Description
Book SynopsisThe 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.
Trade ReviewReading 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 *
Table of ContentsIntroduction 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
