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Preventing
Challenging Behavior
in Rural Early Education Settings |
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Blending
Technology and Technical Assistance
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This project was designed to respond
to a growing need for ongoing technical assistance to address
the needs of young children who engage in challenging behavior.
Early childhood educators report an increasing number of
preschoolers engaging in challenging behaviors which place them
at risk for social, educational, and community isolation.
Furthermore, early childhood educators report repertoires of
challenging behavior as one of the greatest stumbling blocks in
providing inclusive educational services to preschoolers.
The consultation model that is
traditionally utilized to address the needs of individual
children fails to provide ongoing feedback, troubleshooting, and
evaluation of implementation of interventions. Additionally,
those individuals that are responsible for implementing the
interventions often fail to learn strategies for teaching
positive alternative behaviors, arranging the environment, and
monitoring performance such that systematic decisions may be
made for future programming. Each of these challenges is
compounded by distance and sparse resources that are common to
rural educational settings.
This project extended the
consultation model by implementing a three-tiered training model
that capitalizes on the advantages of onsite, longitudinal
training, and troubleshooting made available through higher
education mentors while also utilizing new advances in
technology to provide regular support through web-based and
CD-ROM-based materials. The longitudinal training and support
that is used to build technical assistance teams within
education agencies provided the needed expertise to
allow the team to sustain and effectively address the needs of
children who engage in challenging behavior when onsite
involvement from outside personnel was faded.
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Project Staff
Joe Reichle, Ph.D., Principal
Investigator
Jennifer McComas, Ph.D., Co-Principal Investigator
LeAnne Johnson, Ph.D., Project Coordinator
Karen Anderson, Web maintenance and support
For more information about this
project, contact LeAnne Johnson at 612-626-3457 or
chaf0032@umn.edu.
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Related Resources
Visit the
Addressing Needs project web site (opens in separate
window)
Visit the
Preschool Behavior project web site (opens in separate
window)
Training: Addressing the Needs of Young Children Who Engage in
Challenging Behavior
Online
Course: Addressing the Needs of Young Children Who Engage in
Challenging Behavior
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Associated Publications
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Preventing and
Treating Challenging Behavior in Young
Children (Early Report, Spring 2001)
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But What Can I
Do?: Tips and Strategies for
Paraprofessionals Addressing the Needs of
Children Engaging in Challenging Behavior
(ParaLink Newsletter, Fall 2000, from
Minnesota Paraprofessional Consortium's
"Together We're Better"
- Neilsen,
S., Olive, M., Donovan, A., & McEvoy,
M. (1998). Challenging behavior in your
classroom? Don’t react, teach
instead!
Young
Exceptional Children, 2(1), 2-10.
- Reichle,
J., McEvoy, M., Davis, C., Rogers, E.,
Feeley, K., Johnston, S., &
Wolff, K. (1996). Coordinating preservice
and in-service training of early
interventionists to serve preschoolers
who engage in challenging behavior. In L.
Koegel, R. Koegel, & G. Dunlap
(Eds.), Positive behavioral support:
Including people with difficult behavior
in the community. Baltimore:
Paul H. Brookes
Publishing Company.
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Funding
U.S. Department of
Education, Grant #H324R030081
This project culminated in
December 2007.
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