This document presents discussions of current research and activities by experts in early intervention and behavior disorders. It offers a range of evidence-based strategies, procedures, and models appropriate for prevention and early intervention programs with young children at risk for emotional and/or behavioral disorders. Following an introductory chapter, chapter 2, "Functional Behavioral Assessment in Early Childhood Settings: A Model for Linking Assessment Information to Intervention" (Carol Ann Davis and Maureen A. Conroy), discusses a systematic method of assessing classroom variables linked to problem behaviors and the development of behavioral support plans. The third chapter is titled "Engaged Supervision To Support Evidence-Based Practices for Young Children with Challenging Behavior" (Philip S. Strain and Gail E. Joseph) and presents supervising strategies that staff can use in early childhood classrooms to decrease challenging behaviors. The fourth chapter, "Evidence-Based Peer Interaction Interventions for Preschool Children" (William H. Brown and others), describes an intervention hierarchy for promoting peer-related social competence. In the fifth chapter, "Reducing Challenging Behaviors in Young Children" (Melissa L. Olive and others), the authors compare effects of parent- and teacher-implemented assessment-based interventions for young children with challenging behaviors. The final chapter, "An Examination of Early Intervention/Prevention Research with Children at Risk of Emotional and Behavioral Disorders" (Peggy P. Hester and others), summarizes critical factors in early intervention/prevention research with children at risk for development of emotional/behavioral disorders. (Contains approximately 100 references.) (DB)