Foreword by Sue Bredekamp
Preface
Introduction
1:  What Is Challenging Behavior?
     Is challenging behavior ever appropriate?
     What happens to children with more serious behavior problems?
     What do the theorists say about aggressive and antisocial behavior?
     Does culture play a role in aggressive behavior?
     What do you think?
     Suggested reading
2:  Risk Factors
     What causes challenging behavior?
Biological Risk Factors
     Genes
     Gender
     Temperament
     Complications of pregnancy and birth
     Substance abuse during pregnancy
        Alcohol
        Tobacco and nicotine
        Illicit drugs
     Neurological problems
        Executive functions
        Attention deficit hyperactivity disorder (ADHD)
        Learning disabilities
        Language and speech disorders
        Cognitive impairment
        Autistic spectrum disorders (ASD)
     Emotional and behavior disorders
Environmental Risk Factors 
     Family factors and parenting style
     Peers
     Child care and school
     Poverty and the conditions surrounding it
     Exposure to violence
     Violent media
     Turbulent times
     Understanding risk
     What do you think?
     Suggested reading
3:  Protective Factors
     The first wave: Which qualities help a child bounce back?
        Individual factors
        Family factors
        Community factors
     The second wave: How do protective factors work?
     The third wave: Integrating prevention and intervention
     The fourth wave: How does everything fit together?
     What do you think?
     Suggested reading
4:  Behavior and the Brain
Early Experience and the Brain
     How does the brain develop?
     How does experience affect brain development?
     How does early stress influence the brain?
     What happens when caregiving fails?
     What role do genes play?
Which Parts of the Brain Are Involved in Aggressive Behavior? 
     The amygdala
     The frontal lobe
     Neurotransmitters
     What does all this mean?
     What do you think?
     Suggested reading
5:  Relationship, Relationship, Relationship
     The caring connection
Understanding Yourself
     “Who are you?” said the caterpillar.
     What influences the way you relate to a child with challenging behavior?
     What is self-reflection?
     How do you reflect?
     When do you reflect?
     Are there any techniques to help you reflect?
Understanding the Child
     What is the role of attachment?
     How does attachment affect behavior?
     Is attachment culture bound?
Establishing a Relationship with the Child
     How does a secure attachment to a teacher protect a child?
     How can you develop a positive relationship with a child with challenging behavior?
        Sensitive, responsive care
        Teacher talk
        Talk openly about feelings
        Positive outlook
Establishing a Relationship with the Family
     What keeps teachers and families apart?
     Getting to know you
     Going home
     What do you think?
     Suggested reading
6:  Opening the Culture Door
What Is Culture?
     What does culture have to do with identity?
     Are cultures really so different?
     The melting pot and the salad bowl
When Home and School Meet
     How can you see your culture?
     The culture of child care and school  
     How does culture influence behavior?
How can you make your teaching more culturally responsive?
        Form authentic and caring relationships
        Use curriculum that honors each child’s culture and experience
        Shift instructional strategies to meet diverse learning needs
        Hold high expectations
        Make the implicit explicit
Language and Culture
     How important is home language?
     How do children learn a second language?
     How can you support language learning?
        Encourage children to use their home language
        Interact with children as much as possible
        Create opportunities for peer interaction
        Develop predictable routines and activities that use language
        Concentrate on meaning
Some Cultural Characteristics
     Does each culture have its own special characteristics?
        Latino culture
        African American culture
        Asian American and Pacific Island culture
        American Indian culture
        Middle Eastern and Arab American culture
     Why all this matters
     What do you think?
     Suggested reading
7: Preventing Challenging Behavior: The Social Context
     How does prevention work?
     We’re all the same, yet we’re all different
Creating the Social Context
     How does the social context affect aggressive behavior?
     A caring community
     Why should we include children with challenging behavior?
     What is the teacher’s role in the social context?
     How can you create a cooperative and inclusive community?
        Community-building activities
        Affect and language
        Rules and policies
        Class meetings
        Peer partners
Teaching Social and Emotional Skills
     Why are social skills important?
     How do children learn social and emotional skills?
     How do you teach social and emotional skills?
     What skills should children learn?
        Emotional regulation and empathy
        Impulse control 
        Entering groups
        Anger management
        Social problem solving or conflict resolution
        Assertiveness
     What do you think?
