Practices for Enhancing Children's Social-Emotional Development And

Practices for Enhancing Children’s Social-Emotional Development and Preventing Challenging

Behavior by Robert M. Corso

Ms. Talbot’s preschool classroom is a fun place to be. The children are working on a project about water and are very excited about it. Ms. Talbot has lots of great activities planned. However, she has 17 children in the classroom and in her words “there are lots of challenging behaviors.” It seems like children are always taking things away from each other, crying, leaving group activities, and “having a fit” when it comes time to change activities. Ms. Talbot is so frustrated she doesn’t know what to do.

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perspectives. Oftentimes this means embracing the tension that arises when different perspectives exist. Intensive To develop reciprocal relationships, Individualized Interventions early care providers must establish interactions that allow for equal voice Social and Emotional for all perspectives. Additionally, for Teaching Strategies relationships to be reciprocal and responsive, adults must be willing to examine their personal, family, and cultural views of challenging child Creating Supportive Environments behavior. Specifically, early care pro- viders must examine their personal beliefs regarding the acceptability and unacceptability of specific types Positive Relationships With Children, Families, and Colleagues of child behavior, consider personal beliefs regarding the causes of specific types of unacceptable child behavior, Figure 1. A model for promoting children’s social-emotional and acknowledge contrasting or con- development and preventing challenging behavior. flicting beliefs held by others regard- ing acceptable and unacceptable types If you have ever worked in a children’s appropriate behavior, and of child behavior based on deeply held preschool setting, this story prob- address challenging behaviors. The cultural beliefs. ably sounds familiar. The behaviors four levels of practice are designed to described above are frustrating to promote the social-emotional devel- Creating Supportive teachers and can disrupt the ongoing opment and behavior of all children Environments routine of the classroom. When teach- including those with ongoing, persis- ers are in these situations, they are tent by challenging behavior. When children know what is often anxious to find strategies that expected of them, what to do, when they can use to “deal with” specific Importance of to do it, and how to do it, they are challenging behaviors. Importantly, many challenging behaviors can be Relationships less likely to engage in challenging prevented by designing environments behavior. In general, children’s chal- that promote children’s engagement As the pyramid depicts, the foun- lenging behaviors often result from and teaching children new social dation of this model is grounded in boredom, frustration, anxiety, or skills (Lawry, Danko, & Strain, 1999; the context of positive, supportive confusion. For young gifted children, Neilsen, Olive, Donovan, & McEvoy, relationships between teachers and challenging behavior may also result 1999; Strain & Hemmeter, 1999). children, as well as with families and from perfectionism, limited stimula- Fox, Dunlap, Hemmeter, Joseph, other professionals. These relation- tion, and difficulty finding peers with and Strain (2003) have described a ships are essential to implementing similar interests. Classroom environ- framework for promoting children’s effective practices to support children’s ments, both physical and social, can social-emotional development and social-emotional development. These be designed to minimize these kinds preventing and addressing children’s relationships do not come automati- of feelings and increase the likelihood challenging behavior. This framework cally but are instead built over a period that children will be engaged in mean- is represented in the teaching pyramid of time through respectful, reciprocal, ingful activities. For example, teach- (see Figure 1) and includes effective and responsive interactions. ers can increase the likelihood that practices that are designed to promote To have respectful relationships, children will be engaged in meaning- children’s social skills and emotional early care providers must acknowl- ful ways if the materials and activities development, provide support for edge the range and validity of diverse are designed and selected based on the

