Social Inclusion of Children with Persistent Challenging Behaviors
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Social Inclusion of Children with Persistent Challenging Behaviors Stacy N. McGuire1 · Hedda Meadan1 Accepted: 13 November 2020 © Springer Nature B.V. 2020
Abstract Children in early childhood classrooms (i.e., preschool through early elementary) who engage in persistent challenging behaviors often show social-emotional delays and are at risk for grade retention, referral to intervention or special education, and long-term educational and societal consequences. The social-emotional delays children with persistent challenging behaviors have could impact play skills, emotional regulation, and social interactions with peers. These skills impact their ability to function within their classroom environment. However, if the classroom teacher is able to promote a socially inclusive classroom environment that integrates children into the classroom community, ensure equitable and active participation in social activities with typically developing peers, and promote reciprocal and positive relationships with peers and adults, children who engage in persistent challenging behaviors may be more successful in school, and have more positive outcomes. The purpose of this paper is to identify ways to create a socially inclusive environment for children who engage in persistent challenging behaviors and/or who have social-emotional delays or disabilities. Keywords Persistent challenging behavior · Social inclusion · Early childhood · Disability · At-risk Mrs. Mabry is an experienced first grade teacher with 25 students in her class. Millie is one of her students. She is 6 years old, not currently identified with a disability, and does not have any medical diagnoses, although she is performing well below grade level standards academically. She also engages in persistent challenging behaviors on a regular basis. These behaviors include yelling at her peers and teacher, throwing materials or knocking them over, and leaving the classroom without permission. It is only November, but so far she has received eight in-school suspensions and five out-of-school suspensions as a result of the behavior she has displayed. Mrs. Mabry has also noticed that Millie does not seem to have many friends, does not play with anyone at recess, and does not engage with others during classroom activities. Due to the frequency and severity of Millie’s behavior, Mrs. Mabry is concerned about the impact it has on her social functioning and academic performance, * Stacy N. McGuire [email protected] Hedda Meadan [email protected] 1
Department of Special Education, University of Illinois at Urbana-Champaign, 1310 S. Sixth St, Champaign, IL 61820, USA
and the classroom community as a whole. She is hoping to identify strategies to prevent and address her persistent challenging behavior so that she can provide a more socially inclusive setting for Millie. Children in preschool and early elementary grades can sometimes engage in persistent challenging behaviors (PCBs). PCBs can result from not being ready for school and/or having social-emotional dela
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