Part 1. What is social emotional competencence?
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Part 2. Positive social and emotional climates
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Part 3. Learning about and managing emotions
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Part 4. Social competence
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Part 5. Developing self-regulation and executive function
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Part 6. Neurodivergence and social-emotional competence
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Part 7. Challenging behaviour and social-emotional skills
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Part 8. Conclusion
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Challenging behaviour

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In the first part of our reading, you will learn more about the nature and causes of challenging behaviours, and read about a three-tiered approach to supporting children with challenging behaviour. Notice that much of what is recommended by the research aligns with what we have covered already in the course in terms of creating a positive social and emotional climate, and explicitly supporting the development of children’s social skills and emotion knowledge.

Read the text and then answer the reflection questions below.

Supporting children with challenging behaviour 

Challenging behaviours are behaviours that may cause injury to self or others, damage environments and equipment, or interfere with learning and the development of pro-social relationships. They include what are known as externalising behaviours, directed outwards into the environment (such as tantrums, aggression, and noncompliance), and internalising behaviours, directed inwards (such as withdrawal, avoidance, and self-injury). These behaviours may combine in a cumulative way. For example, children may initially be non-compliant with a request, then become increasingly disruptive, before leading to a prolonged emotional outburst that disrupts other children and isolates the child from the group.

Challenging behaviours are often predictable responses to specific contexts or events that children engage in to meet specific needs. It is therefore important to understand the purpose of the challenging behaviour and find other ways to meet the child’s needs. While there is much research focused on supporting children with externalising behaviours, perhaps because of the disruption these behaviours cause, statistics show that a significant number of children have elevated internalising symptoms and/or anxiety disorders. While these children engage in behaviours that are less likely to be experienced as challenging in early childhood environments, support and intervention are equally important for this group.  

Children who regularly exhibit challenging behaviour benefit from early intervention and support, as ongoing challenging behaviours can have negative effects on children’s development and learning. Children with challenging behaviour are more likely to fail academically and experience rejection from peers and unpleasant family interactions. In later life, they are more likely to be unemployed, suffer from mental illness, and struggle to be positively engaged in their communities. In school and early childhood settings, children with challenging behaviours may receive less praise, effective teaching, or guidance from teachers, and instead experience a greater number of punitive interventions. Unsupported, children’s challenging behaviours are likely to worsen, and it becomes increasingly more difficult to change these behaviours as children get older. 

Research-based practices to support children and reduce challenging behaviours

International research shows that the occurrence, frequency and intensity of challenging behaviour is reduced when practices such as using plentiful positive attention, making routines clear and predictable, and providing direct teaching of behavioural expectations and social skills are consistently implemented. Also important in reducing challenging behaviour is ensuring children’s engagement by adjusting activities for their interests and abilities, and specifically planning to address challenging behaviour through behavioural analysis and intervention. 

Programmes that have been found to lead to significant improvements in children’s social skills, and significant decreases in challenging behaviour and referrals for external support, focus on preventative factors in terms of positive classroom cultures for all children, structured teaching of social and emotional skills, and targeted individualised support for children’s challenging behaviours. Many of the evidence-based models for supporting children with challenging behaviour promote several layers of supports, with each layer building on previous levels. 

Preventative factors

The first level of supports concerns preventative measures which are applied at a whole centre level. Research suggests that the single action of implementing centre-wide social and emotional learning supports can reduce or entirely eliminate problem behaviours without any need for further support or intervention. This first level of support involves:

