Preventing and ameliorating young children's chronic problem behaviors: An ecological classroom-based approach.
Saved in:
| Title: | Preventing and ameliorating young children's chronic problem behaviors: An ecological classroom-based approach. |
|---|---|
| Authors: | Conroy, Maureen, Sutherland, Kevin, Haydon, Todd, Stormont, Melissa, Harmon, Jennifer |
| Source: | Psychology in the Schools. Jan2009, Vol. 46 Issue 1, p3-17. 15p. 1 Diagram. |
| Subjects: | Problem children, Behavior disorders in children, Behavior modification for problem children, Teachers of problem children, Poor children, Social marginality, Delinquent behavior |
| Abstract: | The number of young children who demonstrate chronic problem behaviors placing them at high risk for the future development of emotional and behavioral disorders is increasing. These children's problem behaviors often exist prior to entering school and become apparent as they interact with their parents at home. In fact, researchers have suggested that children who demonstrate chronic problem behaviors and their parents often end up developing well-established negative interaction patterns that can evolve into coercive relationships and persist upon entry into school. This article describes an ecological classroom-based approach, which emphasizes changing teacher--student interaction patterns as a means for preventing and possibly ameliorating coercive interaction patterns demonstrated by young children and their teachers. First, a brief overview of current service delivery models and intervention programs addressing young children's behavioral excesses is presented. Next, a description of the ecological classroom-based intervention model for addressing the behavioral needs of these children is described. This section includes the theoretical frameworks on which the model is based and an overview of model components. Additionally, the application of the model to a school-wide systems approach is explored. Finally, future research directions are discussed. © 2008 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 35809786 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Preventing and ameliorating young children's chronic problem behaviors: An ecological classroom-based approach. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Conroy%2C+Maureen%22">Conroy, Maureen</searchLink><br /><searchLink fieldCode="AR" term="%22Sutherland%2C+Kevin%22">Sutherland, Kevin</searchLink><br /><searchLink fieldCode="AR" term="%22Haydon%2C+Todd%22">Haydon, Todd</searchLink><br /><searchLink fieldCode="AR" term="%22Stormont%2C+Melissa%22">Stormont, Melissa</searchLink><br /><searchLink fieldCode="AR" term="%22Harmon%2C+Jennifer%22">Harmon, Jennifer</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Jan2009, Vol. 46 Issue 1, p3-17. 15p. 1 Diagram. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Problem+children%22">Problem children</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+disorders+in+children%22">Behavior disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+modification+for+problem+children%22">Behavior modification for problem children</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers+of+problem+children%22">Teachers of problem children</searchLink><br /><searchLink fieldCode="DE" term="%22Poor+children%22">Poor children</searchLink><br /><searchLink fieldCode="DE" term="%22Social+marginality%22">Social marginality</searchLink><br /><searchLink fieldCode="DE" term="%22Delinquent+behavior%22">Delinquent behavior</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The number of young children who demonstrate chronic problem behaviors placing them at high risk for the future development of emotional and behavioral disorders is increasing. These children's problem behaviors often exist prior to entering school and become apparent as they interact with their parents at home. In fact, researchers have suggested that children who demonstrate chronic problem behaviors and their parents often end up developing well-established negative interaction patterns that can evolve into coercive relationships and persist upon entry into school. This article describes an ecological classroom-based approach, which emphasizes changing teacher--student interaction patterns as a means for preventing and possibly ameliorating coercive interaction patterns demonstrated by young children and their teachers. First, a brief overview of current service delivery models and intervention programs addressing young children's behavioral excesses is presented. Next, a description of the ecological classroom-based intervention model for addressing the behavioral needs of these children is described. This section includes the theoretical frameworks on which the model is based and an overview of model components. Additionally, the application of the model to a school-wide systems approach is explored. Finally, future research directions are discussed. © 2008 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=35809786 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 3 Subjects: – SubjectFull: Problem children Type: general – SubjectFull: Behavior disorders in children Type: general – SubjectFull: Behavior modification for problem children Type: general – SubjectFull: Teachers of problem children Type: general – SubjectFull: Poor children Type: general – SubjectFull: Social marginality Type: general – SubjectFull: Delinquent behavior Type: general Titles: – TitleFull: Preventing and ameliorating young children's chronic problem behaviors: An ecological classroom-based approach. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Conroy, Maureen – PersonEntity: Name: NameFull: Sutherland, Kevin – PersonEntity: Name: NameFull: Haydon, Todd – PersonEntity: Name: NameFull: Stormont, Melissa – PersonEntity: Name: NameFull: Harmon, Jennifer IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2009 Type: published Y: 2009 Identifiers: – Type: issn-print Value: 00333085 Numbering: – Type: volume Value: 46 – Type: issue Value: 1 Titles: – TitleFull: Psychology in the Schools Type: main |
| ResultId | 1 |
