
Helping Staff to Understand Themselves
The Amygdala Hijack
Dealing with Stress
Culture and Teachers' Expectations
Implicit Bias
Using Data
For Further Learning
Chapter 6: The Power of Prevention
The Influence of Social Climate
Physical Space
Making Things Run Smoothly
Teaching Strategies
For Further Learning
Chapter 7: Why Change Is So Difficult
Recognizing the Need for Change
Why Do Educators Resist Change?
Collaborate, Collaborate, Collaborate
What Can You Do About Resistance?
Implementing Change
Take Care of Yourself
For Further Learning
Chapter 8: The Role of Professional Development
Begin with Your Staff
A Learning Climate
Create a Professional Development Policy
Leaders Should Take Part, Too
Looking for Professional Development Options
How Can Staff Share Their Learning with Their Colleagues?
For Further Learning
Chapter 9: Facing the Reality of Challenging Behavior
How Does Your Staff Feel About Having a Child with Challenging Behavior in the Program?
Getting Your Staff on Board
Should the Child Remain in the Program?
What About Moving the Child or the Teacher to Another Classroom?
Supporting Teachers When There's a Child with Challenging Behavior
How Can Staff Meetings Help?
When Is It Time to Call in Reinforcements?
For Further Learning
Chapter 10: Working with the Family
Open Communication Is Important
Meeting with the Family
The Role of Implicit Bias and Culture in Teacher-Family Interactions
How Should You Handle Disagreements with the Family?
What About Suggesting
Families Seek Outside Help?
How Do You Work with the Families of the Other Children?
Is There a Better Alternative to Your Program?
For Further Learning
Chapter 11: Helping Teachers Respond Effectively to Challenging Behavior
Why Punishment Isn't Effective
Helping Your Staff Find Effective Alternatives
The Importance of Responding to Early Signs of Challenging Behavior
Several Effective Strategies
When a Child Loses Control
For Further Learning
Chapter 12: Functional Assessment and Positive Behavior Support
How Does Functional Assessment Work?
Observing Children with Your Teachers
Creating a Behavior Support Plan
Using Functional Assessment and a Positive Behavior Support Plan: Ryan
For Further Learning
Chapter 13: Trauma-Informed Practice
What Is Trauma?
What Can Trauma Do to the Brain?
What Can Administrators and Teachers Do?
Create a Safe, Predictable Environment
Help Teachers to Develop Their Resilience
Choosing Trauma-Sensitive Care
For Further Learning
Appendices
Appendix 1: Sample Guidance Policy
Appendix 2: Behavior Incident Report
Appendix 3: Blank A-B-C Observation Chart
Appendix 4: Ryan's A-B-C Observation Chart
Appendix 5: Ryan's Behavior Support Planning Chart
References
Index
About the Authors
Acknowledgments