  • Developing positive relationships with children, which is found to prevent many problem behaviours. Research shows that children who experience high quality early childhood environments and sensitive interactions with caregivers are more likely to develop social competencies and have fewer behaviour problems. Simple actions such as greeting children daily, asking them about their interests, actively listening to, responding to and extending child-initiated conversations, and giving children personalised attention each day are effective in building relationships. Research suggests that teachers might aim to provide children with challenging behaviour with five times the amount of positive attention as negative or neutral attention.
  • Ensuring rules and routines are clear, consistent, and predictable, so that all children know what to expect and understand what to do. Consistency in terms of routines and expectations, alongside reliable consequences, helps children to learn self-regulation skills. To developconsistent routines and expectations,teachers might discuss and agree on key routines, and determine what behavioural expectations might look like across different activities in the setting. Routines and expectations should be culturally responsive so they align with routines and expectations at home. Teaching and talking about routines and expectations with children and using consistent language, as well as pictures and icons, modelling, role play, books, puppets, social stories, and games can help to teach and reinforce routines and expectations. Teachers might need to structure routines and transitions carefully for children by providing warnings prior to transitions, using visual schedules, or preparing activities for children who complete transitions quickly while allowing time for other children to move more slowly into the transition. 
  • Developing a stimulating programme in which children are highly engaged. This might include providing plentiful opportunities for pro-social engagements with other children. Planning and preparing environments with a view to enhancing children’s engagementaims to reduce the amount of time that children spend unengaged and at greater risk of problem behaviours. Simple but effective changes include moving furniture to create clearly defined activity spaces which facilitate engagement, and ensuring plenty of stimulating materials and resources, as well as being highly intentional about extending on children’s strengths and interests. 

Direct teaching of social and emotional skills

The second level of support involves direct teaching of social and emotional skills, which may be targeted at all children but will work especially well for children who do not pick up social and emotional skills easily. For some children, naturally occurring opportunities enable them to learn the skills for interacting positively with others, persisting with challenges and difficulties, and regulating emotional responses, whereas other children need more explicit teaching to learn the necessary skills. This can help reduce challenging behaviour that is caused by a lack of social or language skills to meet needs in more appropriate ways. For example, children may seek to gain their peers’ attention with annoying behaviour because they do not know how to enter into play with others. They may need a well-planned and highly focused approach involving coaching and rehearsal, and focused on learning emotional literacy, social problem-solving, friendship and cooperation skills, or how to control anger and manage frustration and disappointment. This teaching must take place when children are calm and receptive, rather than when they are engaging in challenging behaviour. 

Stories and puppets may be used to teach children about social and emotional concepts, while role play and structured games can provide structured practice opportunities with teachers offering feedback. It can also be helpful to support children’s language development, so that children can use words to solve problems and understand and express feelings, and executive function skills, so that they can inhibit impulses and focus attention in order to plan and guide their behaviour. It is important to note that alongside intentional instruction in social and emotional skills, children need time to rehearse new social behaviours and integrate them into their repertoire.

Click here to read the fully referenced version of this research review.




In this video, psychologist Alexandra Winlove talks about what challenging behaviour in an early childhood context might look like, what causes it, and how teachers might respond. Watch the video and asnwer the reflection questions below.

About Alexandra Winlove

Alexandra is a registered senior psychologist specialising in infant, child, and adolescent mental health and parent-child interventions. Alex draws on her training and experience in clinical assessment and interventions (Acceptance and Commitment Therapy, Cognitive Behavioural Therapy, Sandtray Therapy, Play Therapy, The Incredible Years Programme, the Circle of Security Intervention, The Getting Ahead of Post-Natal Depression Group, the Watch Wait and Wonder Intervention and Mentalisation Based Therapy). Her special interest lies in promoting positive outcomes for children using individual and relationship-based treatment that facilitates secure attachment and emotional regulation, and enhances parents’ ability to manage their own as well as their children’s emotions and behaviour. Alex has previously worked in child and adolescent mental health (ages 4-18+) and infant mental health (0-4yrs) services and now works full-time in private practice.


When we use the term ‘challenging behaviours’, it’s an interesting one, because actually, we use the term challenging because it’s something that adults have a reaction to, and actually can be quite upsetting for them. So, when children are like that, we might actually feel upset, or unable to do our job, or confused, or even frustrated ourselves. It really fits in this model that children express their emotions in this way to actually have adults respond to them, so it’s really important that we get a gauge on what’s going on underneath.

What kinds of challenging behaviours might children engage in?

We might see a range of challenging or difficult behaviours early childhood centres. We tend to divide those up into aggressive, destructive, or distressed behaviours. So, for aggressive behaviours, they might be hitting or kicking, or pinching, biting. For more destructive behaviours it might be ripping books, or breaking toys, and I guess more distressed behaviours are what we might expect things like crying, some children freeze, wetting or soiling, hiding. Perhaps some more kind of worrying behaviours might be things like running away.

