Challenging behavior in young children: understanding, preventing, and responding effectively
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Ausgabe: | 3. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. 283-328) and index |
| Beschreibung: | XXI, 343 S. Ill. 24 cm |
| ISBN: | 9780132159128 0132159120 |
Internformat
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| 100 | 1 | |a Kaiser, Barbara |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Challenging behavior in young children |b understanding, preventing, and responding effectively |c Barbara Kaiser, Judy Sklar Rasminsky ; foreword by Sue Bredekamp |
| 250 | |a 3. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2012 | |
| 300 | |a XXI, 343 S. |b Ill. |c 24 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (p. 283-328) and index | ||
| 650 | 4 | |a Behavior modification | |
| 650 | 4 | |a Early childhood education | |
| 650 | 4 | |a Classroom management | |
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Datensatz im Suchindex
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CONTENTS
INTRODUCTION CHAPTER 1
WHAT ISCHALLENGING BEHAVIOR?
IS CHALLENGING BEHAVIOREVER APPROPRIATE? 8 WHAT HAPPENS TO CHILDREN WITH
MORE SERIOUSBEHAVIORPROBLEMS? 9
WHAT DO THE THEORISTSSAY ABOUT AGGRESSIVEAND ANTISOCIAL BEHAVIOR? 11
DOES CULTURE PLAYA ROLE IN AGGRESSIVEBEHAVIOR? 13
WHAT DO YOU THINK? 16
SUGGESTED READING 16
CHAPTER2
RISKFACTORS
7
17
WHAT CAUSESCHALLENGING BEHAVIOR? 17
XII
BIOLOGICAL RISK FACTORS 19 GENES 19
GENDER 20
TEMPERAMENT 20
COMPLICATIONS 0/ PREGNANCYAND BIRTH 23
SUBSTANCE ABUSE DURING PREGNANCY 24
ALCOHOL 24
TOBACCO AND NICOTINE 24
ILLICIT DRUGS 25
NEUROLOGICALPROBLEMS 25
EXECUTIVE FUNCTIONS 26
ATTENTION DEFICIT HYPERACTIVITY DISORDER 26
IMAGE 2
LEARNING DISABILITIES 27
LANGUAGE AND SPEECH DISORDERS
COGNITIVE IMPAIRMENT 28
AUTISTIC SPECTRUM DISORDERS
EMOTIONAL AND BEHAVIORDISORDERS
28
29
30
XIII
CONTENTS
ENVIRONMENTAI RISK FACTORS 30
FAMILYFACTORS AND PARENTING STYLE 31 PEERS 33
CHILD CARE AND SCHOOL 34
POVERTYAND THE CONDITIONS SURROUNDING IT 35
EXPOSURE TO VIOLENCE 38
VIOLENT MEDIA 39
TURBULENT TIMES 40
UNDERSTANDING RISK 41
WHATDO YOUTHINK? 42
