Preschool Interventions (From School Violence Intervention: A Practical Handbook, P 93-106, 1997, Arnold P. Goldstein and Jane Close Conoley, eds. - See NCJ-169051)

• NCJ Number: 169057
• Author(s): K T Carey
• Date Published: 1997
• Length: 14 pages
• Sale Source: Guilford Publications, Inc.
• Publication Type: Report (Technical Assistance)
• Language: English
• Country: United States of America

Annotation

This paper describes research-based, naturalistic interventions for problem behaviors in preschool children that can be effective in establishing proactive and positive interactions and preventing later aggression and violence.

Abstract

The years from ages 2 to 5 represent the most significant period for human development. The basic premise of any early intervention is that the least intrusive intervention that will accomplish goals for change should be used whenever possible. Naturalistic interventions are guided by the social-cognitive theory described by Bandura, particularly the concept of reciprocal influence. The basic components of naturalistic intervention are differential reinforcement techniques that reinforce certain types of behavior but not others. Aversive procedures and punishment have been used and misused; they include time out, contingent observation, response cost, overcorrection, planned ignoring, extinction, and reprimands. Professionals and most caregivers regard other interventions as acceptable rather than aversive; these include modeling, self-regulation, correspondence training, interventions for classroom management, peer interventions, compliance training, and interventions for fire setting and biting. Using interventions that maintain appropriate behaviors and generalize from preschools and child care centers to other settings can eliminate children's behaviors that have the potential for lifelong negative consequences. 38 references