Coaching to Build Parent Competency in Addressing Early Challenging Behaviors

198 YOUNG EXCEPTIONAL CHILDREN Vol. 22, No. 4, December 2019 https://doi.org/10.1177/1096250618759941 DOI: 10.1177/1096250618759941 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2018 Division for Early Childhood Abby is a bright and social girl who is turning 3 years old. She sometimes engages in challenging behaviors including running away from caregivers. A Part C service provider, Dara, has been working with Abby on decreasing these challenging behaviors at home. Four months ago, with a behavior specialist and the parents’ help, Dara conducted a functional behavioral assessment with Abby. The results showed that Abby’s challenging behaviors are maintained by social attention (e.g., tickling games with parents). Since the assessment, Dara has been teaching Abby how to use appropriate words to request attention (e.g., “talk to me”). The intervention was mostly effective during their in-home, weekly interaction. However, Abby’s parents, Bruce and Chloe, shared that nothing changed in their daily interaction with her. Abby still tries to hit, cry, and get away from them during grocery shopping. Dara is surprised. She doesn’t understand why Abby acts differently with her parents. She would like to find ways to more effectively support the family, but does not know where to start. Approximately one in 10 children below the age of 5 years old engage in challenging behaviors (Brauner & Stephens, 2006; Forness, 759941 YECXXX10.1177/1096250618759941YOUNG EXCEPTIONAL CHILDRENCoaching Parent to Address Challenging Behaviors / An et al. research-article2018