SUGGESTED READING 42
CHAPTER3
PROTECTIVEFACTORS 43
THE FIRST WAVE: WHICH QUALITIES HELP A CHILD BOUNCE BACK? 44 INDIVIDUAL
FACTORS 45
FAMILY FACTORS 46
COMMUNITY FACTORS 47
THE SECOND WAVE: HOW DO PROTECTIVEFACTOTSWORK? 49
THE THIRD WAVE: INTEGRATING PREVENTION AND INTERVENTION 50
THE FOURTH WAVE: HOW DOES EVERYTHINGFIT TOGETHER? 50
WHATDO YOUTHINK? 52
SUGGESTED READING AND RESOURCES 52
CHAPTER4
BEHAVIORAND THE BRAIN 53
EARLY EXPERIENCE ANDTHEBRAIN 54 HOW DOES THE BRAIN DEVELOP? 54 HOW DOES
EXPERIENCEAFFECT BRAIN DEVELOPMENT? 55
HOW DOES EARLY STRESSINFLUENCE THE BRAIN? 56
WHAT HAPPENS WHEN CAREGIVINGFAILS? 57
WHAT ROLEDO GENES PLAY? 58
IMAGE 3
XIV
WHICHPARTS OFTHEBRAIN ARE INVOLVED INAGGRESSIVE BEHAVIOR? 59
CONTENTS
THE AMYGDALA
THE FRONTAL LOBE
NEUROTRANSMITTERS
60
60
62
WHAT DOES ALL THIS MEAN? 63
WHATDO YOUTHINK? 64
SUGGESTED READING 64
CHAPTERS
RELATIONSHIP,RELATIONSHIP,RELATIONSHIP
THE CARING CONNECTION 66
UNDERSTANDING YOURSELF 66
WHO ARE YOU? SAID THE CATERPILLAR 66 WHAT INFLUENCES THE WAY YOU
RELATE TO A CHILD WITH CHALLENGING BEHAVIOR? 67
WHAT IS SELF-REFLECTION? 69
HOW DO YOU REFLECT? 70
WHEN DO YOU REFLECT? 71
ARE THERE ANY TECHNIQUES TO HELP YOU REFLECT? 72
UNDERSTANDING THECHILD 73
WHAT IS THE ROLE OF ATTACHMENT? 73 HOW DOES ATTACHMENT AFFECT BEHAVIOR?
74
IS ATTACHMENT CULTURE BOUND? 77
ESTABLISHING A RELATIONSHIP WITHTHECHILD 78
HOW DOES ASECURE ATTACHMENT TO A TEACHERPROTECT A CHILD? 78 HOW CAN YOU
DEVELOP A POSITIVE RELATIONSHIPWITH A CHILD WITH CHALLENGING BEHAVIOR?
80
SENSITIVE, RESPONSIVE CARE 80
TEACHER TALK 82
TALK OPENLY ABOUT FEELINGS 82
POSITIVE OUTLOOK 82
ESTABLISHING A RELATIONSHIP WITHTHEFAMILY 84
WHAT KEEPS TEACHERSAND FAMILIES APART? 85 GETTING TO KNOW YOU 86
GOING HOME 87
WHATDO YOUTHINK? 89
SUGGESTED READING 89
65
IMAGE 4
CHAPTER6
OPENING THE CULTURE DOOR
WHAT IS CULTURE? 91
WHAT DOES CULTURE HAVE TO DO WITH IDENTITY? 91
ARE CULTURES REALLYSO DIFFERENT? 93
THE MELTING POT AND THE SALAD BOWL 95
90
XV
CONTENTS
102
WHEN HEME AND SCHEEL MEET 96
HOW CAN YOU SEE YOUR CULTURE? 96
THE CULTURE OF CHILD CARE AND SCHOOL 98
HOW DOES CULTURE INJ7UENCEBEHAVIOR? 100
HOW CAN YOU MAKE YOUR TEACHING MORE CULTURALLY RESPONSIVE?