52 summer 2007 • vol 30, no 3 Enhancing Children's Social-Emotional Development children’s unique interests, ability lev- room does not happen without plan- books, songs, and games can be used els, and backgrounds. ning; it requires a deliberate approach to explain the concept to children in a Creating supportive environments on the part of the teaching staff. The way that they are likely to understand. involves implementing practices that social environment of the classroom Using several different types of activi- promote children’s engagement, help provides the context for children to ties and strategies throughout the day children understand expectations and develop the social skills and emotional will increase the likelihood that all routines, and reduce the likelihood foundations that they will need to be children will begin to grasp these con- that challenging behavior will occur. successful in school and life. cepts. Center time and outdoor play, These practices relate to the physical Important goals related to chil- as well as other child-directed activi- design of the environment including dren’s social-emotional development ties, provide an important context for schedules, routines, and transitions; include initiating and maintaining children to practice the skill and get adaptations and modifications; class relationships with others, resolving feedback about the skill from teach- rules; and teacher behaviors. Although conflicts, making friends, and com- ers and peers. Concrete examples and many of these practices are generic in municating feelings, emotions, and ample opportunities to practice the nature, they play a crucial role in pre- needs in appropriate and effective skill will be critical to children learn- venting challenging behavior. ways. Viewing social competence from ing the skill. A key aspect of creating supportive this perspective suggests a broader set environments is teaching children the of goals than is typically addressed Intensive Individualized expectations of the environment. For in preschool classrooms. Specifically, preschool children, the expectations skills that should be taught can be Interventions of the preschool classroom are likely grouped into three categories: (a) to differ in a variety of ways from friendship skills; (b) emotional regu- Intensive individualized interven- expectations experienced at home or lation and empathy (e.g., recognizing, tions are used when children con- in other settings. Children cannot be responding to, and expressing emo- tinue to have challenging behavior expected to understand the new rou- tions, self-regulation); and (c) prob- despite efforts to develop a positive tines or expectations of the preschool lem solving. relationship with the child, build environment unless those expecta- Research on social-emotional relationships with families, use class- tions are taught and reinforced in teaching strategies and curricula has room preventive practices, and teach ways that are meaningful to each resulted in a set of strategies that have social skills (Fox et al., 2003). This child. Teachers should consider chil- been demonstrated to be effective in approach uses the science of Positive dren’s different experiences outside teaching social skills to young children. Behavior Support (PBS) to develop the classroom and teach expectations Generally, these strategies include: a behavior support plan that may be in ways that are sensitive to these dif- describing, modeling, rehearsing, used within the classroom and home ferent experiences. Teachers should role-playing, prompting children in environment. The description of this also work with parents to explain the naturalistic contexts, and reinforcing approach as intensive and individual- expectations of the classroom and to and acknowledging the skill when it ized refers to the use of a process that discuss issues related to differences in occurs. It is important that children requires teaming among classroom school and home expectations. learn the concept (e.g., teaching chil- staff and family members to design dren during morning meeting about an intervention plan that is based on what it means to be a friend), practice understanding of the individual child, Social-Emotional the skill (e.g., during snack, center, the environmental factors that relate Teaching Strategies and other times when children need to the child’s problem behavior, and a friend), and have opportunities to the child’s strengths and needs. Promoting children’s social-emo- view and talk about examples and The PBS process begins by devel- tional development requires a compre- nonexamples of the skill (e.g., during oping a team that includes both fam- hensive approach that includes creating group or individual discussions with ily members and classroom personnel. a social context, teaching social skills, the teacher). Large- and small-group Family participation can be promoted and facilitating children’s emotional activities provide a useful context for and encouraged by meeting in the development. Creating a caring, socially introducing the concept, modeling environment where the family will rich, cooperative, and responsive class- the skill, and role-playing. Puppets, feel most continuedcomfortable, on pageensuring ?? trans-

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lation services so that the family can the following section some additional between early care providers and fam- actively participate, meeting at times teaching tips are presented that cor- ilies. These relationships do not come that are convenient for the family, respond to the levels of the pyramid instantly but are instead built over and approaching the family with a and which, when implemented con- a period of time with mutual trust sincere expression of concern rather sistently and effectively, are likely to and respect serving as the founda- than blame for the child’s problem result in fewer problem behaviors. tion (Barrera, Corso, & Macpherson, behavior (Dunlap & Fox, 1996). The 2003). It is critical to build these rela- first task of the team is to determine Build Positive Relationships With tionships with all families so that the the events, circumstances, and inter- Every Child Every Day relationship is established prior to actions that trigger and maintain having to address problem behavior. problem behavior through functional Relationships between adults and These relationships can provide a con- assessment. The family perspective is children provide a supportive con- text for sharing strategies with fami- vitally important here because family text for teaching new skills, as well as lies about promoting their children’s members will have information about addressing problem behavior. Support social skills and emotional develop- the child that school personnel may and attention from adults is very ment. It is also in the context of these not. For example, a parent may be able important to children. Unfortunately, relationships that teachers can learn to share that days when his child is some children who engage in problem about the child’s interests, needs, and easily frustrated and explosive seem to behaviors are more likely to have inter- abilities. Importantly, these positive correspond with the child complain- actions with adults that are directive relationships between families and ing of an ear ache or sore throat in the or focused on their problem behavior professionals provide a supportive morning before going to school. rather than interactions that provide context in which to address problem The functional assessment process positive feedback for appropriate behavior when it occurs. culminates in the development of behavior and support for learning a behavior support plan. This plan new skills. Engaging in positive inter- Structure Routines, Transitions, includes strategies for preventing the actions with children that are focused and Activities behavior, skills that will be taught to on teaching new skills and support- the child, and strategies to ensure that ing children’s appropriate behavior is Children often engage in problem the problem behavior is not main- important for building relationships behavior when they don’t know what tained. Ideally, a behavior support in which children feel safe and are to do or how to do it. Further, many plan should be developed that will supported to try new things, persist at challenging behaviors occur when address problem behavior in the class- difficult tasks, and ask for help when children are waiting with nothing room and at home (if it is occurring they need it. Although this is easy to to do. A key strategy for preventing in both environments). The develop- do with some children, it is more dif- challenging behavior relates to the ment of a plan that will be used by the ficult to do with children who engage design and implementation of the family in the home and community is in ongoing problem behavior. The schedule (Lawry et al., 1999; Strain & best developed with the family mem- goal is to try to have a positive, sup- Hemmeter, 1999). There are three key ber as an active participant. portive interaction with every child factors. First, the schedule should be PBS is a process that was designed every day. This may take the form implemented consistently in order to to be responsive to family needs, pref- of guiding a child through a social help children know what to do. When erences, strengths, and values. The problem, providing positive feedback the schedule changes from day to day, success of the process will rest on the about something the child has done it is difficult for children to learn the adults’ ability to team well together well, or engaging in a conversation routine. Second, minimize the num- and to develop a behavior support with the child about something in ber of transitions in which children plan that is both relevant for the fam- which the child is interested. spend time waiting with nothing ily (i.e., respectful of family values to do. This can be accomplished by and beliefs, a match to family need) Build Meaningful Partnerships minimizing large-group transitions. and effective for the child. With Families For example, rather than having a Although it is beyond the scope of transition to and from a group snack this article to discuss all of the prac- Effective early childhood education time, a snack can be an activity dur- tices across the pyramid in detail, in is built on meaningful relationships ing center time in which children are

