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Optimistic Parenting: Hope and Help for Parents With Challenging Children

  • Chapter
Handbook of Positive Behavior Support

Part of the book series: Issues in Clinical Child Psychology ((ICCP))

Abstract

Challenging behaviors—including aggressive, disruptive, and socially inappropriate behaviors—are highly prevalent among children with disabilities. Research suggests that problem behavior in general is three to four times more frequent in this population than among children without disabilities, and that between 10% and 40% of children with disabilities display frequent and severe challenging behaviors (Einfeld & Tonge, 1996; Lowe et al., 2007). In addition to frequency, the stability of these behaviors is also of serious concern. Several studies document that, even with efforts to treat these behaviors, they may still be problematic a decade later (Einfeld & Tonge, 1996; Einfeld, Tonge, & Rees, 2001; Emerson et al., 2001; Green, O'Reilly, Itchon, & Sigafoos, 2005; Jones, 1999).

Challenging behaviors often represent a major obstacle for students with disabilities in their efforts to fully participate in meaningful educational and community activities. These behaviors are among the most frequently cited obstacles in attempting to place students in community settings (Eyman & Call, 1977; Jacobson, 1982), and they increase recidivism significantly for those individuals referred to crisis intervention programs from community placements (Shoham-Vardi et al., 1996). Challenging behavior interferes with such essential activities as family life (Cole & Meyer, 1989), educational activities (R. L. Koegel & Covert, 1972), and employment (Hayes, 1987). For example, in one of the largest studies of its kind, researchers examining almost 10,000 children found that the single best predictor of early school failure was the presence of behavior problems (Byrd & Weitzman, 1994). The presence of behavior problems was a better predictor of school difficulties than factors such as poverty, speech and hearing impairments, and low birth weight. One study found that almost 40% of preschool teachers reported expelling a child each year due to behavior problems (Gilliam & Shahar, 2006). In addition, such behaviors can pose a physical threat to these individuals and those who work with them. As a result, improving problem behavior in children with disabilities is one of the major priorities in the effort to improve academic and social achievement among these students.

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Authors
  1. V. Mark Durand
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  2. Meme Hieneman
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  3. Shelley Clarke
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  4. Melissa Zona
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Editor information

Editors and Affiliations

  1. Dept. Special Education, University of Kansas, 1000 Sunnyside Ave., Lawrence, KS, 66045-7534, USA

    Wayne Sailor

  2. Florida Mental Health Institute Div. Applied Research, University of South Florida, 2778 Mayberry Drive, Reno, NV, 89509, USA

    Glen Dunlap

  3. Neag School of Education, University of Connecticut, 249 Glenbrook Road, Storrs, CT, 06269-2064, USA

    George Sugai

  4. Dept. Special Education, University of Oregon, 1235 University of Oregon, Eugene, OR, 97403-1235, USA

    Rob Horner

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Durand, V.M., Hieneman, M., Clarke, S., Zona, M. (2009). Optimistic Parenting: Hope and Help for Parents With Challenging Children. In: Sailor, W., Dunlap, G., Sugai, G., Horner, R. (eds) Handbook of Positive Behavior Support. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09632-2_10

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