Lessons Learned From Research on Early Intervention: What Teachers Can Do to Prevent Children's Behavior Problems

Abstract

There is mounting evidence that the majority of severe and chronic problem behaviors demonstrated by school-aged children and adolescents stem from behavior patterns that are established during early childhood. Without early identification and proactive prevention/intervention among young children at risk, problem behavior is likely to continue to develop and lead to long-term, chronic, and disabling conditions. Today, early detection and intervention seems to be the most powerful course of action for ameliorating life-long problems associated with children at risk for emotional/behavioral disorders (EBD). Notwithstanding mounting support for early intervention, it is not easy to identify the components of a quality program of early intervention. The purpose of the following discussion is threefold: (a) to discuss some of the major factors associated with children's behavior problems, (b) to summarize the current research on early intervention for the prevention of behavior problems for children at risk, and (c) to offer strategies that teachers can use to identify and treat children at risk of developing behavior problems.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 50 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.