FARM AUTHENTIC AND CARING RELATIONSHIPS 102
USE CURRICULUM THAT HONORS EACH CHILD S CULTURE AND EXPERIENCE
SHIFT INSTRUCTIONAL STRATEGIES TO MEET DIVERSE LEARNING NEEDS
HOLD HIGH EXPECTATIONS 104
MAKE THE IMPLICIT EXPLICIT 104
103
103
LANGUAGE AND CULTURE 104
HOW IMPORTANT IS HOME LANGUAGE? 104
HOW DO CHILDREN LEARN A SECOND LANGUAGE? 107
HOW CAN YOU SUPPORT LANGUAGE LEARNING? 107
ENCOURAGE CHILDREN TO USE THEIR HORNE LANGUAGE 108
INTERACT WITH CHILDREN AS MUCH AS POSSIBLE 108
CREATE OPPORTUNITIES FAR PEER INTERACTION 108
DEVELOP PREDICTABLE ROUTINES AND ACTIVITIES THAT USE LANGUAGE 108
CONCENTRATE ON MEANING 109
SEME CULTURAL CHARACTERISTICS 110
DOES EACH CULTURE HAVE ITS OWN SPECIAL CHARACTERISTICS? 110
LATINO CULTURE 111
AFRICAN AMERICAN CULTURE 112
ASIAN AMERICAN AND PACIFIC ISLAND CULTURE 113
AMERICAN INDIAN CULTURE 114
MIDDLE EASTERN AND ARAB AMERICAN CULTURE 116
WHY ALL THIS MATTERS 117
WHAT DOYOUTHINK? 117
SUGGESTED READING 118
IMAGE 5
XVI _CH_A_P_T_E_R_7 _
CONTENTS
PREVENTINGCHALLENGING BEHAVIOR:THE SOCIAL CONTEXT
HOW DOES PREVENTION WORK? 120 WE RE ALL THE SAME, YET WE RE ALL
DIFFERENT 120
CREATING THESOCIALCONTEXT 122
HOW DOES THE SOCIAL CONTEXT AFFECT AGGRESSIVEBEHAVIOR? 122 A CARING
COMMUNITY 123
WHY SHOULD WE INCLUDE CHILDREN WITH CHALLENGING BEHAVIOR? 124
WHAT IS THE TEACHER STALE IN THE SOCIAL CONTEXT? 124
HOW CAN YOU CREATE A COOPERATIVEAND INCLUSIVE COMMUNITY? 126
COMMUNITY-BUILDING ACTIVITIES 126
AFFECT AND LANGUAGE 127
RULES AND POLICIES 127
CIASS MEETINGS 129
PEER PARTNERS 130
119
TEACHING SOCIAL ANDEMOTIONAL SKILLS 131 WHY ARE SOCIALSKILLS IMPORTANT?
131 HOW DO CHILDREN LEARN SOCIALAND EMOTIONAL SKILLS?
HOW DO YOU TEACH SOCIAL AND EMOTIONAL SKILLS?
WHAT SKILLS SHOULD CHILDREN LEARN? 134
EMOTIONAL REGULATION AND EMPATHY 135
IMPULSE CONTROL 136
ENTERING GROUPS 139
ANGER MANAGEMENT 140
SOCIAL PROBLEM SOLVING OR CONTLICT RESOLUTION
ASSERTIVENESS 142
WHATDO YOUTHINK? 144
SUGGESTED READING ANDRESOURCES 144
CHAPTER8
132
132
141
PREVENTINGCHALLENGING BEHAVIOR:PHYSICALSPACE,
ROUTINESAND TRANSITIONS,AND TEACHINGSTRATEGIES
THEPHYSICAL SPACE 146 WELCOME 147 ARRANGING THE FURNITURE 147
CHOOSING MATERIALS 150
146
IMAGE 6
WHAT ABOUT PERSONALSPACE? 151
DOES THE LEVEL OF STIMULATION MAKE A DIFFERENCE?
DECK THE WALLS 153
CONSIDER THE RESULTS 153
TAKING RESPONSIBILITY IN THE CLASSROOM 153
ROUTINESAND TRANSITIONS 154
A DAILY SCHEDULE 154
TEACHINGPROCEDURES 154
GETTINGFROM A TO B 156
THE HARDEST TRANSITIONS OF ALL 158
EYES IN THE BACK OF YOUR HEAD 159
152
XVII
CONTENTS
TEACHINGSTRATEGIES 160
PROVIDINGCHOICE 160
DIFFERENTIATED INSTRUCTION 161
THE IMPORTANCE OF PLAY 163
WORKING IN GROUPS 166
PEER TUTORING 166
PARTNER LEARNING 166
COOPERATIVE LEARNING GROUPS
A COMPENDIUM OF TEACHING STRATEGIES
GET THEM GOING 167
EXPECT THE BEST 167
GIVE IT OVER 168
BREAK IT UP 168
MIX IT UP 168
SHAKEITUP 168
WAIT IT OUT 170
OUT IN THE OPEN 170
HOMEWORK OR NOT? 171
WHAT DO YOU THINK? 172
SUGGESTEDREADING 172
CHAPTER9
GUIDANCE
166 167
173
HOW DO STRATEGIESDIFFER? 173 RESPONDINGTO INAPPROPRIATEBEHAVIOR 174
WHAT MAKES A STRATEGY WORK? 174
WHAT IS DEVELOPMENTALDISCIPLINE? 176
IMAGE 7
XVIII
CONTENTS
HOW DOES TEACHEREFFECTIVENESS TRAINING WORK? 178
USING COLLABORATIVEPROBLEM SOLVING 181
HOW USEFUL IS POSITIVE REINFORCEMENT? 182
HOW CAN YOU MAKE POSITIVE REINFORCEMENT EFFECTIVE?