What might be the reasons for a child displaying challenging behaviours?

So, there might be the obvious situations that we actually look to, so a child might have lost a toy, or they might have lost a game. They might have come third in the line. They might have fallen over earlier in the playground and not actually been soothed at that time, so they might have got upset later. They might not have been able to say goodbye to a parent, and the transition at the beginning was too quick. So, there might be a variety of what we would call triggers or situations, but actually underneath it, what we know about children this age is that developmentally we see more challenging behaviour. So, they haven’t yet developed the skills to manage their emotions – even be in control of their bodies. So, what we’re working on is trying to set up a situation where actually, they can regulate their emotions better.  

So, we know developmentally there’s a difference for this age group, but then also, we also have a range of differences across children. So, there might be temperamental differences, they might be more anxious, they might have poorer language skills. They may come from homes that don’t talk about emotions so much. They may actually even come from stressful family environments, which then they may be bringing to the centre. So, it’s really important that we have a really broad acceptance that, actually, there might be lots of reasons.  Sometimes we might not know the reason, and actually, what really is important is how we actually respond to these emotions and behaviours.

Challenging behaviour is more about can’t rather than won’t in young children, and we will have a range of capability in terms of managing emotions. We already know that developmentally that’s expected. We will get challenging behaviour. Then, we also know that children come into centres with a variety of skills. So, they might have variation of language skills, they may have variation in experiences and situations where they’ve had to manage emotions, they may come from cultural backgrounds where emotions aren’t talked about, they may come from stressful family situations. So, there’s so much variation, that actually, one size doesn’t fit all, and we actually really do need to be curious about our children, so that we can manage these different situations, and help them with emotions, because that’s actually want kids want. All children actually want to behave well, and please adults, and what they really want is help to manage their emotions. That’s just what they want.

How can teachers determine the reasons for challenging behaviour?

When we’re looking at particular instances of challenging behaviour – not just observing children, and looking for maybe how they manage their emotions – we might actually kind of break it down into different questions. So, the first thing we might ask is, ask about what the distress is about. So, really ask the question: what’s this child feeling insecure about? Why are they sad? What’s making them feel angry? So, that might be the first part of it.  Then the second part of it would be to really kind of ask questions about what skills and knowledge does this child have around emotional regulation, and managing their behaviour, so do they find it hard to switch attention? Do they find the transition from the morning to the afternoon really tricky? Is their language skill the same as the other child they keep conflicting with? So, really getting a bit more of an understanding around knowledge and skills.  

Then, the last part, if you’re kind of consistently seeing that it’s the same behaviour repeating, is asking the question, are there kind of incentives about this behaviour continuing?  So, if a child is repeatedly pushing in line, and then always gets to the front, is that being reinforced? Is that negative behaviour being reinforced by him getting to the front of the line? So, you might want to switch that up a bit. You might say, okay, Johnny if you just wait patiently, we’ll reward you with something.  So, you’re actually really trying to make sure that the positive behaviour is being rewarded and reinforced, rather than the negative.

What are some proactive strategies that teachers can use to reduce challenging behaviours?

So, I guess one of the really important things is to create an environment and a setting where all emotions are accepted and supported, and one way that centres can do that is to bring in stories around feelings and games, and set up group activities where children are actually learning things like mindfulness skills, breathing exercises, and ways to calm down, and also just talk about emotional language. So, it may be even that, in interactions with young children, there’s lots of emphasis on what emotions might be observed or felt. So, it just becomes part of the day-to-day. I guess, the other thing that centres can do is to really focus on praising: praising the behaviour that they want to see more of, and also praising when children decide to take a different action that means that they’re in control of their emotions, and also that they’re actually being kind to each other and others.  

On kindness, is about having a really sensitive environment that reduces shame. So, shame can be a real issue for young children who are really struggling with challenging behaviour.  So, it’s also about encouraging other children to treat children who are struggling with their emotions and their behaviour in a kind way, and helping them to understand what’s going on. We observe the children who have different needs, so we really observe and help the children who perhaps needs more time to eat their lunch, need more time in the morning when they transition from Mum or Dad, who actually just kind of gravitate off to more quiet spaces, and like to be by themselves. Sometimes there’s anxiety that they’re not social enough, but actually, for some children, that’s an opportunity for them to down-regulate, and recharge, and becoming – again, it’s this idea about observing and being really curious about kids in an individual way. So, then what you can kind of bring in, particularly if you have a key teacher in your centre, is that looking at ways that those children who have a bit more difficulty can actually self-regulate during the day with the help of an adult.  

