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Preschool teachers report children’s challenging behavior as their greatest concern (Alkon, Ramler, & MacLennan, 2003; Joseph & Strain, 2003), but estimates show that fewer than 10% of young children who show early signs of problem behavior receive services (Kazdin & Kendall, 1998). These data suggest that preschool teachers do not have the training or resources to implement research-based strategies. The need for effective and efficient behavior support in early childhood is apparent, particularly in light of the long-term negative effects of early problem behavior.

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This is an author-produced, peer-reviewed version of this article. The final publication is available at Copyright restrictions may apply. DOI: 10.1007/s10643-010-0409-x