Early 
 Childhood
  Behavior 
   Project

Graphic of girl on a skateboardStrategies
   
Skip navigationblank space

Homeblank space
Personnelblank space
Presentationsblank space
Strategiesblank space
Case Studiesblank space
Discussionblank space
Linksblank space
Contact Us

 Following are excerpts from intervention modules developed by the Preschool Behavior Project. If you prefer, you can download the PDF file containing all of the following excerpted strategies in printer-ready form. You will need to have Acrobat Reader installed on your computer to read this file.

Authors/Copyright (will open in new window)blank space

Introduction to Challenging Behaviorblank space

Functional Assessmentblank space

Click here to view a table linking Functions to Strategiesblank space

Environmental Arrangementblank space

Environmental Arrangement Interactive Moduleblank space

Strategies That Do Not Honor the Function of the Challenging Behavior:

Prespecified Reinforcersblank space

Choice-makingblank space

Preferred Item as Distractorblank space

High-Probability Request Sequence and Embeddingblank space

Tolerance for Delay of Reinforcementblank space

Collaborationblank space

Communicative Alternatives That Honor the Function of the Challenging Behavior:

Introductionblank space

Rejectingblank space

Request a Breakblank space

Request a Work Checkblank space

Request Assistanceblank space

Request Attentionblank space

Request Item/Activityblank space

Print a two-page handout in PDF form which contains a synopsis of the above strategies and was developed by the Minnesota Behavioral Support Project.

Tip Sheets: Positive Ways of Intervening with Challenging Behavior

A compilation of tip sheets introducing researched behavior modification methods, information, and suggestions on specific behavior problems, along with an accompanying glossary and bibliography.

What is a critical time period?
The critical time period is the shortest amount of time the child will independently participate in an activity before engaging in attention-seeking or escape-motivated challenging behavior. Escape-motivated challenging behavior may occur in response to the presentation of an undesired event or because the duration of the activity or the work associated with it has resulted in the child tiring of the activity. Knowing the critical time period, or critical number events, allows the interventionist to predict when the child is likely to engage in challenging behavior.
   
  Preparation of these materials was funded by IDEA, Part B, sec. 619, Preschool, through the Minnesota Department of Education. The information contained in these materials do not necessarily reflect the opinion or policies of the U.S. Department of Education or the Minnesota Department of Education.
 
 

Dropdown menu

click here to go to the main Strategies page.

 
 

Early Childhood Behavior Project
Center for Early Education and Development (CEED)
University of Minnesota

Joe Reichle, Ph.D., Co-Principal Investigators
LeAnne Johnson, Project Coordinator
Phone: 612-626-9528 Fax: 612-625-6619 E-mail: chaf0032@umn.edu

   
 

CEHD/UMN Wordmarks

University Wordmark
 

College of Education and 
Human Development   

 University of Minnesota
   
  Send questions or comments on the web site to Karen Anderson, Web Site Coordinator.
http://pebbles.cehd.umn.edu/ceed/projects/preschoolbehavior/strategies/default.html
This page was last updated on November 27, 2007.
© 2005 by the Regents of the University of Minnesota
The University of Minnesota is an equal opportunity educator and employer.
Online privacy statement
   
  Bobby WorldWide Approved AAA
 
 

[Home] | [Personnel] | [Presentations] | [Strategies] | [Case Studies] | [Discussion] | [Links] | [Contact Us]