WHAT IF POSITIVE REINFORCEMENT PROVOKES CHALLENGING BEHAVIOR? 184
WHAT ABOUT NATURAL AND LOGICALCONSEQUENCES? 186
TIME-OUT AND PUNISHMENT 189
TIME-AWAY AS AN ALTERNATIVE 190
DIVERSITY IN DISCIPLINE 191
WHEN A CHILD LOSES CONTROL 192
WHAT ABOUT USING RESTRAINT? 194
WHAT DOYOUTHINK? 195
SUGGESTED READING 195
CHAPTER10
FUNCTIONALASSESSMENTAND POSITIVE
BEHAVIORSUPPORT
PERFORMING A FUNCTIONAI ASSESSMENT 198 WHEN DO YOU USEFUNETIONAL
ASSESSMENT AND POSITIVE
BEHAVIORSUPPORT? 198
CREATE AND CONVENE A TEAM 200
HOW DO YOU FIGURE OUT THE FUNCTION OF A BEHAVIOR? 201
WHAT FUNETIONS CAN BEHAVIORSERVE? 203
WHAT ABOUT APPROPRIATEBEHAVIOR? 203
WHAT WILL HELP YOU UNDERSTAND THE FUNCTION OF THE BEHAVIOR? 204
REVIEWINGRECORDS 204
CONDUCTING INTERVIEWS 204
OBSERVING THE CHILD AND THE ENVIRONMENT 206
HOW DO YOU DEVELOP A HYPOTHESIS? 207
183
197
CREATING A POSITIVE BEHAVIOR SUPPORT PLAN 208 HOW DO YOU DEVELOP A
POSITIVE BEHAVIORSUPPORT PLAN? 208
PREVENTION 209
TEACHING APPROPRIATE REPLACEMENT SKILLS 210
RESPONDING TO APPROPRIATE AND CHALLENGING BEHAVIOR 211
IMAGE 8
HOW DOES THE PLAN LOOK? 213
HOW DO YOU EVALUATE THE PLAN? 215
WHAT DO YOU THINK? 215
SUGGESTED READINGAND RESOURCES 216
CHAPTER 11
THE INCLUSIVECLASSROOM
ABOUT INDUSION 217
WHY IS INC/USION IMPORTANT? 218
HOW DOES IDEA WORK? 219
WHAT SERVICESDOES IDEA OFTER YOUNG CHILDREN? 219
WHAT S HAPPENING ON THE FRONT LINES? 220
HOW IS A CHILD WHO NEEDS SPECIAL EDUCATION IDENTIFIED? 221
DOES IDEA INC/UDE ALL DISABILITIES? 223
CAN AN JE? ADDRESSBEHAVIOR? 223
WHO IS RESPONSIBLEFOR IMPLEMENTING AN JE?? 223
PREVENTING DND ADDRESSING CHDLLENGING BEHDVIOR IN CHILDREN
WITH DISDBILITIES 224
DOES DISABILITYPLAYA ROLE IN CHALLENGING BEHAVIOR? 224
WHO CAN HELP? 225
