Challenging Behaviors in Young Children and Their Functions
Challenging Behaviors in Young Children and Their Functions Anastasia Sims ECE201: Intro to Early Childhood Behavior Management (ACP1116B) June 22, 2011
Introduction There are many reasons why young children have challenging behaviors. These reasons, or functions, for behaviors are serving a purpose for that child. It is our job as educators to figure out what those functions are so they can be prevented or managed, in the case of disruptive or dangerous behaviors, or reinforced and encouraged, in the case of those positive behaviors we would like to see flourish. The way to do this is to determine the function of a behavior, implement an individual behavioral support plan, be consistent with it, and maintain the results once you acquire them. The Background There are three main definitions for challenging behavior according to the text “Challenging Behavior in Young Children” by Barbara Kaiser and Judy Sklar-Rasminsky. The first is definition is that challenging behavior “interferes with a child’s cognitive, social, or emotional development.” (Kaiser, Sklar-Rasminsky, p.7) In this day and age there are so many factors that impede a child in their developmental process that if we can eliminate one of them, challenging behavior, then we are doing the right thing. Next they state that challenging behaviors are “harmful to the child, other children, or adults.” (Kaiser, Sklar-Rasminsky, p.7) It goes without saying that, as educators, the environment that we create in our classroom must be one without things that harm others. If there is a challenging behavior, like aggression, emerging in that peaceful environment then something must be done to manage it and prevent it from happening again in the future. Every student has a right to learn in peace and safety. And finally, challenging behavior “puts a child at high risk for later social problems or school failure.” (Kaiser, Sklar-Rasminsky, p.7) Many people believe,
Introduction There are many reasons why young children have challenging behaviors. These reasons, or functions, for behaviors are serving a purpose for that child. It is our job as educators to figure out what those functions are so they can be prevented or managed, in the case of disruptive or dangerous behaviors, or reinforced and encouraged, in the case of those positive behaviors we would like to see flourish. The way to do this is to determine the function of a behavior, implement an individual behavioral support plan, be consistent with it, and maintain the results once you acquire them. The Background There are three main definitions for challenging behavior according to the text “Challenging Behavior in Young Children” by Barbara Kaiser and Judy Sklar-Rasminsky. The first is definition is that challenging behavior “interferes with a child’s cognitive, social, or emotional development.” (Kaiser, Sklar-Rasminsky, p.7) In this day and age there are so many factors that impede a child in their developmental process that if we can eliminate one of them, challenging behavior, then we are doing the right thing. Next they state that challenging behaviors are “harmful to the child, other children, or adults.” (Kaiser, Sklar-Rasminsky, p.7) It goes without saying that, as educators, the environment that we create in our classroom must be one without things that harm others. If there is a challenging behavior, like aggression, emerging in that peaceful environment then something must be done to manage it and prevent it from happening again in the future. Every student has a right to learn in peace and safety. And finally, challenging behavior “puts a child at high risk for later social problems or school failure.” (Kaiser, Sklar-Rasminsky, p.7) Many people believe,