A copublication with the Council for Exceptional Children (CEC), Addressing Challenging Behaviors and Mental Health Issues in Early Childhood focuses on research-based strategies for educators to address challenging behaviors of children during early childhood and elementary school years. Utilizing research from the fields of neuroscience, child development, child psychiatry, counselling and applied behavior analysis, the author suggests simple strategies for teachers to manage behaviors and promote mental health and resilience in children with challenging behaviors. Addressing Challenging Behaviors and Mental Health Issues in Early Childhood provides a framework for best practices which are empirically based and have been successfully utilized in the classroom. An appreciation of the deep understanding of culture as it affects curricular approaches, family engagement, and child growth and development is utilized throughout this comprehensive, multidisciplinary resource. Bayat references the most recent research in the field of child mental health and provides educational and intervention approaches that are appropriate for all children with and without disabilities.
Now in a fully updated second edition, this essential volume provides research-based strategies to help educators address challenging behaviors in early childhood and elementary years. Drawing on research and approaches from the fields of neuroscience, child development, child psychiatry, counseling, and applied behavior analysis, this text offers teachers simple strategies to manage behaviors and promote mental health and resilience in young children. Thoroughly updated to reflect new developments in neuroscience, trauma, and physical and mental health, this second edition also features an entirely new chapter on classroom approaches in child mental health, including the interaction of technology with challenging behaviors and mental health issues. Comprehensive, multidisciplinary, and culturally responsive, this critical resource provides new and experienced educators and coaches with educational and intervention approaches that are appropriate for all children, with and without disabilities.
Teaching Exceptional Children is an ideal textbook for introductory graduate and undergraduate courses on early childhood special education and teaching in inclusive classrooms. Bayat’s clear and accessible writing, a visually appealing design, and focused pedagogy in each chapter help make it possible to cover a significant amount of material. This powerful text identifies specific behavioral characteristics and presents theoretical information grounded in neuroscience and child development research for a wide range of disabilities. Research-based best practices for effectively working with children with various disabilities in inclusive classrooms are provided in each chapter. The second edition has been fully updated based on the DSM-5, and includes new sections on contemporary issues in inclusion of children with disabilities in early childhood classrooms, such as challenging behaviors, using technology, at-risk children, promoting mental health, and family issues. A robust pedagogical program, along with online resources for instructors and students, provides full support, including: Chapter Objectives and Key Terms help frame each chapter Discussion, Critical Thinking, Essay/Short Answer, and Review Questions at the beginning, throughout, and concluding chapters prompt students to fully engage with the material Homework/Field Assignments provide opportunities for students to apply their knowledge to real-world situations Real-Life Vignettes illustrate concepts in action Color Photos, Figures, and Tables clarify concepts in a visually engaging way Recommended Resources and References offer guidance for further study The companion website, http://routledgetextbooks.com/textbooks/9781138802209, includes instructor resources for teaching and planning, including an Instructor's Manual with additional ideas for assigntments and projects, web links, and video links with reflection questions; a test bank; and PowerPoint lecture slides. The site also includes tools for students to engage with and master the concepts and terminology introduced in the book.
