Sentry Page Protection
Student Login 
Member Login
Welcome, (First Name)!
Enter Member Area
Module 8 Learning Outcomes
This module is designed to help participants identify a variety of factors which may influence a child’s behavior and develop strategies to work with children who exhibit challenging behaviors. This module is based on information on pages 71-83 in the Child Care Licensing Guidebook, 2nd ed. (2006). DEL-LC 2001 (x) 10/06
- Inappropriate adult expectations
- Children’s basic needs
- Causes of problem behaviors
- Responding to Problem Behaviors
- Identify the ways that any of the following may influence a child’s behavior: developmental needs, caregiver behaviors, physical health, individual family practices/culture, inappropriate adult expectations, and environment
- Recognize goals of mistaken behavior, and identify positive strategies to respond to a child’s mistaken behavior
- Identify transitions throughout the day
- Become aware of difficult transition times for children
- Learn how to help children through transitions
Recommended Resources
Video Source, Page 2: EducationGovUK
Video Source, Page 22: Alberta Family Wellness
Clark, J. (1999). Time-in: When time-out ain't working. St. Paul, MN: Redleaf Press
Crary, E. (1984). Kids can cooperate: A practical guide to teaching problem solving. Seattle: Parenting Press
Crary, E. (1979). Without spanking or spoiling: A practical approach to toddler and preschool guidance. Seattle: Parenting Press
Ehmke, Rachel (2012). Helping Kids Who Struggle With Executive Functions. New York, NY: The Child Mind Institute
Kaiser, B., & Sklar Rasminsky, J. (2002). Challenging behavior in young children: Understanding, preventing, and responding effectively. Boston, MA: Allyn & Bacon, Inc.
Kaiser, B., & Sklar Rasminsky, J. (2000). Meeting the challenge: Effective strategies for challenging behaviors in early childhood environments
Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribes
Nelson, J. (1981). Positive discipline. Fair Oaks, CA: Sunrise Press
Nelson, J., Erwin, C., & Duffy, R. (1995). Positive discipline for preschoolers: For their early years – raising children who are responsible, respectful, and resourceful. Roseville, CA: Prima Publishing
Tobin, L. (1998). What do you do with a child like this: Inside the lives of troubled children. Duluth, MN: Person Associates
Video Source, Page 2: EducationGovUK
Video Source, Page 22: Alberta Family Wellness
Clark, J. (1999). Time-in: When time-out ain't working. St. Paul, MN: Redleaf Press
Crary, E. (1984). Kids can cooperate: A practical guide to teaching problem solving. Seattle: Parenting Press
Crary, E. (1979). Without spanking or spoiling: A practical approach to toddler and preschool guidance. Seattle: Parenting Press
Ehmke, Rachel (2012). Helping Kids Who Struggle With Executive Functions. New York, NY: The Child Mind Institute
Kaiser, B., & Sklar Rasminsky, J. (2002). Challenging behavior in young children: Understanding, preventing, and responding effectively. Boston, MA: Allyn & Bacon, Inc.
Kaiser, B., & Sklar Rasminsky, J. (2000). Meeting the challenge: Effective strategies for challenging behaviors in early childhood environments
Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribes
Nelson, J. (1981). Positive discipline. Fair Oaks, CA: Sunrise Press
Nelson, J., Erwin, C., & Duffy, R. (1995). Positive discipline for preschoolers: For their early years – raising children who are responsible, respectful, and resourceful. Roseville, CA: Prima Publishing
Tobin, L. (1998). What do you do with a child like this: Inside the lives of troubled children. Duluth, MN: Person Associates
Coursework is submitted to us live, as you complete each page. It is not necessary to "save" before logging off.
You may choose to use the checklist provided to track your progress, and click on the link in the menu to return to where you left off in the training. Or, if you proceed through the course in order, instead of using the checklist, you may keep track of your progress by just making a note of which page you are on (for example: Module 2 Page 5) and use the menu to return to where you left off.
If you need help, click on the Student Support Chat on the bottom right corner of the page.
We will be happy to assist you.
You may choose to use the checklist provided to track your progress, and click on the link in the menu to return to where you left off in the training. Or, if you proceed through the course in order, instead of using the checklist, you may keep track of your progress by just making a note of which page you are on (for example: Module 2 Page 5) and use the menu to return to where you left off.
If you need help, click on the Student Support Chat on the bottom right corner of the page.
We will be happy to assist you.
