It is widely assumed that (1) children with challenging behavior may lack the social-emotional skills to be successful in classroom settings and (2) instruction in social-emotional skills can help prevent the occurrence of young children's challenging behavior. However, no data are available to indicate whether specific social-emotional skills…

Children with intellectual and developmental disabilities engage in higher rates of challenging behavior (CB) than their typically developing peers. Effective and sustainable intervention and supports designed to reduce CB, as well as promote the development of positive, prosocial behavior, are urgently needed. One approach to targeting CB is…

Children in the United States are being expelled from their early care and education settings at alarming rates. A growing body of research indicates that teachers' perceptions of parents may impact their decision to request a child's removal from their classroom. Nevertheless, few studies have simultaneously captured the voices of both parents…

Many children with autism spectrum disorder (ASD) demonstrate movement difficulties in addition to problems with social communication and interactions, and repetitive or restrictive behaviors. The goal of early intervention for children with disabilities is to promote participation in routines and activities, but little is known about the role…

Although the literature regarding associations between young children's social emotional competencies and their executive functions (EF) is growing, there continue to be divergent accounts of the relationship between specific challenging behaviors (e.g., impulsivity, aggression, defiance, short attention span, withdrawal) and particular EF…

Preschool expulsion is a trending social problem. To date, this is the first study that examines the teacher decision factors behind preschool expulsions. This article presents results of the development and validation of the Preschool Expulsion Risk Measure (PERM). In a 2-phase analysis of the study, we provide evidence for the PERM's reliability…

The social domain is 1 of 5 preschool curricular domains in mainland China. Chinese preschool teachers are expected to use teaching practices that foster young children's social competence. The purpose of this study was to explore a small sample of Chinese preschool teachers' use of teaching and behavior support practices associated with the…

Autism spectrum disorder (ASD) can be diagnosed as early as 18 months of age. State Early Intervention (EI) programs under Part C of the Individuals with Disabilities Education Act (IDEA) are serving increasing numbers of children with ASD; however, little is known about outcomes of these services. This study evaluated the impact of EI for…

This study examined the effects of e-coaching on the implementation of a functional assessment-based intervention delivered by an early intervention provider in reducing challenging behaviors during home visits. A multiple baseline design across behavior support plan components was used with a provider-child dyad. The e-coaching intervention…

We examined the effects of our parent-child interaction focused bookmaking intervention with 89 families and their toddlers receiving early intervention services. Participating early intervention providers (N = 24) were assigned to either continue providing services as usual or participate in training to implement the bookmaking approach in their…

A need exists for intervention strategies that are both effective in reducing challenging behaviors and practical for use by typical practitioners of early childhood care and education. In this article, we describe a model, "Prevent-Teach-Reinforce for Young Children," which is based on extensive research and includes features designed…

Communication deficits are frequently associated with externalizing behavior problems in preschoolers but, in most cases, unsuspected in clinical practice. This exploratory study evaluated the effectiveness of a relatively brief parent-implemented language intervention on preschoolers at risk for behavior problems. Participants were randomly…

This study examined the implementation of critical features associated with positive behavioral interventions and supports (PBIS) in early childhood classrooms in the United States and South Korea. Each country has a distinct approach to providing early education for young children. There is some evidence that preschool teachers' approaches to…

This study examined parental reports of children attending Head Start programs in high- (N = 200) and low- (N = 188) violence communities to determine whether differences existed in the level of risk and protective factors as measured by the Devereux Early Childhood Assessment (P. A. LeBuffe & J. A. Naglieri, 1999). Previous research has indicated…

Early behavioral intervention (BI), based on the methods of applied behavior analysis, has the strongest and most consistent scientific support as a means of teaching skills to young children with autism spectrum disorder and reducing their restricted and maladaptive behavior. Although individual applied behavior analysis (ABA)-based treatment…