54 summer 2007 • vol 30, no 3 Enhancing Children's Social-Emotional Development allowed to participate as they choose. concept, talking about examples and Teaching children how to be good Transitions can also be structured so nonexamples, supporting children’s friends, how to be good problem solv- that children have something to do, use of the skills in naturally occurring ers, and how to communicate their such as a story, song, or game, while contexts, and reviewing children’s use emotions can be fun. There are many they are waiting for other children to of the skills (Webster-Stratton, 1999). creative ways to teach these skills complete the transition. Third, chil- The following vignette provides an including games, puppets, children’s dren should be taught the classroom example of how to intentionally teach literature, and social stories (Joseph routines and expectations. Although a social skill. & Strain, 2003). Teaching social skills some children will learn the routines in a fun and engaging way is key to and expectations simply by participat- In order to teach the children preventing problem behavior. ing in them, other children will need how to help each other, Ms. Tal- to be taught in more individualized bot presents the concept during Model and Acknowledge ways. Picture schedules, peer buddies, circle time using a book about Appropriate Social Behavior and teacher assistance can be used to helping other children. After teach routines and expectations. she reads the story, she asks the Adult attention and feedback are children to identify some times important tools in promoting chil- Create Activities That Are Fun and when they have needed help or dren’s social skills and emotional Engaging when they have helped someone development (Kaiser & Rasminsky, else. She then reminds them to 2003; Webster-Stratton, 1999). Adult Engagement is key to prevent- help each other throughout the attention and feedback can be used to ing challenging behavior (Kaiser & guide children through difficult social day. During center time, Libby Rasminsky, 2003). When children problems, model appropriate ways asks the teacher for help in the are engaged in an activity they enjoy, to communicate difficult emotions, block area. Ms. Talbot prompts they are less likely to engage in prob- demonstrate strategies for dealing her to ask her friends for help. lem behavior. It is important to real- with peers, and confirm with children Libby goes back to the block ize that not all children enjoy the that their behavior is appropriate. area and asks Sam to help her. same activities or can participate in When working with children with Sam helps her with the block the same activities in the same way. challenging behavior, it is easy to get structure and Ms. Talbot com- Activities should be structured such caught up in dealing with the prob- that children of differing ability levels ments, “Wow, you guys worked lem behavior rather than giving the can participate. Some children may together to build a big castle!” child time and attention for positive benefit from assistance from an adult At the end of the day during behavior. Teachers should attempt when learning a new activity, and group time, Ms. Talbot reminds to focus on acknowledging children other children may benefit from a set them about the importance of when they are engaging in appropriate of pictures that demonstrates how to helping each other and asks if behavior and modeling appropriate participate in an activity (Sandall et anyone helped someone else or ways to respond when one is happy, al., 2002). had someone help them. Jacob frustrated, mad, or sad (Lawry et al., raises his hand and says, “Luke 1999). Teach With Intention couldn’t get the water on when he was washing his hands so I Pay Attention to the Function of Children who are able to communi- helped him turn on the water.” the Child’s Behavior cate their emotions appropriately, who Ms. Talbot acknowledges Jacob can solve social problems, and who and asks other children for Many children engage in problem have positive social interaction skills examples. Helping each other behavior because they do not have are less likely to engage in problem will be discussed for several the social skills or language skills to behavior. A critical step in preventing days until all of the children engage in more appropriate behavior. problem behavior is teaching these understand the concept and are When this is the case, an effective way types of skills in a systematic, inten- consistently helping each other to address the problem is to teach the tional way that includes teaching the when they need help. child a newcontinued skill they on canpage use ?? in place