Then, the last point, I guess is this idea about really collaborating with parents and caregivers, and really building relationships with them so that their children feel safe being with you, and that they feel safe having their children with you. That’s really about having the positive conversations perhaps when the child is picked up, so feeding back all of the positive behaviours that might have happened during the day, particularly if they’re in relation to emotions, and then also, teachers really showing that they’re positive about children’s caregivers as well, because that really helps children to feel that the childcare centre has a similar kind of safe, secure base that they have at home. 

The other really important idea for children is actually helping them transition from one secure base to another. So, this is the idea that children have a secure base with their parents and their carers and their whānau, and that they have that same secure base mirrored in the childcare setting. Teachers can facilitate that by having a really positive relationship with children’s parents, in a really non-judgemental way. Also, when teachers can facilitate a positive relationship with parents, is at the end of the day, when they’re reflecting back, perhaps some really good things that the child has done, particularly around managing their emotions, and then also at the beginning of the day when they child arrives, that actually giving an opportunity for parents to share something very positive that the child might have done.

How can teachers respond when challenging behaviour occurs?

So, we know that these situations happen really quickly, and so what we really want teachers to be able to do first-off is to be able to check-in with themselves about how they’re feeling. One of the reasons for that is that challenging behaviour does tend to make us more reactive rather than proactive. So, that gives you an opportunity just to take a breath and pause. The other really important thing is to get down on the same level as the child, and using a really calm tone of voice, also using eye-contact we know really help children move through emotions, and staying with the feeling. So, asking in your own mind, what might this child be feeling right now, and then reflecting that back. So, oh, I noticed that you’re feeling really upset – oh, that must have felt unfair. Really just staying with the feelings.  

Then, if you’re able to, you might want to introduce a bit more action – something physical. It might be just a physical touch. It might be a soft piece of fabric or a ball that they can squeeze, or it might be drawing a figure eight on their back, and just notice how they’re breathing, and just notice how they might be calming down a bit. Then, the other really important thing, is that you’re confident in your voice, and that you’re able to be both kind, and take charge. So then, if you think the child is ready, it’s about suggesting something else, like, oh, I know you like this story, perhaps we could go and do that, or, would you like to go and play outside, or, hmmm, I can see this is going on over there, maybe we should have afternoon tea. So, it’s really about waiting until you notice that the child’s emotions have come down, and then moving into action. One of the things that sometimes get a bit tripped up is this problem-solving and fixing, but just really waiting until the child is ready to move. I imagine, too, that there are situations where safety is an issue, and so there will be times when, if behaviours are really escalated, the child might not be safe themselves, or other children might not be safe, and then it can be really important just to remove the other children from the situation, and try and work out what the obstacles are. 

So, it can be really helpful in terms of the development of skills for young children that, after there’s been an escalation or some really heightened, challenging behaviour, that, when the child is calm, that you can actually put together some visual sequence about what the child did well to become calm, so that they can connect with it, and then you could also perhaps add another couple of strategies or things that they could have done in the future. Then, this becomes their reference, and then it can be helpful to share that with a parent, as well.

How important are the relationships that teachers form with children when responding to challenging behaviour?

So, the relationships are really important, and they’re really important because we know that young children this age are still using co-regulation to calm down, and for children to be able to do that, that is usually with an adult they feel safe with, who’s predictable, who’s being consistent. That adult also needs to be calm and regulated. So, it’s what we would call dyadic, so the adult needs to be calm for the child to be calm. That’s where the key teacher comes in, or at least a couple of key people. So, what we’re wanting to do is to really mirror what happens in relationships at home, in the same way that they happen at the childcare centre. So, that relationship is important.

