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Brandy Harding
April 2, 2013
SEI 513
Reading Resource List
Bayat, M., Mindes, G., & Covitt, S. (2010). What Does RTI (Response to
Intervention) Look Like in Preschool? Early Childhood Education, 37,
493-500. Retrieved from
http://www.academia.edu/1309280/What_Does_RTI_Response_to_Interv
ention_Look_Like_in_Preschool
Response to Intervention in preschool is a way to reduce some of the risk
factors that are related to challenging behaviors and delays in social-emotional
competence. With RTI early childhood teachers can implement the three tier
program and se similar results that the school age teachers are getting but in a
different way. In a preschool setting the purpose is to target behaviors and social
skills as well as some preacademic skills that the children may not be getting.
This program is extremely important in the early childhood setting because it can
help with the skills children need to be successful in later years. The main
difference with RTI in a preschool setting and a school is that families are
involved in the preschool setting. With family involvement there is more
consistency and follow through everywhere to support the program and the child.
Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). Reducing
Behavior Problems in the Elementary School Classroom. Institute of
Education Sciences. Retrieved from
http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=4
There are multiple strategies teachers can use to modify or reduce
behavior problems in an elementary or early childhood classroom. In this article
the authors discuss the various methods. The most important element the article
discusses is to modify the classroom environment to decrease any potential
problem behaviors. It is also important for teachers to be modeling and teaching
the behaviors that are expected of the students. When there are really
challenging behaviors observing the children to determine what the antecedents
are and the consequences is important in order to tailor future preventive
strategies. The last two key items the guide discusses are working with
colleagues about problem behaviors and adopting a school wide program. There
is more in depth information that can be downloaded under each individual topic
or as the guide as a whole for the person who wants more information on this
issue.
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Gunderson, I. (2000). Disruptive and Defiant Student Behaviors: Coaching
Teacher Interventions with Vulnerable Students. Retrieved from
http://edt2.educ.msu.edu/DWong/Archive-ProsemRDP/CEP900F00RIP/Gunderson-TeacherEfficacy.htm
This is a paper looking at disruptive and defiant behaviors in the
classroom. There are different elements that are key to implementing behavior
modification strategies. Teacher and student efficacy are very important in
having any successful program. This paper talks about coaching as a method to
increase teacher efficacy and implement a successful behavior intervention
program as well as classroom strategies that can increase self-efficacy. The
paper helps to point out signs out what good efficacy in students and teachers
should look like as well as how to coach to gain the results from a behavior
program.
Intervention Central. (unknown). School-Wide Strategies for
Managing…DEFIANCE/NON-COMPLIANCE. Retrieved from
http://www.interventioncentral.org/behavioral-interventions/challengingstudents/school-wide-strategies-managing-defiance-non-complianc
Students who struggle in the classroom need lots of positive
reinforcements. In this article teachers are given strategies to manage the
defiant children. All the strategies meet the children at their level and are positive
based. The article also points out that each child is different and the teacher
needs to find the one strategy that will work best for the particular child that
needs the intervention, but the first step is to connect with the child and gain their
trust and acceptance.
Irish National Teachers’ Organisation. (unknown). INTO Guidance on Managing
Challenging Behaviour in Schools. Retrieved from
http://www.into.ie/NI/INTOStudentCentre/StudentPublications/Guide_man
aging_challenging_behaviour.pdf
This article states that challenging behaviors are one that can interfere
with the student’s learning or even the other student’s in the classrooms learning.
This is very important to remember because teachers in many cases spend a lot
of time dealing with problem behaviors and not teaching the rest of the children,
not recognizing that the other children are also losing out on their learning
experience. Rather than just handling the behaviors, the teachers should be
focusing on why the behaviors are happening and finding ways to reduce them.
This article gives clues such as communication difficulties, the environment,
attention seeking, a medical reason, or possibly a socio-economic reason. When
a teacher can recognize why the behavior is occurring they can then move
forward with the strategies to change them with positive methods. The last piece
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the article mentions is to recognize the antecedent, behavior, and consequences
of the behavior and how to respond to the challenging behavior.
McCabe, L. & Frede, E. (2007). Challenging Behaviors and the Role of
Preschool Education. NIEER Preschool Policy Brief, 16. Retrieved from
http://nieer.org/resources/policybriefs/16.pdf
In this article the authors discuss different types of social skills curriculum
programs that can be used in early childhood settings and their benefits to the
children. The main component of any curriculum of an early childhood setting
should include social skills, since without appropriate social skills as children get
older they can suffer developmentally with increased challenging behaviors. If
teachers and parents can build on a strong curriculum with social skills,
challenging behaviors can be targeted closer and modified.
Miller, E. & DelConte, B. (2009). Managing Challenging Behaviors in School-Age
Children. Healthy Child Care PA. Retrieved from http://www.ecelshealthychildcarepa.org/content/Managing%20Challenging%20Behaviors%
20in%20School%20Age%20Children%20SLM%20all.pdf
This is an early childhood education program that is directed at managing
challenging behaviors in school-age children. There are questions the teacher
can answer to help identify the potential cause of the behavior and what
replacement behaviors can be taught to the child to change the current
behaviors. There are slides that discuses the different forms of challenging
behaviors, the reasons for challenging behaviors, and ways to determine
possible solutions for a variety of behaviors. This was very helpful to look at and
get examples of the behaviors teachers could be seeing in the classroom and
how they were handled.
Powell, D, Dunlap, G., & Fox, L. (2006). Prevention and Intervention for the
Challenging Behaviors of Toddlers and Preschoolers. Infants and Young
Children, 19 (1), 25-35. Retrieved from
depts.washington.edu/isei/iyc/powell_19.1_05.pdf
The authors have taken the stance that problem behaviors are embedded
in the child-caregiver relationships. There has been significant research on the
topic of challenging behavior and the potential long-term effects that can result
from social delays. The article states that positive, secure relationships are the
most important piece needed to engage children and encourage them to
demonstrate positive behaviors. Another key component is the classroom
environment and thee schedule, these both should be looked at for any problem
areas that could be affecting the children. Lastly, the article looks at the positive
behavior support program, which can be used to address problem behaviors in a
positive way.
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Smith, B. (unknown). Recommended Practices: Linking Social Development
and Behavior to School Readiness. Ideas that Work. Retrieved from
http://www.challengingbehavior.org/do/resources/documents/rph_social_d
ev_school_rediness.pdf
There are a multitude of skills that are needed for children to be ready to
learn and meet the academic requirements of school. When children do not
have a strong foundation on social skills they will have lower grades and higher
special education referrals. With social skills, children will be able to follow
directions, get along with their peers, regulate their emotions, recognize emotions
of others, and have a positive self-esteem. Without these skills children can
demonstrate problem behaviors in the classroom. Teachers should integrate
social skills into their curriculum to enhance the children’s learning.
U. S. Department of Education. (2009). Reducing Behavior Problems in the
Elementary School Classroom: Overview. Education World. Retrieved
from http://www.educationworld.com/a_curr/doe/behavior_page2.shtml
This article points out that there are approximately one third of students
who are failing to learn because of behavior problems in the classroom. The
teachers recognize that the key to a successful classroom is through engaging
instruction, positive relationships, and a managed classroom. The author points
out that many behaviors are learned and need to be adjusted and can take time
but will also require family assistance. Teachers need to know what is prompting
and reinforcing the problem behavior, is there a problem with the classroom
environment, and talk with other professionals in your building about the
behaviors. Positive reinforcement and a positive environment can encourage the
child to want to be successful.