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Effective Education for All

Implementing Positive Behavior Support in Early Childhood Through High School


Edited By Chun Zhang, Carlos McCray and Su-Je Cho

Effective Education for All deals with cultural-linguistic diversity and how to work in classrooms with culturally and linguistically diverse (CLD) students. It is essential reading for teachers, administrators, parents of CLD students, and policy makers if we are to continue to see progress and success from our graduates. This book is both practical and helpful for educators and their schools in offering Positive Behavior Support (PBS), illustrating key steps in understanding the problem and research on cultural-linguistic diversity. The authors offer resources to help educators and their families to understand the failures and successes with these students within the context of their particular schools and communities. What works with one group and age cohort may change as students develop within local and regional contexts.
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5. Culturally Relevant Positive Behavioral Interventions and Supports for Promoting School Success of Young Children with Problem Behavior from Culturally and Linguistically Diverse Backgrounds



Effective interventions for children ages birth to five years are essential to promote their healthy social-emotional development, which is critical for overall health, well-being, and success in school and life. There is growing evidence that early childhood social-emotional development or mental health is associated with positive outcomes for young children with problem behavior (Fox & Hemmeter, 2009). However, despite teachers’ efforts to prevent problems using appropriate guidance procedures and social-emotional skill instruction, a small portion of children in early childhood settings continue to exhibit persistent problem behavior (Brauner & Stephens, 2006). These children have difficulty following teacher directions, engaging in classroom routines and activities, and interacting positively with peers. Although they require intensive individualized interventions, many of these children’s needs are unmet due to insufficient support within the early childhood programs (Blair, Fox, & Lentini, 2010; Hoover, Kubicek, Rosenberg, Zundel, & Rosenberg, 2012). It is well documented in the literature that young children with problem behavior are unlikely to outgrow their problems (Whitehurst & Fischel, 1994), not being able to acquire school readiness skills that will be fundamental to their success in school. The literature indicates that most preschool children who have ← 85 | 86 → externalizing problem behaviors will continue to have problems during their school years (Campbell, 1995; Lavigne et al., 2001).

Educators in early childhood settings are working with increasing numbers of children from minority and non-English-speaking homes. Nearly half of the country’s children under...

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