HOW CAN AN INC/USIVESOCIALCONTEXT PREVENT CHALLENGING BEHAVIOR? 227
DEVELOP SENSITIVITY 227
TEACH VALUES DIRECTLY 228
NORMALIZE AND INCLUDE IN EVERY POSSIBLE WAY 228
CREATE OPPORTUNITIES FOR INTERACTION AND FRIENDSHIP 228
TEACH SOCIAL AND EMOTIONAL SKILLS 230
HOW CAN SPACE,PROCEDURES,AND TEACHING STRATEGIESPREVENT CHALLENGING
BEHAVIOR? 230
MAKE MOM FOR EVERYONE 230
MAKE THE DAY PREDICTABLE 231
IMPLEMENT THE IEP 232
ADAPT ASSESSMENT 233
HOW CAN YOU RESPONDEFTECTIVELY TO CHALLENGING BEHAVIOR? 234
WHAT IS ASD? 234
USING THE TOOLSIN YOUR TOOLBOX 236
WHAT DO YOU THINK? 237
SUGGESTED READING 238
217
XIX
CONTENTS
IMAGE 9
XX
CONTENTS
CHAPTER 12
WORKING WITH FAMILIESAND OTHER EXPERTS
PREPARINGTO MEET THE FAMILY 240 HOW DO FAMILIES REACT TO NEWS OF
CHALLENGING BEHAVIOR? 240
HOW DO YOU FEEL? 242
MEETING WITH THE FAMILY 242
ARRANGING A MEETING 242
WHAT SHOULD HAPPEN IN A MEETING? 244
WHAT IF YOU AND THE FAMILY DISAGREE? 248
HOW DO YOU HANDLE CHALLENGING BEHAVIORWHEN THE PARENT IS PRESENT? 249
WHAT IF A CHILD IS HURT? 249
WORKING WITH OTHER EXPERTS 249
WHAT ABOUT GETTING EXPERT ADVICE? 249
CAN YOU ASK A CHILD WITH CHALLENGING BEHAVIOR TO LEAVE? 251
WHAT DO YOU THINK? 252
SUGGESTED READING 252
CHAPTER 13
BULLYING
239
253
WHAT IS BULLYING? 253 HOW COMMON IS BULLYING? 255
WHO ARE THE CHILDREN WHO BULLY OTHERS? 256
WHO ARE THE TARGETSOF BULLYING? 257
WHO ARE THE BYSTANDERS? 259
WHY DO BYSTANDERSBEHAVE THE WAY THEY DO? 260
HOW CAN TEACHERSREDUCEAND PREVENTBULLYING? 261
THE WHOLE-SCHOOLAPPROACH 261
WHAT HELPS CHILDREN COPEWITH BULLYING? 264
RESPONDINGTO BULLYING 266
WHAT DOES THE LAW SAY? 266
HOW CAN YOU RESPOND TO BULLYING? 266
WHAT IF YOU DON T SEE THE BULLYING? 266
WHAT DO YOU SAY TO CHILDREN INVOLVED IN BULLYING?
