Child Care Teachers' Experiences as They Support Young Children With Challenging Behavior

This descriptive study highlights the experiences of eleven child care teachers with preschoolers who had persistent challenging behaviors. This qualitative study included an in-depth interview with each teacher, member checking, and a follow up discussion with each participant to clarify any ambiguous participant comments. Results revealed three major themes: (a) the impact of challenging behavior on the classroom experiences of children and adults, (b) teachers' confidence and stress, and (c) strategies used by teachers when working with children with challenging behaviors. Future research ideas and implications for teachers, parents, child care administrators, and agencies who work with or on behalf of young children with challenging behaviors are discussed.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Special Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Doubet, Sharon

Contributors dc:contributor

• Ostrosky, Michaelene M.

• Education, Special

Language dc:language

eng

Identifier

(MiAaPQ)AAI3337766

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80053