     Suggested reading and resources
8: Preventing Challenging Behavior: Physical Space, Routines and Transitions, and Teaching Strategies
The Physical Space
     Welcome
     Arranging the furniture
     Choosing materials
     What about personal space?
     Does the level of stimulation make a difference?
     Deck the walls
     Consider the results
     Taking responsibility in the classroom
Routines and Transitions
     A daily schedule
     Using procedures
     Getting from A to B
     The hardest transitions of all
     Eyes in the back of your head
Teaching Strategies
     Providing choice
     Differentiated instruction
     The importance of play
     Working in groups
        Peer tutoring
        Partner learning
        Cooperative learning groups
A compendium of teaching strategies
        Get them going
        Expect the best
        Give it over
        Break it up
        Mix it up
        Shake it up
        Wait it out
        Out in the open
     Homework or not?
     What do you think?
     Suggested reading
9:  Guidance
     How do strategies differ?
Responding to Inappropriate Behavior
     What makes a strategy work?
     What is developmental discipline?
     How does teacher effectiveness training work?
     Using collaborative problem solving
     How useful is positive reinforcement?
        How can you make positive reinforcement effective?
        What if positive reinforcement provokes challenging behavior?
     What about natural and logical consequences?
     Time-out and punishment
     Time-away as an alternative
     Diversity in discipline
When a Child Loses Control
     What about using restraint?
     What do you think?
     Suggested reading
10:  Functional Assessment and Positive Behavior Support
Performing a Functional Assessment
     When do you use functional assessment and positive behavior support?
     Create and convene a team
     How do you figure out the function of a behavior? 
     What functions can behavior serve?
     What about appropriate behavior?
     What will help you understand the function of the behavior?
        Reviewing records
        Conducting interviews
        Observing the child and the environment
Creating a Positive Behavior Support Plan
     How do you develop a positive behavior support plan?
        Prevention
        Teaching appropriate replacement skills
        Responding to appropriate and challenging behavior
     How does the plan look?
     How do you evaluate the plan?
     What do you think?
     Suggested reading
11: The Inclusive Classroom
About Inclusion
     Why is inclusion important?
     How does IDEA work?
     What services does IDEA offer young children?
     What’s happening on the front lines?
     How is a child who needs special education identified?
     Does IDEA include all disabilities?
     Can an IEP address behavior?
     Who is responsible for implementing an IEP?
Preventing and Addressing Challenging Behavior in Children with Disabilities
     Does disability play a role in challenging behavior?
     Who can help?
How can an inclusive social context prevent challenging behavior?
        Develop sensitivity
        Teach values directly
        Normalize and include in every possible way
        Create opportunities for interaction and friendship
        Teach social and emotional skills
How can space, procedures, and teaching strategies prevent challenging behavior?
        Make room for everyone
        Make the day predictable
        Implement the IEP 
        Adapt assessment
How can you respond effectively to challenging behavior?
     Using the tools in your toolbox
     What is ASD?
     What do you think?
     Suggested reading
12:  Working with Families and Other Experts
Preparing to Meet the Family
     How do families react to news of challenging behavior?
     How do you feel?
Meeting with the Family
     Arranging a meeting
     What should happen in a meeting?
     What if you and the family disagree?
     How do you handle challenging behavior when the parent is present?
     What if a child is hurt?
Working with Other Experts
     What about getting expert advice?
     Can you ask a child with challenging behavior to leave?
     What do you think?
     Suggested reading
13:  Bullying
What Is Bullying?
     How common is bullying?
     Who are the children who bully others?
     Who are the targets of bullying?
     Who are the bystanders?
     Why do bystanders behave the way they do?
How Can Teachers Reduce and Prevent Bullying?
     The whole-school approach
     What helps children cope with bullying?
Responding to Bullying
     What does the law say?
     How can you respond to bullying?
     What if you don’t see the bullying?
     What do you say to children involved in bullying?
        Talking with the child who’s been targeted
        Talking with the child who bullies
        Should there be consequences for children who bully?
        Following up
     Working with parents
     What do you think?
     Suggested reading and resources
APPENDIX A:  Reflective Checklists for Chapters 7 and 8
APPENDIX B:  The Functional Assessment Observation Form
APPENDIX C:  The Functional Assessment A-B-C Chart
References
Index

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