Evidence-Based Practices to Reduce Challenging Behaviors of Young Children With Autism

Challenging behaviors refer to those behaviors that decrease the child's ability to engage and participate in classroom routines (Dunlap, Wilson, Strain, & Lee, 2013), and therefore, the dilemma in the scenario above is common to early childhood and early childhood special education teacher...

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Bibliographic Details
Published in:Young exceptional children 2017-12, Vol.20 (4), p.166-178
Main Authors: Rahn, Naomi L., Coogle, Christan Grygas, Hanna, Alexajo, Lewellen, Traysha
Format: Article
Language:English
Subjects:
Autism
Behavior Problems
Child Behavior
Disabilities
Early Childhood Education
Educational Legislation
Equal Education
Evidence Based Practice
Federal Legislation
Functional Behavioral Assessment
Inclusion
Intervention
Pervasive Developmental Disorders
Preschool Children
Preschool Teachers
Special Education
Special Education Teachers
Young Children
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Summary:Challenging behaviors refer to those behaviors that decrease the child's ability to engage and participate in classroom routines (Dunlap, Wilson, Strain, & Lee, 2013), and therefore, the dilemma in the scenario above is common to early childhood and early childhood special education teachers due to an increase in children experiencing autism (Centers for Disease Control and Prevention, 2014). For children experiencing autism who display persistent challenging behavior, minimizing these behaviors is essential for ensuring their full participation with peers in early childhood settings. Identifying strategies to minimize challenging behaviors can be problematic for teachers. The goal of this article is to identify and describe evidence-based behavior intervention strategies that teachers can use to support young children with autism who manifest persistent challenging behaviors. Specifically, the authors review four evidence-based practices (EBPs) for reducing challenging behaviors. For each practice, they provide a definition and examples of how teachers might use these strategies within an inclusive classroom.
ISSN:1096-2506
2154-400X
DOI:10.1177/1096250615598816