Social- Emotional Development and Challenging behavior

Social-Emotional development is one of the main developmental domains. If a child has

a challenging time regulating their social-emotional development, then we tend to see a lot of

challenging behaviors. This paper will discuss what social-emotional development is as well as

challenging behavior and why both are key components. Then it will discuss some practices and

models that can be used to help social-emotional development and challenging behavior and

what are some things to consider while doing this.

Overview of Emotional Development and Challenging Behavior

According to The National Center for Pyramid Model Innovations (NCPMI) challenging

behavior is “any repeated pattern of behavior, or perception of behavior, which interferes with or

is at risk of interfering with optimal learning or engagement in pro-social interactions with peers

and adults. Challenging behavior is thus defined based on its effects.” (NCPMI, 2022).

Challenging and emotional behavior is seen a lot throughout every school. Children that have

rough home lives or have developmental disabilities exhibit both of these the most.

It is important for teachers to establish behavioral expectations and rules in the classroom

because a child with a challenging behavior, now knows what the expectations are. Behavior

expectations are goals of a behavior or ways that the teacher wants the child/ children to act

(IRIS, 2014). With behavior expectations comes rules, rules are appropriate behaviors that the

teachers want the children to be doing. There can be specific rules for the classroom, playground,

and the hallways (IRIS, 2014). If the child doesn’t follow them, then other actions would be done

such as removing the child from the room.

 Another important thing for teachers to do is provide positive feedback to children that

are doing what they are supposed to be doing. Providing the positive feedback will decrease the

challenging behavior that is been shown and will increase the positive behavior instead (IRIS,

2014). For the children that have a challenging time following the rules, giving them positive

feedback when they are following the rules will help them a lot. One specific type of positive

feedback is called behavior-specific praise (IRIS, 2014). This is when a teacher gives a positive

statement directed toward a specific child or group of children that demonstrates the specific

behavior that is wanted.

Application of Emotional Development and Challenging Behavior

When it comes to emotional development and challenging behavior there are so many

models and tools that can be used to help with these areas. One of the main models that is used a

lot is the Pyramid Model. This model has evidence-based practices for helping and promoting

social and emotional development (The National Center for Pyramid Model Innovations

[NCPMI], 2022). The Pyramid Model focuses on the promoting social-emotional development

and behaviors of children birth-five years old. It also promotes family engagement, uses data that

is collected for decision-making, address gaps in the techniques that are being used to help the

child and lastly make sure that children that are at risk or have a disability get the services they

need. Teachers and professionals use this model but most importantly families can use it right at

their home (NCPMI, 2022).

In this model there is a bottom layer and three tiers of operation. The bottom layer is

effective workforce, this is the systems and policies that are necessary to make sure that

workforce that is being used, is allowing practices to be adapted and sustained. The first tier is

Universal Promotion, within this tier there are two main practices that are being used to promote
the social development. The first practice is high quality environment, this includes inclusive

environments in childcare and education and the children having supportive families and

environments at home. The second practice is nurturing and responsive relationships, this

includes having healthy social development that includes other children and families (NCPMI,

2022). The second tier is Secondary Prevention, this is targeted for the children that need

supports for challenging behavior. The specific practice in this tier is targeted social emotional

supports, this includes explicit instruction. It also includes self-regulation, developing social

relationships, expressing and being able to understand emotions (NCPMI, 2022). The last tier is

Tertiary Intervention, this tier emphasizes on the need of individualized and intensive

interactions. The practice that is used in this tier is Individualized Intensive Interventions, this

includes skill-building, assessment-based and family-centered interventions (NCPMI, 2022).

There are a lot of great tools that can be used to help with social situations and behavioral

support plans. One great tool that can be used to help with social interacts are scripted stories.

These are stories that are read to children and help them understand social interactions,

expectations, social cues, unfamiliar activities and so much more (The Center on the Social and

Emotional Foundations for Early Learning [CSEFEL], 2022). Another easy and wonderful thing

to do is simply read a book to a child about how to be a good friend, all different kinds of

feelings (being sad, happy, worried etc.), family relationships, being bullied and so many other

topics. Reading these books would allow the child to be understand how to socialize with peers,

what the expectations are and all about their feelings that they are going on (CSEFEL, 2022).

When using the Pyramid model and any of these tools there are a few things that we have

to keep in mind. The first thing is, is this something that is effective, is this working for the

child? If not, what do we need to change? The next thing is are we seeing the outcome that we
want? If so, what are the next steps we need to take? These are all things that need to be

considered when doing the Pyramid model or doing the other techniques.

Conclusion

There are so many different practices that help with social-emotional development and

challenging behavior, this article talked about just a few of those. Everyday professionals are

trying to find ways that we can help children regulate their emotions but also find ways that help

decrease the distraction in the classroom when children do have challenging behaviors. Even

though teachers can’t prevent every emotional outburst or challenging behavior, they can do their

best to help prevent it and de-escalate it.

 References

CSEFEL (n.d.) Center on the Social Emotional Foundations of Early Learning.

http://csefel.vanderbilt.edu/Links to an external site.

NCPMI (2022). Glossary. https://challengingbehavior.org/pyramid-

model/overview/glossary/Links to an external site.

The IRIS Center. (2014). Early childhood behavior management: Developing and teaching rules

https://iris.peabody.vanderbilt.edu/module/ecbm/