Coaching to Build Parent Competency in Addressing Early Challenging Behaviors

Q3 Social Sciences

Young Exceptional Children Pub Date : 2019-12-01 DOI:10.1177/1096250618759941

Z. An, E. Horn, Gregory A. Cheatham

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引用次数: 2

Abstract

198 YOUNG EXCEPTIONAL CHILDREN Vol. 22, No. 4, December 2019 https://doi.org/10.1177/1096250618759941 DOI: 10.1177/1096250618759941 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2018 Division for Early Childhood Abby is a bright and social girl who is turning 3 years old. She sometimes engages in challenging behaviors including running away from caregivers. A Part C service provider, Dara, has been working with Abby on decreasing these challenging behaviors at home. Four months ago, with a behavior specialist and the parents’ help, Dara conducted a functional behavioral assessment with Abby. The results showed that Abby’s challenging behaviors are maintained by social attention (e.g., tickling games with parents). Since the assessment, Dara has been teaching Abby how to use appropriate words to request attention (e.g., “talk to me”). The intervention was mostly effective during their in-home, weekly interaction. However, Abby’s parents, Bruce and Chloe, shared that nothing changed in their daily interaction with her. Abby still tries to hit, cry, and get away from them during grocery shopping. Dara is surprised. She doesn’t understand why Abby acts differently with her parents. She would like to find ways to more effectively support the family, but does not know where to start. Approximately one in 10 children below the age of 5 years old engage in challenging behaviors (Brauner & Stephens, 2006; Forness, 759941 YECXXX10.1177/1096250618759941YOUNG EXCEPTIONAL CHILDRENCoaching Parent to Address Challenging Behaviors / An et al. research-article2018

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辅导建立父母处理早期挑战性行为的能力

198青少年例外儿童第22卷第4期，2019年12月https://doi.org/10.1177/1096250618759941DOI:10.1177/1096250618759941 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2018幼儿部艾比是一个聪明、善于交际的女孩，即将年满3岁。她有时会做出一些具有挑战性的行为，包括逃离照顾者。C部分服务提供商Dara一直在与Abby合作，减少这些在家中具有挑战性的行为。四个月前，在行为专家和父母的帮助下，Dara与Abby一起进行了功能性行为评估。结果表明，艾比的挑战行为是由社会关注维持的（例如，与父母的挠痒痒游戏）。自评估以来，Dara一直在教Abby如何使用适当的词语来引起注意（例如，“和我说话”）。在他们每周在家的互动中，这种干预大多是有效的。然而，艾比的父母Bruce和Chloe表示，他们与艾比的日常互动没有任何变化。艾比仍然试图打，哭，并在杂货店购物时逃离他们。达拉很惊讶。她不明白为什么艾比和父母的行为不同。她想找到更有效地支持这个家庭的方法，但不知道从哪里开始。大约每10名5岁以下的儿童中就有一人从事具有挑战性的行为（Brauner&Stephens，2006；Forness，759941 YECXXX10.1177/1096250618759941YOUNG EXCEPTIONAL CHILDREACH Parent to Addressing Challengeing Behavior/An et al.research-article2018

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来源期刊

Young Exceptional Children Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： Young Exceptional Children (YEC) is designed for teachers, early care and education personnel, administrators, therapists, family members, and others who work with or on behalf of children, ages birth to eight, who have identified disabilities, developmental delays, are gifted/talented, or are at risk of future developmental delays or school difficulties. One of the goals of the journal is to translate research findings into effective and useful strategies for practitioners and families. Thus, articles should have a sound base in theory or research, yet be reader-friendly and written for a broad audience.