Challenging behavior exhibited by young children with neurodevelopmental disabilities is known to negatively affect their optimal development and families' quality of life. Although some support exists for English-speaking parents of children with autism who live in high-resource countries, it is scarce for others. Such disparity may also be…

In South Korea, there has been a rapid increase in challenging behaviors and other social-emotional difficulties at the early childhood level. Korean early childhood educators' perspectives and strategies to address young children's social-emotional competencies and challenging behaviors were investigated. Overall, results suggest that many Korean…

In this study, a multiple baseline design across three young children with autism was used to assess the impact of individualized behavior support, implemented through family-school collaboration, on the children's appropriate and problem behaviors and adult-child interactions. A positive behavior support process was used to promote family-school…

Early childhood educators should be prepared to intervene when children demonstrate challenging behaviors. Researchers have reported many factors that may influence teachers' behavior management strategies. The primary purpose of this study was to investigate the relationships among specific program, teacher, and child factors and teachers'…

The present study examined the psychometric properties of scores from a direct measure of behavioral regulation, the Head-Toes-Knees-Shoulders task (HTKS) with 3- to 6-year-old children in the United States, Taiwan, South Korea, and China. Specifically, we investigated (a) the nature and variability of HTKS scores, including relations to…

This study examined Korean early childhood teachers' understanding of behavioural characteristics of children with Attention Deficit/Hyperactivity Disorder (ADHD), difficulties about and concerns for children with ADHD, the kinds of support for which teachers looked, experiences teachers had with the parents of children with ADHD, and…

This study examined whether FBA and function-based intervention methods developed in the U.S. would be effective if applied in a public school classroom in South Korea. Participants were three young children with severe mental retardation whose severe challenging behaviors put them at risk for removal from an inclusive kindergarten program. The…