Giving voice to parents of young children with challenging behavior

Publication Year:
2005
Usage 1062
Downloads 1021
Abstract Views 41
Repository URL:
http://scholarcommons.usf.edu/etd/920
Author(s):
Worcester, Jonathan
Tags:
Families; Ecological; System of care; Early childhood; Qualitative
thesis / dissertation description
In recent years, there has been increased interest in the science of child development, particularly relative to early childhood (i.e., birth to 5 years) and children with challenging behavior. A broad interest in brain-behavior relationships and prevention services for young children has led to a renewed interest in the developmental significance of early life experiences (National Research Council and Institute of Medicine, 2000). Armed with an increasingly large body of neuroscience research, researchers have begun to examine the efficacy of prevention services and supports for young children and families, particularly those with challenging behavior (i.e., behaviors that interfere with optimal learning or engagement in prosocial interactions with peers and adults; Powell, Fixsen, and Dunlap, 2003).In light of such a research agenda, the voices of parents are often left unheard, despite widespread acknowledgment that parents are the childs first and most important teacher (Ferrell, 1985). A sizable body of interdisciplinary research has evolved in support of a system of care designed to both improve childrens growth and development and to prevent occurrences of challenging behavior in young children. While qualitative studies in early intervention and early childhood special education are presently lacking (Sandall, Smith, McLean, and Ramsey, 2002), local efforts have begun to investigate the impact of services for young children with special needs in Hillsborough County, Florida (Raffaele Mendez and Hess, 2003). However, detailed reports of parent experiences were not possible, nor did the study focus on challenging behavior.