This accessible and engaging work introduces current and future teachers, child care providers, and others interested in early childhood education to the importance of the early years in children’s well-being and success. It summarizes the research on the value of high-quality services for young children, families, and society, showing why early education matters both today and into the future. Emphasizing the need to understand and respect young children’s strengths and unique characteristics, the authors offer inspiration for working in the field, as well as addressing the realistic challenges of implementing developmentally appropriate care and education. Each chapter begins with an introductory vignette focused on one child whose experiences are typical of other children in the same age group or life circumstances, using that child’s experiences to draw out what the best research tells us about why early care and education matters for that group of children. The book also features first-person narratives by early childhood professionals working in a range of positions who offer insight into the complexity and joys of working with or on behalf of young children. Suggestions for further reading and concluding questions for reflection, dialogue, and action make The Early Years Matter a perfect resource for courses and professional development. “Hyson and Tomlinson do not simply provide a straightforward and comprehensive view of early childhood education; they humanize it through the experiences of children, families, and early childhood professionals. They leave the reader with a clear understanding of the myriad of ways in which high-quality early childhood education programs matter in the early years, and they matter a lot.” —From the Foreword by Jacqueline Jones “This book does a remarkable job of inviting future and current practitioners further into the world of the early childhood profession. It provides clear, interesting, and succinct overviews of issues critical for those working in early childhood to understand, weaving in the most recent developments in research, policy, and practice in accessible ways. Each section of the book also literally puts a face on a selected issue, inviting readers to meet a child and family experiencing the issue, as well as colleagues focusing on it in their work. The Early Years Matter is engaging—both a pleasure to read and effective in welcoming readers to take part in work of great significance.” —Martha Zaslow, director, Society for Research in Child Development (SRCD), Office for Policy and Communications
The three-volume Early Childhood Intervention: Shaping the Future for Children with Special Needs and Their Families is a unique, comprehensive, and much-needed examination of a critically important issue. In its pages, a diverse array of experts discuss key aspects of policies, laws, rights, programs, and services available to children today. Examinations range from historical roots to present-day considerations, such as culturally and linguistically diverse children, use of technology, and contemporary testing and teaching methods. Throughout, the most current and best available research is combined with professional and clinical experience, wisdom, values, and family perspectives. The work explores issues affecting both children with psychological disorders and those with physical challenges, such as children who are blind or hearing impaired. Coverage includes all aspects of life-skills, medicine, health sciences, education, and child welfare. Although it is focused on programs in the United States, this comprehensive set offers additional insights by including comparisons of U.S. programs and services with their international counterparts.
This handbook discusses early childhood special education (ECSE), with particular focus on evidence-based practices. Coverage spans core intervention areas in ECSE, such as literacy, motor skills, and social development as well as diverse contexts for services, including speech-language pathology, physical therapy, and pediatrics. Contributors offer strategies for planning, implementing, modifying, and adapting interventions to help young learners extend their benefits into the higher grades. Concluding chapters emphasize the importance of research in driving evidence-based practices (EBP). Topics featured in the Handbook include: Family-centered practices in early childhood intervention. The application of Response to Intervention (RtI) in young children with identified disabilities. Motor skills acquisition for young children with disabilities. Implementing evidence-based practices in ECSE classrooms. · Cultural, ethnic, and linguistic implications for ECSE. The Handbook of Early Childhood Special Education is a must-have resource for researchers, professors, upper-level undergraduate and graduate students, clinicians, and practitioners across such disciplines as child and school psychology, early childhood education, clinical social work, speech and physical therapy, developmental psychology, behavior therapy, and public health.
A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.
This groundbreaking guide to systems development helps professionals improve young children's social?emotional outcomes by building sturdy bridges between mental health and medical, educational, and social services. A comprehensive, research?based boo
Early childhood caregivers are often the first to recognize that there may be an issue with a child who is displaying difficulty in controlling impulses, focusing attention, staying organized, or following instructions. Unfortunately, the child may be labeled as having a behavioral problem because their caregiver lacks knowledge in mental health development. This often leads to the child being excluded from the program instead of getting the services of a mental health consultant. The purpose of this study was three-fold: to examine how mental health issues in young children impact the functioning of a child care center; to learn the perceptions that caregivers have about mental health development in young children; and to learn if there are any changes in caregivers' perceptions of mental health development and wellness in young children and/or classroom practices following professional development/coaching sessions. A qualitative design was used to gain an in-depth understanding of mental health issues in young children from the perspectives of the people who have the responsibility of caring for young children on a daily basis. Data were interpreted using a grounded theory approach to address the research questions. The responses from center director interviews indicated that mental health issues in young children impact the functioning of a child care center in multiple ways and that young children are being excluded from child care centers due to challenging behavior. The responses from caregivers of toddler-age children indicated that they are able to identify some signs of potential mental health issues and wellness in young children and were also able to identify some positive influences and strategies to support children in the classroom along with identifying some barriers to helping children. However, there did not appear to be a clear, consistent approach that the directors and caregivers used to support children's behavioral needs. Caregivers indicated that their perceptions of mental health development and their classroom practices changed in several ways following professional development/coaching sessions. Professional development training in mental health development and access to an early childhood mental health consultant (ECMHC) could provide support and instruction with regard to children's challenging behavior and provide assistance in conducting evaluations and identifying services as needed.