Delve deeper

Alex begins by reminding us that children’s challenging behaviour is only described as such because it challenges us as adults. When children engage in behaviours that are aggressive (such as hitting and kicking out), destructive (damaging property and resources), or demonstrate their distress (crying and wailing, withdrawing or freezing, or even wetting and soiling themselves), it is us as adults that find these behaviours challenging. We might get upset or feel confused and frustrated by children’s behaviour. We might find observing children’s emotional outbursts disturbing. Children engage in these behaviours in order to provoke a reaction in adults, and have adults respond, so in many ways we can see challenging behaviour as a very loud call for help and attention! Part of our job, as responsive teachers and caregivers, is to figure out the message behind children’s behaviour. 

It is so important to remember that children are doing the best they can with the skills they currently have. Alex’s phrase ‘can’t rather than won’t’ is really useful here. We mustn’t see children as merely trying to upset us, or as inherently ‘bad’. All children want to behave well and please adults. An important facet of this is Alexandra’s reminder that we mustn’t shame children when they do not manage to use appropriate behaviours. Challenging behaviour is developmentally expected at this age, and children have such varying levels of language skills, regulation skills, and diverse cultural backgrounds influencing how they learn to deal with emotion that they really do require our help to manage their emotions and behaviours.

Alex also emphasises the importance of creating that supportive environment for children, which we discussed in Part 2 and is reiterated in the first part of our reading. This might include accepting, supporting, and regularly discussing all emotions, creating expectations around kindness, accommodating children’s different needs, and encouraging everyone to treat children who struggle with challenging behaviour in a kind and understanding way. It also includes having positive conversations about children with families and whānau, and showing that teachers are aligned with families in a way that means children can be confident that teachers can provide the same safe and secure base that children experience with their families.

Alex also explains that it is important to find out why children are engaging in certain behaviours, and if these behaviours are working for children to meet their needs. She gives an example about how pushing brings the child success in getting to the front (we will learn more about this in the second part of the reading). There are likely to be many reasons for challenging behaviour. However, Alexandra emphasises the way we respond to children’s challenging behaviour as more important, and we need to think about what we are going to do in the moment of challenging behaviour.

It is so important to start with ourselves, taking a moment for a breath and a pause, although this can seem quite difficult when, as Alex says, challenging behaviours happen so quickly. However, in order to support children to calm down, we need to be calm ourselves, so we need to use a calm voice, reassuring words and gestures such as touch, and make eye contact while bringing our bodies to the same level as children. Rather than looking for the underlying theme to children’s challenging behaviour (which is a more lengthy process as we learned in the reading), we can still maintain an inquiry stance. We can ask ourselves why the child might be feeling sad or what is making them feel insecure. Alex suggests that we can reflect back what we think children might be feeling by offering them language to describe their emotions, but that we shouldn’t move on to problem-solving and fixing things for children. While children are not regulated is definitely not the time to try to teach them new strategies. Alex’s idea for revisiting the scenario of challenging behaviour is to wait until children are calm, and create a visual sequence or story which praises the child for what they did to become calm, while offering some other ideas and techniques for self-regulation. 




In the second part of our reading, we explore in more detail the third level of support that is recommended for supporting children’s challenging behaviours in early childhood settings. As you read, notice how these strategies and approaches align with Alexandra’s advice for understanding and responding to children’s challenging behaviours. The reading also provides guidance for putting in place systematic supports for children with the greatest needs.

Targeted individualised support for specific challenging behaviours

The third level of support is aimed at children who are experiencing difficulties with challenging behaviours, and involves teachers developing individualised behaviour plans for targeted support based on a careful assessment of the child and the functions of their behaviour. Before deciding to provide targeted, individualised support to a particular child with challenging behaviour, it is recommended that teaching teams conduct environmental evaluations to see if all the aspects of the first two levels, in terms of strong relationships and engagement in the programme, clarity around rules and expectations, and structured teaching of social and emotional skills, are being well implemented. If some children are still experiencing difficulties, then targeted and individualised support may be required to help them decrease their challenging behaviours and replace them with alternative appropriate behaviours.

