Practices for Enhancing Childrens Social-Emotional Development and Preventing Challenging BehaviorReport as inadecuate




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Gifted Child Today, v30 n3 p51-56 Sum 2007

Many challenging behaviors can be prevented by designing environments that promote children's engagement and teaching children new social skills (Lawry, Danko, & Strain, 1999; Neilsen, Olive, Donovan, & McEvoy, 1999; Strain & Hemmeter, 1999). Fox, Dunlap, Hemmeter, Joseph, and Strain (2003) have described a framework for promoting children's social-emotional development and preventing and addressing children's challenging behavior. This framework is represented in the teaching pyramid and includes effective practices that are designed to promote children's social skills and emotional development, provide support for children's appropriate behavior, and address challenging behaviors. In this article, the author discusses the four levels of practice across the pyramid which are designed to promote the social-emotional development and behavior of all children including those with ongoing, persistently challenging behavior: (1) positive relationships with children, families, and colleagues; (2) creating supportive environments; (3) social and emotional teaching strategies; and (4) intensive individualized interventions. He also presents additional teaching tips that correspond to the levels of the pyramid and which, when implemented consistently and effectively, are likely to result in fewer problem behaviors. (Contains 1 figure.)

Descriptors: Teaching Methods, Emotional Development, Behavior Problems, Social Development, Child Behavior, Child Development, Interpersonal Competence, Prosocial Behavior, Interpersonal Relationship, Intervention, Educational Environment, Student Motivation, Academically Gifted

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Author: Corso, Robert M.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6622&id=EJ769918



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