Managing Behavioral Issues in Child Care and Schools: A Quick Reference Guide

This new quick reference guide provides child care directors, teachers, and caregivers with essential information on managing emotional and behavioral issues in group care settings. Topics cover social-emotional development, biting, napping difficulties, post-traumatic stress disorder, gender development, self-stimulation behaviors, and more. In addition to behavioral issues commonly seen in small children, epigenetics, medications, toxic stress, adverse childhood experiences, and how to help children who have undergone traumatic experiences are touched on by the editors. The book contains 25 quick reference sheets on topics such as ADHD, ASD, depression, tantrums, and separation anxiety. In addition, sample daily report forms, medication forms, and other informative documents to support working with young children are also included in this comprehensive guide.   Case studies are also presented on various difficult situations with small children in a classroom setting and discuss how these situations might be handled.

Table of Contents:
1. Managing Behavioral Issues in Child Care and Schools: Introduction and Overview Introduction Overview Summary 2. The Social and Emotional Development of Young Children Introduction Emotional Development The Effect of Temperament Caregiver-Child Attachment Considerations Social Development Typical Concerns of Early Childhood Responding to Challenging Behavior Additional Resources 3. Contributors to Social-Emotional Development What Influences Young Children’s Social-Emotional Development? Genetics and Epigenetics Medical Conditions Environmental Factors Community Factors Adverse Childhood Experiences Protecting Children 4. Promoting Well-Being in Early Care and Education Settings Center-Level Well-Being Family-Level Well-Being Classroom-Level Well-Being Child-Level Well-Being 5. Addressing Challenging or Disruptive Behaviors The ABCs of Behavior Step 1: Identify the Behavior(s) to Target Step 2: Consider Contextual Influences Step 3: Observe What Occurs Immediately Before the Behavior (the “Antecedent”) Step 4: Consequences Step 5: Understanding the Meaning of Behavior Step 6: Responding to the Child’s Need, Preventing the Behavior, and Teaching New Behaviors Step 7: New Responses Crisis Responses Concerns Specific to Infants Consider Infant and Early Childhood Mental Health Consultants Implicit Bias and Its Role in Behavioral Expectations 6. Children With Special Needs Children With Developmental Delays Children With Autism Spectrum Disorder Children with ADHD Children Exposed to Trauma and Adversity Recognizing Children Who Are Not Safe Children With Chronic Medical Conditions Children Taking Medications That Influence Social-Emotional Functioning Common Medications That Influence Social-Emotional Functioning Over-the-Counter Medications and Nonpsychiatric Medications That Can Influence Social-Emotional Functioning Summary 7. When the Usual Approaches Aren't Working Partnering With Parents Anticipating Challenges Mental Health Consultation Community Resources Clinical Professional Partners Professional Partners Evidence-Based Treatments Suspensions and Expulsions 8. Case Examples The Case of the Peaceful Pusher: A Child Who Pushes Often The Case of the Absent Antecedent: A Child Who Seems to Become Aggressive for No Reason The Case of No Napping 9. Quick Reference Sheets Adoption Aggression Attention-Deficit/Hyperactivity Disorder Autism Spectrum Disorder Biting Child Abuse Consistent Crying Depression Developmental Delays Difficulties With Sharing Objects Difficulty Participating in Group Activities Disruptive Behavioral Disorders Fear and Anxiety Gender Development Hyperactivity Napping Difficulties Obsessive-Compulsive Disorder Physical Altercations Posttraumatic Stress Disorder Responding to Tantrums Selective Mutism Self-stimulation Separation Anxiety Sleep Disorders Violence 10. Sample Forms Infant Daily Report Form Teacher Daily Report Form Incident Report Form for a Child With a Minor Injury Behavioral Report Form Daily Report Home Introducing…Me! Form Early Childhood Screening Assessment 24 Form Medication Administration Packet: Authorization to Give Medicine Medication Administration Packet: Receiving Medication Medication Administration Packet: Medication Log Medication Administration Packet: Medication Incident Report Medication Administration Packet: Preparing to Give Medication Information Exchange on Children with Health Concerns Form Parent/Health Professional Release Form Emergency Information Form for Children With Special Needs Care Plan for Children with Special Health Needs 11. Resources and Links Adoption and Foster Care Promoting Positive Behaviors Anxiety Attention-Deficit/Hyperactivity Disorder (ADHD) Autism Spectrum Disorder and Sensory Concerns Caregiver-Child Relationships Child Abuse and Neglect Depression Development Gender Development Sleep Social-Emotional Development Trauma 12. Glossary Appendix A: Mandatory Reporters of Child Abuse and Neglect Appendix B: Commonly Asked Questions About Child Care Centers and the Americans with Disabilities Act Index

About the Author :
A pediatrician and child and adolescent psychiatrist, Dr Mary Margaret Gleason's areas of specialty are infant and early childhood mental health and the integration of mental health services into non-mental health settings. She trained at Brown University in a triple board residency and completed an infant mental health fellowship at Tulane, where she has been on faculty since 2003. Currently, she is the clinical director of federally and locally funded consultation programs to pediatric, perinatal health care providers and early intervention professionals and is active in training medical students and residents in pediatrics, child psychiatry, and triple board. She is particularly interested in early identification and has validated an early childhood mental health screening tool, the Early Childhood Screening Assessment.  She led the development of American Academy of Pediatrics guidelines for evidence-based mental health treatment for young children and has been active in the Academy since residency. She is also honored to sit on the boards of Zero to Three and the National Association of Child Psychiatry Access Programs. Allison Boothe Trigg, PhD, is a clinical psychologist and associate professor at Tulane University School of Medicine in the Institute of Infant and Early Childhood Mental Health, where she co-developed the Tulane early childhood mental health consultation model (ECMHC), which focuses on supporting young children's social-emotional development in early education settings. She has directed the statewide TIKES ECMHC program for over 12 years. Dr Trigg has published peer-reviewed articles on ECMHC and has spoken to many national groups about the Louisiana ECMHC model, including Zero to Three, the American Academy of Pediatrics, and the US Office of Family Assistance. Prior to joining the faculty at Tulane, Dr Trigg received a master's degree in Marriage and Family Clinical Psychology from Pepperdine University and a master's and doctoral degree in Clinical Child and Adolescent Psychology from The University of Alabama. She completed a postdoctoral fellowship in infant mental health at Tulane University, where she evaluated and treated children under 5 years of age in foster care, as well as their parents.

Review :
As a pediatric specialist, I would want a book like this on my shelf to grab for the many times families look to me for ideas they can implement when their young ones are struggling to succeed. [...] This book contains information that is invaluable to novices working with children, as it is based on the latest research and supplemented with tips on where to read more. The quick reference sheets are useful to individuals of any experience level as well as program administrators. I do not know of any books to which this can be compared." — 4-star rating from Doody's Reviews