TALKING WITH THE CHILD WHO S BEEN TARGETED
TALKING WITH THE CHILD WHO BULLIES 268
267
268
IMAGE 10
SHOULD THERE BE CONSEQUENCES FOR CHILDREN WHO BULLY? 269
FOLLOWING UP 270
WORKING WITH PARENTS 270
WHAT DO YOU THINK? 272
SUGGESTED READINGAND RESOURCES 272
APPENDIXA
REFLECTIVECHECKLISTS FOR CHAPTERS 7 AND 8
APPENDIXB
273
XXI
CONTENTS
THE FUNCTIONALASSESSMENT OBSERVATION FORM 278
APPENDIXC
THE FUNCTIONALASSESSMENT A-B-C CHART
REFERENCES 283 PHOTO CREDITS 329
INDEX 331
282
|
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| id | DE-604.BV039912400 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:13:59Z |
| institution | BVB |
| isbn | 9780132159128 0132159120 |
| language | English |
| lccn | 2010048991 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024771035 |
| oclc_num | 689548952 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXI, 343 S. Ill. 24 cm |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Pearson |
| record_format | marc |
| spelling | Kaiser, Barbara Verfasser aut Challenging behavior in young children understanding, preventing, and responding effectively Barbara Kaiser, Judy Sklar Rasminsky ; foreword by Sue Bredekamp 3. ed. Boston ; Munich [u.a.] Pearson 2012 XXI, 343 S. Ill. 24 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 283-328) and index Behavior modification Early childhood education Classroom management Lehrer (DE-588)4035088-5 gnd rswk-swf Kleinkinderziehung (DE-588)4073498-5 gnd rswk-swf Verhaltensstörung (DE-588)4062872-3 gnd rswk-swf Verhaltensmodifikation (DE-588)4062871-1 gnd rswk-swf Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Schülerverhalten (DE-588)4180058-8 gnd rswk-swf Schüler (DE-588)4053369-4 s Verhaltensstörung (DE-588)4062872-3 s Verhaltensmodifikation (DE-588)4062871-1 s Lehrer (DE-588)4035088-5 s DE-604 Schülerverhalten (DE-588)4180058-8 s Vorschulerziehung (DE-588)4064016-4 s 1\p DE-604 Kleinkinderziehung (DE-588)4073498-5 s 2\p DE-604 Rasminsky, Judy Sklar Sonstige oth V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024771035&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Kaiser, Barbara Challenging behavior in young children understanding, preventing, and responding effectively Behavior modification Early childhood education Classroom management Lehrer (DE-588)4035088-5 gnd Kleinkinderziehung (DE-588)4073498-5 gnd Verhaltensstörung (DE-588)4062872-3 gnd Verhaltensmodifikation (DE-588)4062871-1 gnd Vorschulerziehung (DE-588)4064016-4 gnd Schüler (DE-588)4053369-4 gnd Schülerverhalten (DE-588)4180058-8 gnd |
| subject_GND | (DE-588)4035088-5 (DE-588)4073498-5 (DE-588)4062872-3 (DE-588)4062871-1 (DE-588)4064016-4 (DE-588)4053369-4 (DE-588)4180058-8 |
| title | Challenging behavior in young children understanding, preventing, and responding effectively |
| title_auth | Challenging behavior in young children understanding, preventing, and responding effectively |
| title_exact_search | Challenging behavior in young children understanding, preventing, and responding effectively |
| title_full | Challenging behavior in young children understanding, preventing, and responding effectively Barbara Kaiser, Judy Sklar Rasminsky ; foreword by Sue Bredekamp |
| title_fullStr | Challenging behavior in young children understanding, preventing, and responding effectively Barbara Kaiser, Judy Sklar Rasminsky ; foreword by Sue Bredekamp |
| title_full_unstemmed | Challenging behavior in young children understanding, preventing, and responding effectively Barbara Kaiser, Judy Sklar Rasminsky ; foreword by Sue Bredekamp |
| title_short | Challenging behavior in young children |
| title_sort | challenging behavior in young children understanding preventing and responding effectively |
| title_sub | understanding, preventing, and responding effectively |
| topic | Behavior modification Early childhood education Classroom management Lehrer (DE-588)4035088-5 gnd Kleinkinderziehung (DE-588)4073498-5 gnd Verhaltensstörung (DE-588)4062872-3 gnd Verhaltensmodifikation (DE-588)4062871-1 gnd Vorschulerziehung (DE-588)4064016-4 gnd Schüler (DE-588)4053369-4 gnd Schülerverhalten (DE-588)4180058-8 gnd |
| topic_facet | Behavior modification Early childhood education Classroom management Lehrer Kleinkinderziehung Verhaltensstörung Verhaltensmodifikation Vorschulerziehung Schüler Schülerverhalten |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024771035&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT kaiserbarbara challengingbehaviorinyoungchildrenunderstandingpreventingandrespondingeffectively AT rasminskyjudysklar challengingbehaviorinyoungchildrenunderstandingpreventingandrespondingeffectively |