Identifying the functions of challenging behaviours

Working out the reason for or function of children’s challenging behaviours can be difficult, as challenging behaviours can serve multiple functions for children, and the meaning and purpose of challenging behaviours will not be the same for every child. Children may use challenging behaviours to access attention from adults or peers, preferred activities, resources, or foods, while others may use challenging behaviours in order to avoid attention from adults or peers, or to avoid activities, events, and foods they do not like. Some challenging behaviours, such as deliberately crashing into things or throwing things, may provide much needed sensory stimulation for children with sensory processing differences. Challenging behaviour can also be due to factors such as insufficient sleep, hunger, or situations at home such as family stress caused by bereavement, family break-up, or recent immigration.

It is also important to identify whether children’s challenging behaviours are due to a lack of skills. For example, a child who has not learned how to ask others to move out of the way may use an inappropriate behaviour like pushing instead, which, when successful in achieving the goal of moving someone out of the way, rewards and reinforces the behaviour. Other children may be able to perform appropriate behaviours, but there is an environmental factor or circumstance that prevents them from doing so. For example, children who are ordinarily able to wait their turn may feel overwhelmed when there is a crowd of children at the sinks, and rush to go first in order to avoid the crowd. Rushing and pushing past others is rewarded because the child gets to leave the crowded space. 

To gain an understanding of the functions and rewards for children’s challenging behaviours, teachers need to gather information about how and when the challenging behaviours occur, including what precedes the challenging behaviour and what happens after it (for example, in what ways the child experiences success for using the behaviour). It is also important to gather information about the situations and events in which children do not engage in challenging or negative behaviours. For example, a child may usually be quiet and withdrawn in the presence of other children, but become more animated and cooperative with others when playing with water. Teachers can also test their ideas about what causes the challenging behaviour. For example, if the challenging behaviour appears to follow instances in which teachers ask children to do something, teachers might test this hypothesis by making several demands or requests of the child over a period of time and recording the child’s response. 

Simple ways to record data about children’s challenging behaviours include frequency counts (tallying how often and when the behaviour occurs, perhaps in half hour increments) or behaviour rating scales (in which teachers develop a scale of 1 to 5 and determine what each number represents, before rating the child’s behaviour in segments of time over a day). More focused observations can be undertaken for the times or contexts in which the behaviour has been noted to occur most often. 

Families can also be drawn upon to help work out the meaning of children’s behaviour and offer new perspectives. It may be important to develop awareness of cultural expectations for behaviour, as some behaviours that teachers view as challenging may be viewed positively in children’s cultural contexts. An example is the use of overlapping speech, which can be viewed as appropriate involvement and engagement by families, but may be seen by teachers as disrespectful. Teachers can find out about cultural expectations for behaviour by sharing their perspective of the challenging behaviour and its impact in the early childhood setting, and seeing whether the family also holds that perspective or has a different perspective. 

Once teachers have identified the function of children’s challenging behaviour, they can respond by adjusting the physical and social environment (reducing both triggers for challenging behaviour and what reinforces it) by teaching replacement skills, or by developing an individualised behaviour support plan

Adaptations to environments and interactions 

There are many ways in which teachers can adjust physical and social environments to help minimise opportunities for challenging behaviour, and increase the likelihood of children’s appropriate engagement. Teachers can alter the environment so that the circumstances which lead to challenging behaviour do not occur (for example, organising hand-washing so there are not crowds of children at the sinks). If teachers identify situations in which children are not engaging in challenging behaviours but using appropriate responses, they can plan to make more of these kinds of situations available to children (such as more water play with well-chosen peers) in order to help children practise appropriate, positive behaviours until these behaviours feel more natural to children and they become fluent in them. Teachers should take account of expectations in children’s home and community contexts in order to be culturally responsive when planning individualised supports. For example, if a family uses humour frequently in interactions at home, then teachers may plan to use humour in interactions with the child in the early childhood setting. If a child is accustomed to direct requests (‘wash your hands’) rather than indirect requests (‘Do you think you could wash your hands?’), then teachers might try reducing indirect requests in the early childhood setting and using more familiar forms of making requests.

Often children’s challenging behaviours occur because activities and routines in the early childhood setting are not well-matched to the child’s abilities and interests. Teachers can try reducing or changing expectations for children with challenging behaviour by adjusting the time that children need to engage in or complete an action, by providing more adult support and attention, or by adapting instructions so that they are easier for children to understand. Other adaptations include providing resources that enable children to meet their needs without engaging in challenging behaviours, such as providing fidget toys at group story times so that children do not disrupt others. 

