Prevention and Intervention with Young Children's Challenging Behavior: Perspectives regarding Current Knowledge

By G. Dunlap, P. Strain, L. Fox, J. Carta, M. Conroy, B. Smith, L. Kern, M. Hemmeter, Matthew A. Timm, A. Mccart and 5 more. 2006

296 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/a3703aee5145f2c749c0a34e5d52afb984235739

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Citations in the corpus

Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, unknown): “114 Dunlap et al. (2006).”
Early Childhood Teachers’ Use of Effective Instructional Practices and the Collateral Effects on Young Children’s Behavior (2014, background): “…increase, ultimately requiring more intensive services and resources and increasing the likelihood of poor academic outcomes, peer rejection, adult mental health concerns, and adverse effects on their families (Dunlap et al., 2006; Marchant, Young, & West, 2004; O’Conner, Dearing, & Collins, 2011).”
Reducing Child Problem Behaviors and Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of Best in Class. (2018, background): “…the likelihood of poor academic outcomes, peer rejection, adult mental health concerns, and adverse effects on their families (Beyer et al., 2012; Dunlap et al., 2006; Marchant, Young, &West, 2004). http://dx.doi.org/10.1016/j.ecresq.2017.08.001 Received 22 September 2016; Received in revised…”
Importance, Usage, and Preparedness to Implement Evidence-based Practices for Students with Emotional Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers (2012, methodology): “Fortunately, in recent years, researchers have identified a number of evidence-based practices that are applicable to students with ED (e.g., Dunlap et al., 2006; Landrum et al., 2003; Lewis, Hudson, Richter, & Johnson, 2004; Ryan, Pierce, & Mooney, 2008; Simonsen, Fairbanks, Briech, Myers, &…”
Understanding How Social and Emotional Skill Deficits Contribute to School Failure (2011, background): “Intervention efforts “can produce durable, generalized increased in prosocial behavior and reductions in challenging behaviors” (Dunlap et al., 2006, p. 10).”
Evaluating the Implementation of the Pyramid Model for Promoting Social-Emotional Competence in Early Childhood Classrooms (2016, background): “The increased frequency with which young children entering school display challenging behavior has resulted in an interest in providing interventions to children in the early years to promote social-emotional competence and prevent challenging behavior (Dougherty et al., 2015; Dunlap et al., 2006; N”
Critical Educational Program Components for Students With Emotional and Behavioral Disorders: Science, Policy, and Practice (2011, background): “Commenting on the problem of underserving students with emotional and behavioral problems, Dunlap et al. (2006) observed, “When the challenging behavior of young children is not addressed in an appropriate and timely way, the future likelihood increases for poor academic outcomes, peer rejection,…”
Special Education Implications of Point and Cumulative Prevalence for Children With Emotional or Behavioral Disorders (2012, background): “The problem is that adoption of these instructional or behavioral practices in school settings lags far behind the development of such evidence-based interventions (Burns & Ysseldyke, 2009; Cooper, 2008; Dunlap et al., 2006).”
Use of Positive Behavior Support to Address the Challenging Behavior of Young Children Within a Community Early Childhood Program (2010, background): “If untreated, the challenging behavior of young children is likely to continue to negatively affect the child’s development and social competence (Arnold et al., 1999; Dunlap et al., 2006; Peth-Pierce, 2000).”
Assessment and Implementation of Positive Behavior Support in Preschools (2007, background): “Behaviors such as hitting, biting, tantrums, yelling, noncompliance, or withdrawal are major barriers to young children’s development of social competence and effective social networks (e.g., Campbell, Spieker, Burchinal, Poe, & the NICHD Early Child Care Research Network, 2006; Dunlap et al., 2006;”
Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social Competence (2011, background): “…a review of the research on classroom-based promotion and intervention practices that have been associated with positive social-emotional outcomes and decreases in challenging behavior (e.g., Dunlap et al, 2006; Howes & Hamilton, 1993; Walker et al., 1998; Webster-Stratton, Reid, & Hammond, 2004).”