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of the problem behavior. The follow- challenging behaviors are often asso- lap (Eds.), Positive behavioral support: ing vignette provides an example. ciated with boredom, frustration, Including people with difficult behavior anxiety, or confusion, early care pro- in the community (pp. 31–50). Balti- more: Paul H. Brookes. Jesse frequently hits, scratches, viders must work to ensure children know what is expected of them, what Fox, L., Dunlap, G., Hemmeter, M. L., or screams at other children dur- Joseph, G., & Strain P. (2003). The to do, when to do it, and how to ing center time. Ms. Talbot is teaching pyramid: A model for sup- frustrated and does not under- do it. Classroom environments can porting social emotional competence stand why Jesse is always “acting be designed to minimize feelings of and preventing challenging behavior out.” However, after a systematic frustration and increase the likeli- in young children. Young Children, 58, observation of Jesse, Ms. Talbot hood that children will be engaged 48–52. determines that Jesse engages in in fun and meaningful activities. The Joseph, G., & Strain, P. (2003). Enhanc- these behaviors when he wants term creating supportive environments ing emotional vocabulary in young to enter into a play situation is used to refer to practices that pro- children. Young Exceptional Children, 6, 18–26. because he doesn’t know how to mote children’s engagement and help children understand expectations and Kaiser, B., & Rasminsky, J. S. (2003). ask others to play. Knowing that Challenging behavior in young children: routines. When environments are he wants to enter the play situa- Understanding, preventing and respond- tion, Ms. Talbot can now focus fun and engaging, children are less ing effectively. Boston: Allyn & Bacon. on teaching him these skills. likely to engage in problem behavior. Lawry, J., Danko, C. D., & Strain, P. Creating a caring, cooperative, and S. (1999). Examining the role of the Knowing the function of the child’s responsive classroom does not happen classroom environment in the pre- behavior is critical to identifying a automatically. Teachers must have a vention of problem behaviors. Young strategy for addressing it (Neilsen et planful approach and be intentional Exceptional Children Monograph Series, al., 1999). Children’s behavior typi- in the strategies they choose. Finally, 1, 9–61. Neilsen, S. L., Olive, M., Donovan, A., cally serves the purpose of getting in order to be effective at addressing & McEvoy, M. (1999). Challenging something (e.g., toy, attention) or persistent problem behavior, teach- ers must identify the function of the behaviors in your classroom? Don’t avoiding something (e.g., an activity react: Teach instead! Young Exceptional child’s behavior and develop an inter- they don’t like, a child they don’t want Children Monograph Series, 1, 5–16. to play with). Strategies for addressing vention plan that is matched to the Sandall, S., Schwartz, I., Joseph, G., the problem behavior are more likely purpose of the behavior. Implementing Chou, H. Y., Horn, E., Leiber, J., et to be effective when the strategy is the practices associated with a single al. (2002). Building blocks for teaching focused on the purpose of the child’s level of the pyramid is not likely to preschoolers with special needs. Balti- behavior. A behavior support plan be effective for addressing the range more: Paul H. Brookes. can then be developed that focuses of problem behavior found in most Strain, P. S., & Hemmeter, M. L. (1999). on preventing the problem behavior, early childhood classrooms; rather Keys to being successful when con- fronted with challenging behavior. teaching new skills, and responding it is the comprehensive, intentional implementation of all levels of the Young Exceptional Children Monograph to the behavior in a way that supports Series, 1, pyramid that is needed to be effective 17–27. the use of the new skills rather than Webster-Stratton, C. (1999). How to pro- GCT the problem behavior (Dunlap & at addressing problem behavior. mote children’s social emotional compe- Fox, 1996). tence. London: Paul Chapman. References Summary Author Note Barrera, I., Corso, R. M., & Macpherson, D. (2003). Skilled dialogue: Strate- As the teaching pyramid depicts, gies for responding to cultural diversity The preparation of this manuscript promoting children’s social and in early childhood. Baltimore: Paul was supported by the Center on the emotional growth is grounded in Brookes. Social and Emotional Foundations the context of positive, supportive Dunlap, G., & Fox, L. (1996). Early inter- for Early Learning (U.S. Department relationships between teachers and vention and serious problem behav- of Health and Human Services, children, as well as with families and iors: A comprehensive approach. In L. Administration for Children and other professionals. Because children’s K. Koegel, R. L. Koegel, & G. Dun- Families PHS90YD0119).

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