Externalizing behavior problems in young children: Contributing factors and early intervention

Abstract

Abstract Early intervention should begin as soon as relatively stable problem behavior is detected in young children. Once professionals have identified young children who are at risk for stable externalizing behavior problems, it is important that they use and/or recommend research‐based interventions. Therefore, the first purpose of this article is to present research on specific child (e.g., temperament), family (e.g., family adversity), and transactional characteristics that have been documented to contribute to the manifestation of externalizing disorders in young children. School factors that may also support externalizing behavior in young children will also be presented and include negative teacher interactions and limited support for appropriate behavior. The second purpose of this manuscript is to present screening and intervention strategies that school psychologists could may use with young children who have externalizing behavior prior to or as soon as they enter the kindergarten setting. © 2002 Wiley Periodicals, Inc.

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