NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1092929
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: ERIC
ISSN: ISSN-0040-0599
Strategies for Helping Parents of Young Children Address Challenging Behaviors in the Home
Chai, Zhen; Lieberman-Betz, Rebecca
TEACHING Exceptional Children, v48 n4 p186-194 Mar-Apr 2016
Challenging behavior can be defined as any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in prosocial interactions with peers and adults. It is generally accepted in young children that challenging behaviors serve some sort of communicative purpose--to gain access to something desired (e.g., a toy, adult attention) or to escape from something aversive (e.g., a difficult task; a structured activity.) An evidence-based, systemic approach to promoting positive behavior change is positive behavior support, which focuses on prevention of challenging behavior, teaching functional skills to replace the challenging behavior, removing the maintaining consequences of the challenging behavior, and reinforcing the newly acquired, desirable behavior. Successful implementation of positive behavior support requires collaboration with team members, including parents and professionals. In this article, Zhen Chai and Rebecca Lieberman-Betz present strategies that can help both professionals and parents implement behavior support plans for young children that keep track of the child's behavior, provides feedback, reviews the data regularly to examine the child's progress, and discusses with the parents how they can modify the plan when progress is not seen in a predetermined time period.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A