Document Type
Article
Publication Date
10-1-2012
DOI
http://dx.doi.org/10.1007/s10643-012-0516-y
Abstract
Young children's challenging behavior can impact all aspects of the classroom environment, including relationships (peer–peer, student–teacher), learning, and safety. Positive Behavior Interventions and Supports (PBIS) is a program that focuses on supporting pro-social behaviors and preventing challenging behavior. PBIS begins with building a foundation of universal practices and creating a common language that teachers, children, and families can use to talk about behavior. The identification and defining of appropriate behavioral expectations and the systematic teaching of those behavioral expectations is paramount to preventing challenging behavior. This article describes the steps involved in identifying classroom behavioral expectations and the development of developmentally appropriate lesson plans to teach those behaviors to young children.
Copyright Statement
This is an author-produced, peer-reviewed version of this article. The final publication is available at www.springerlink.com. Copyright restrictions may apply. DOI: 10.1007/s10643-012-0516-y
Publication Information
Carter, Deborah Russell and Pool, Juli Lull. (2012). "Appropriate Social Behavior: Teaching Expectations to Young Children". Early Childhood Education Journal, 40(5), 315-321.