Ashley N. Sundman-Wheat

Evidence-based interventions for children with challenging behavior

Chapter 1: Common Early Childhood Behavior Problems.- Chapter 2: Early Childhood Development Theories.- Chapter 3: The Prevention Model and Problem Solving.- Chapter 4: Screening Techniques.- Chapter 5: Evidence-Based Practices with Children and their Caregivers.- Chapter 6: Behavioral Terms and Principles.- Chapter 7: Applying Principles of Behavior.- Chapter 8: Progress Monitoring.- Chapter 9: Evaluating Outcomes.- Chapter 10: Summary & Conclusions of Best Practices in Providing Services for YCCB.- Appendix A: Developmental Milestones References.- Appendix B: ABC Chart for Determining a Behaviors Function.- Appendix C: HOT DOCS Behavior Chart.- Appendix D: Graphing by Hand.- Glossary of Terms.- References.

School-Based Assessment of ADHD: Purpose, Alignment with Best Practice Guidelines, and Training.

Youth exhibiting symptoms of attention deficit hyperactivity disorder are frequently referred to school psychologists because of academic, social, and behavioral difficulties that they face. To address these difficulties, evidence-based assessment methods have been outlined for multiple purposes of assessment. The goals of this study were to delineate school psychologists’ (a) primary purpose of their assessment of attention deficit hyperactivity disorder (i.e., screening, diagnosis, placement, intervention planning, progress monitoring), (b) use of recommended assessment tools/strategies and the perceived importance of each recommended tool/strategy for decision making, and (c) their perceived adequacy of training regarding attention deficit hyperactivity disorder assessment. Surveys from 217 school psychologists identified intervention planning as the primary purpose of assessment. Participants reported following recommended guidelines most frequently for diagnosis, impairment, and intervention development; they were least likely to follow guidelines for progress monitoring, evaluating outcomes, and assessing integrity. Participants reported being best trained for screening and placement, and least well trained in evaluating outcomes and developing interventions. Implications for practice and future research are discussed.

A Primary Approach to Reading: Review of Early Literacy Interventions Implemented in Pediatric Settings.

Children who begin school with less developed early literacy skills often have a difficult time catching up to their peers, and children who are poor readers in the first few years of school continue struggling with reading when compared with their peers at later grades. Before school entry, schools may be limited in their regular access to families. In contrast, pediatricians are poised to assist with prevention-oriented literacy efforts for young children, as almost all children see health care providers regularly for well-child visits before starting school. The purpose of this review was to examine the literature on early literacy interventions implemented in pediatric health settings. Across 14 studies, results indicated that all interventions included providing books to participants, most included anticipatory guidance from the physician, and about two thirds included modeling of reading skills in the waiting room. Typically examined outcomes were parent attitudes and behaviors, and results demonstrated improvements in these areas. A number of studies also focused on child attitudes and skills or on the home literacy environment. The results of pediatric literacy interventions are promising, but additional research is needed. Implications for school psychologists are discussed.

The Prevention Model and Problem Solving

With growing numbers of developmental needs expressed in communities, the way services are delivered to families must change to assist children. A prevention model which provides multiple levels of support from prevention efforts to extensive, individualized interventions can assist practitioners in meeting the needs of children efficiently and effectively. In addition, prevention and intervention efforts are more effective when problems are clearly identified and tied to specific interventions which are evidence-based. The use of a problem-solving process gives practitioners a specific way to think about child concerns and develop and track progress of interventions matched to the child or children’s needs.

Evidence-Based Practices with Children and Their Caregivers

When delivering services to children and their caregivers, it is important for early intervention professionals to integrate their clinical expertise, the family’s values, and the best research evidence into selecting strategies to improve developmental outcomes. Referred to as evidence-based practice, this process enhances both optimal outcomes and quality of life by utilizing interventions that have been documented through systematic research efforts.

Summary and Conclusions of Best Practices in Providing Services for YCCB

This final chapter utilizes case studies within the prevention framework in an effort to integrate theories of development, evidence-based practice, behavioral principles, progress monitoring data, and evaluation of outcomes. When possible, the outcomes from each case study are graphically presented so that progress can be observed.

Applying Principles of Behavior

This chapter outlines a process that early childhood professionals can use to address challenging behavior with behavioral strategies. The process begins with identifying a problem, considering why the problem is occurring, designing an intervention to address the problem, and using data to determine whether the intervention was effective in reducing the behavior and improving adaptive outcomes for the child.

Behavioral Terms and Principles

Many evidence-based interventions for addressing challenging behavior in young children utilize behavioral strategies. This chapter outlines key behavioral principles (e.g., reinforcement, punishment, schedules of reinforcement and punishment, extinction, imitation, shaping) that can be used to prevent and intervene with problem behaviors in young children.

Early Childhood Development Theories

Developmental theories are useful towards understanding how children learn and grow, and by what means their trajectories can be supported. Most theorists agree that both biology and experience are key factors that shape developmental outcomes. Risk and protective factors are said to contribute to development and often can be modified through intervention efforts. The prevention model emphasizes a foundation of supports and services aimed to foster healthy development.

Common Early Childhood Behavior Problems

Challenging behavior in young children is common. It can be difficult for parents or early childhood professionals to know what behaviors fall within the typical range of behavior. This chapter outlines the prevalence of common behavioral concerns among young children (sleep problems, feeding issues, colic/excessive crying, toileting issues, fears/worries/anxiety, sexual behaviors, aggression, and social skills) and outlines guidelines for how to address these concerns. Strategies to ensure cultural competence in working with a diverse range of families are also outlined.