The only consistency with children, with and without disabilities, is that they are inconsistent. Much of a child's behavior is adult controlled by their reaction, methods used, and consistency in support and discipline. When adults change the way they respond to the child's behaviors, the child gradually will learn to modify their behavior.…

Research examining the school-to-prison pipeline alludes to the existence of trajectories of exclusionary discipline; however, disciplinary trajectories and their associated risk factors and outcomes have not yet been examined quantitatively across developmental periods. The purpose of this study was to identify trajectories of school suspension…

Positive or negative behaviors a child displays while exploring, learning, and communicating express how they are adapting to their environment. There are as many reasons for a behavior as there are children. Some children react inappropriately because they have never been given direction or taught how to handle various situations. It is important…

Examined a cognitive-behavioral pathway by which depressive symptoms in mothers and fathers increase risk for later child externalizing problem behavior via parents' appraisals of child behavior and physical discipline. Participants were 245 children (118 girls) at risk for school-age conduct problems, and their parents and teachers. Children were…

What we're thinking about behaviorally challenging students and what we're doing to them requires a fresh look. When schools believe that parental discipline explains a child's misbehavior, educators are less likely to consider different explanations for the misbehavior and the full range of interventions that could be implemented at school. And…

This study examined childhood antecedents and developmental outcomes associated with trajectories of mild and harsh parental physical discipline. Interview, questionnaire, and observational data were available from 499 children followed from ages 5 to 16 and from 258 children in an independent sample followed from ages 5 to 15. Analyses indicated…

Parents who abuse their children are found to lack adequate knowledge of child development and child rearing, and to exhibit a tendency toward more negative and less positive parent-child interactions and a tendency for anger responses to occur in every day child rearing situations. The Institute for Mental Health Initiatives (IMHI) pilot tested a…

Developed through 20 years of family therapy practice advocating a child-centered approach to parenting, this book presents a balanced approach to child rearing that recognizes the feelings and needs of both parents and children while observing that children also need boundaries and discipline to feel safe and secure, guidance on the choices they…

Examines the problem of biting in group child care, especially among toddlers. Discusses reasons for the behavior such as teething, impulsiveness and lack of self control, excitement and overstimulation, and frustration. Offers advice for child caregivers when biting occurs in their program. (TJQ)

Explores some typical early-childhood behaviors, such as tantrums, hitting, and sharing, and how they can be dealt with effectively. (HTH)

This booklet offers parents a simple process and practical tools for dealing with school-age children's sometimes challenging behavior. Noting that the task of school-age children is to find out how the world works, the booklet begins with examples of common behaviors associated with this developmental task and the parent's role, as well as notes…

Disruptive behavior, which can range from tardiness to violence against classmates or staff members, is a growing problem in adult basic education (ABE). Many feel that this is because ABE programs have begun serving young adults below the age of 18 who are quite different from their more mature classmates both psychologically and emotionally.…

Examined parent-child interaction during toddlers'"terrible twos" stage. Found that families experiencing difficulty could be identified, troubled behavior could be predicted based on family ecology, and families at moderate and high contextual risk were more likely to experience troublesome behavior when the child experienced 20 or more hours per…

A systematic examination of the desired outcome of discipline is important before developing a discipline structure. Discipline goals should be based on: (1) appropriate developmental expectation; (2) societal expectations of the individual; and (3) a mechanism for helping youngsters formulate goals for their own behavior management. (JDD)

Focusing attention on possible underlying causes of a child's misbehavior, this guide uses a situational approach for solving specific behavior problems that commonly occur with young children. Each behavior is discussed in a separate chapter, with step-by-step recommendations provided to correct the problem. The book encourages readers to…