Making changes to the interactional style used with children with challenging behaviour has also been found to be effective, such as:

  • Allowing children to make choices. For example, if children’s challenging behaviour is found to occur whenever teachers make demands, teachers can try reframing their demands as choices, such as asking children to make choices about what to tidy up, and in what order, rather than just telling children to tidy up.
  • Allowing children to practise new skills within favourite activities or using preferred resources. For example, a child may be motivated to practise a skill like asking peers to join play if the play activity is a highly preferred one. Similarly, for children whose challenging behaviour occurs when they are asked to comply with particular requests, teachers can try embedding those requests into sequences of requests with which the child will typically comply. This can be very playful, for example ‘touch your head’, ‘touch your toes’, ‘turn around’, each followed by brief praise, and then inserting a direction the child finds more challenging, such as ‘sit at the table’. The idea here is that having the child complete three to five easily accepted requests creates ‘behavioural momentum’ and increases the child’s confidence to engage in behaviours that they might usually use challenging behaviour to avoid.
  • Using pre-corrective statements, which provide cues and prompts to engage in a more appropriate behaviour to children before the challenging behaviour occurs, as well as specific praise which acknowledges and clearly identifies appropriate behaviour when it occurs. Both strategies develop children’s knowledge of appropriate behaviour. Research has found that, as well as being effective for increasing positive behaviours, the use of pre-corrective statements and specific praise reduce teachers’ use of reprimands with children.

Targeted teaching of specific skills

Alternatively, teachers may decide to teach children more appropriate behaviours to meet the function of the challenging behaviour, which is found to be one of the most effective interventions for reducing challenging behaviour. For example, they might directly teach children alternative social behaviours such as saying ‘excuse me’ and waiting for someone to move, rather than pushing. The new behaviour should be something that the child is capable of performing, and it should be able to meet their needs and achieve positive outcomes more easily than when they engage in challenging behaviours. For example, passing a teacher a picture card to gain access to an item should require less effort than shouting and acting aggressively. The aim is to support children to learn skills to manage their environment by expressing their needs and interacting with others in positive ways. 

Older children might be supported in monitoring their own behaviours. For example, teachers might encourage children to monitor whether they played with peers or used a particular social skill during a session. Teachers can prompt children with reminders to self-monitor, or they can provide tools such as charts for children to mark or ask them to describe their behaviours to adults.

Individualised behaviour support plans

An individualised behaviour support plan should identify the context and functions of challenging behaviour, the strategies planned to support the child, and teacher responses to both challenging behaviour and the appropriate use of new skills. For example, an individualised behaviour support plan for one child might identify that challenging behaviour occurs when the child cannot access preferred activities or resources, when peers have turns at an activity, and when teachers give directions regarding transitions. Functions of the challenging behaviour might include gaining access to preferred activities and resources, teacher attention, and avoidance of transition. 

Strategies for this child might include: 

  • providing preferred activities and resources as much as possible, including embedding these into transition activities such as story-time 
  • teaching turn-taking and offering plenty of opportunities to practise with a peer with a consistent verbal cue (‘first him, and then you’) 
  • offering choices at times of transition
  • ensuring regular (every minute) attention from the teacher at times when it appears the child is about to engage in challenging behaviour. 

If the challenging behaviour occurs, teachers might plan to withhold teacher attention or the preferred activity for a short time (15-20 seconds) in order not to reinforce the behaviour, before prompting use of the new skill or redirecting the child. Finally, teachers might plan to reinforce new behaviours through praise, high fives, and cuddles. It is important to note here that children will have different preferences for reinforcers. For example, autistic children with Pathological Demand Avoidance may find praise threatening, and alternative reinforcers would need to be identified.

Data should be gathered on the frequency and severity of children’s challenging behaviours while the individualised supports are being used, to monitor whether there is any change in children’s use of challenging behaviours. This data can be used to evaluate the success of the individualised behaviour support plan and modify it as necessary. Individualised behaviour support plans should also be shared with families, which can increase success. 

To read the fully referenced version of this research review, click here.