New Position Statement on Challenging Behavior and Young Children

The Division for Early Childhood (DEC)’s July 2017 Position Statement on Challenging Behavior and Young Children ( readdresses the significance of the healthy social-emotional competence of all children and provides guidance to practitioners, teachers, and families in preventing and effectively responding to challenging behaviors. DEC’s position includes culturally sustaining, family-focused practices, as well as a commitment to inclusion, professional development, technical assistance, and using approaches that eliminate suspension and expulsion.


An Early Childcare Provider’s Guide to Managing Challenging Behaviors

The purpose of this toolkit is to present ways for early childcare providers to better manage challenging behaviors in a childcare setting. It describes intervention strategies and positive behavioral supports to help class time go more smoothly. This toolkit also briefly describes Autism Spectrum Disorder (ASD), basic developmental milestones, and potential developmental red flags to monitor. Although the behavior techniques discussed in this toolkit are suggested to be used for children with ASD, they can be used for ANY child. Children with behavior problems that are similar to ASD in some ways can benefit from these interventions — for example children with attention concerns, anxiety, intellectual disability, and social skills deficits can benefit from many of the strategies in this toolkit. Download the document HERE


Research Brief Addresses the Early Childhood Origins of “Mean” Behavior and Bullying 

A new research brief from Child Trends examines the factors that contribute to the development of “mean” behavior and aggression in early childhood and provides a summary of promising strategies and evidence-based intervention models designed to prevent bullying. To learn more, see Understanding and Addressing the Early Childhood Origins of “Mean” Behavior and Bullying: Resources for Practitioners (August 2015).


Early Childhood Behavior Management: Developing and Teaching Rules 

This online training module from the IRIS Center for Training Enhancements includes information on how to create developmentally appropriate behavior rules for early childhood classrooms so that they link to a given school’s behavior expectations. The importance of communication with families about rules and expected behaviors is also stressed.


Supporting young children who bite:
Biting Tip Sheet
PTAN Biting Protocol
All About Biting
How to Help Your Child Stop Biting
Responding To Your Child’s Bite


The Backpack Connection for Teachers and Parents 
The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has developed the  Backpack Connection Series to help teachers and parents/caregivers work together to enhance young children’s social emotional skills and reduce challenging behavior. Backpack Connection handouts can be sent home when a new strategy or skill is introduced in the classroom to inform parents about what their child is learning at school and to provide specific ideas on how to use the strategy or skill at home.

Addressing Children’s Challenging Behavior
Preventing the Use of Restraint and Seclusion with Young Children: The Role of Effective, Positive Practices


The ZERO TO THREE website offers a variety of resources to help parents and teachers support children with challenging behaviors.  Go here to review the articles, video and available books.


Moving Right Along…Planning Transitions to Prevent Challenging Behaviors
Social-Emotional Development Tip Sheet
Behavior Communicates Tip Sheet
Aggression Tip Sheet
Strategies for Understanding and Managing Challenging Behavior in Young Children
Positive Solutions for Families: Eight Practical Tips for Parents of Young Children with Challenging Behavior
Shocking Language Tip Sheet

Early Childhood Growing Ideas Tip Sheets (U. of Maine Center for Community Inclusion and Disability Studies)
Technical Assistance Center on Social Emotional Intervention for Young Children
Center on the Social and Emotional Foundations for Early Learning
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