Resource List on Social/Emotional Development & Challenging Behaviors
Bovey, T. & Strain, P. (2008, February). Using environmental strategies to promote positive social interactions (What Works Brief Training Kit #6). Tennessee: Center on the Social and Emotional Foundations for Early Learning. Retrieved from http://csefel.vanderbilt.edu/resources/training_kits.html
This training kit provides information for in-service training pertaining to establishing quality environments that support the social/emotional development of young children. Case studies are presented and strategies to adapt group composition, materials and activities are discussed. Training materials include a Power Point presentation, handouts, suggested activities and assessment tools.
Center on the Social Emotional Foundations of Early Learning – CSEFEL. (2011). Children Demonstrating Classroom Rules Video. Module 1, Video Clip 6. Retrieved from http://csefel.vanderbilt.edu/modules/module1/presenters-ppt/V1_6.MPG
This video addresses the importance of classroom rules. Part of the Promoting Children’s Success by Building Relationships training module.
Center on the Social Emotional Foundations of Early Learning. (n.d.). Using Environmental Strategies to Promote Positive Social Interactions. Retrieved from http://csefel.vanderbilt.edu/briefs/handout6.pdf (PDF)
One-page handout summarizing the “What Works Brief” by the same name that shares evidence-based practices for promoting positive social interactions between children.
Division for Early Childhood. (1999, October). Concept paper on identification of and intervention with challenging behavior.Montana: Author. Retrieved from http://www.cehd.umn.edu/ceed/events/summerinstitute/2008institute/2008pbsresources/articles/decconceptpaperonchallengingbehavior.pdf (PDF)
This position paper challenges professionals to look at challenging behaviors in light of cultural differences in expected behavior, a professionals own value system, and with regard to developmentally appropriate expectations. Ways to address challenging behaviors through supports and adaptations, classroom environments, and professional development are discussed. The importance of engaging the family in this process is also presented.
Fox, L. (2009, April). Positive behavior support: An individualized approach for addressing challenging behavior (What Works Brief Training Kit #10). Tennessee: Center on the Social and Emotional Foundations for Early Learning. Retrieved from http://csefel.vanderbilt.edu/briefs/handout10.pdf (PDF)
This training kit promotes the use of positive behavior supports to address challenging behaviors in the classroom. Through the use of a case study, information is shared on how to implement this strategy for children exhibiting challenging behaviors. Training materials include a power point presentation, handouts, suggested activities, and assessment tools.
Fox, L., & Duda, M. (2008, May). What are children trying to tell us?: Assessing the function of their behavior (What Works Brief Training Kit # 9). Tennessee: Center on the Social and Emotional Foundations for Early Learning. Retrieved fromhttp://csefel.vanderbilt.edu/kits/wwbtk9.pdf (PDF)
This training kit explains the use of functional behavior assessment to understand a child's challenging behavior. The technique, a component of positive behavior support, is outlined and professionals are instructed on ways to implement this strategy in their classroom. Training materials include a power point presentation, handouts, suggested activities, and assessment tools.
Hemmeter, M. L., Ostrosky, M., Santos, R. M., & Joseph, G. (2006, May). Promoting children's success: Building relationships and creating supportive environments. Tennessee: Center on the Social and Emotional Foundations for Early Learning. Retrieved from http://csefel.vanderbilt.edu/resources/training_preschool.html (module 1 link);
http://csefel.vanderbilt.edu/modules/module1/script.pdf (PDF) (presenter's script)
This training module is designed to assist professionals in dealing with challenging behaviors by identifying the relationship between those behaviors, the child's social / emotional development, and the classroom environment. Strategies on how to create supporting environments that foster positive interactions are detailed. The module includes a PowerPoint presentation, video clips, and handouts.
IRIS Center. (n.d.). Star Legacy Modules. Functional behavioral assessment: Identifying the reasons for problem behavior and developing a behavior plan. Retrieved from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm
This learning module, through the use of a case study, discusses the need for and use of functional behavioral assessment. Participants learn how to identify what function the behavior is providing the student, how to create a behavior intervention, and then to assess the intervention's impact on the student and classroom environment.
Joseph, G. & Strain, P. (2010). You’ve got to have friends. Center on the Social Emotional Foundations of Early Learning - CSEFEL Module 2, Handout 2.3: Social Emotional Teaching Strategies. Retrieved from http://csefel.vanderbilt.edu/modules/module2/handout3.pdf (PDF)
Handout from CSEFEL provides guidance on how to structure direct instruction promoting friendship skills. Includes ideas for embedding these opportunities throughout the daily schedule.
Santos, R.M., & Ostrosky, M.M. (2007, December). Understanding the impact of language differences on classroom behavior (What Works Brief Training Kit #2). Tennessee: Center on the Social and Emotional Foundations for Early Learning. Retrieved from http://csefel.vanderbilt.edu/briefs/handout2.pdf (PDF)
This training module analyzes how English language learners may exhibit challenging classroom behaviors as a result of their linguistic diversity. Through case studies, participants learn the characteristics of English language learners and are encouraged to find classroom and communication strategies to address some of the challenges they may experience in a classroom. Various strategies are outlined that support English language learners in preschool classrooms.
York Region Red Flags Task Group. (2011). Red flags: A quick reference guide for early years professionals in york region, early identification of red flags in child development prenatally to age six. Ontario, Canada:York Region. Retrieved from http://www.york.ca/wps/wcm/connect/yorkpublic/054ca0a9-0027-46a3-b817-452890b3038b/red+flags+guide_web.pdf?MOD=AJPERES
This document provides professionals with a quick way to identify and assess multiple domains that could be impacting a child’s development up to age 6. Domains discussed include various forms of abuse, attachment issues, attention difficulties, autism spectrum disorder, behavior, dental and oral health, feeding and swallowing, fetal alcohol disorder, fine and gross motor issues, hearing and vision, learning disabilities, literacy, traumatic brain injury, perinatal mood disorder, prematurity, school readiness, sensory and sleep issues, social/emotional difficulties, and speech and language. Further information on talking with families and being culturally sensitive is provided.