5,074
Views
6
CrossRef citations to date
0
Altmetric
Original Articles

How Do Day-Care Personnel Describe Children with Challenging Behaviour?

, &
Article: 26003 | Published online: 04 Dec 2015

References

  • Achenbach T. M., Howel C. T., McGonayhy S. H., Stanger C. Six years predictors of problems in a national sample: III Transitions to young adult syndromes. Journal of American Academic Child Adolescence Psychology. 1995; 34(5): 336–347.
  • Bayer J. K., Sanson A. V., Hemphill S. A. Parent influences on early childhood internalising difficulties. Journal of Applied Developmental Psychology. 2006; 27(2): 542–559.
  • Berger P., Luckman T. Todellisuuden sosiaalinen rakentuminen: tiedonsosiologinen tutkielma [The Social Construction of Reality. 1994; Helsinki: Gaudeamus. first printed 1966. In Finnish Vesa Raiskila].
  • Blenkin G., Rose J., Yue N. Government policies and early education. European Early Childhood Research Journal. 1996; 4(2): 5–17.
  • Brauner C. B., Stephens C. B. Estimating the prevalence of early childhood serious emotional/behavioral disorders: challenges and recommendations. Public Health Rep. 2006; 121(3): 303–310.
  • Briggs-Gowan M., Carter A. BITSEA. Brief infant–toddler social and emotional assessment. 2006; San Antonio: PsychCorp.
  • Briggs-Gowan M. J., Carter A. S., Bosson-Heenan J., Guyer A. E., Horwitz S. M. Are infant-toddler social-emotional and behavioural problems transient?. Journal of American Academic Child Adolescent Psychiatry. 2006; 45(7): 849–858.
  • Broady D. Piilo-opetussuunnitelma [The hidden curriculum] . 1986; Tampere: Vastapaino. (Translated from Swedish Den dolda läröplanen, in Finnish by Kämäräinen, P., Neste, M. and Rostila, I).
  • Burr V. An introduction to social constructionism. 1995; London: Routledge.
  • Campbell S. B. Behaviour problems in preschool children: A review of recent research. Journal of Child Psychology and Psychiatry. 1995; 36: 113–149.
  • Charmaz K. Denzin N. K., Lincoln Y. S. Grounded theory. Objectivist and constructivist methods. Handbook of Qualitative Research. 2000; Thousand Oaks: Sage Publications. 509–535.
  • Charmaz K. Denzin N. K., Lincoln Y. S. Grounded theory in the 21st century: Applications for advancing social justice studies. Strategies of Qualitative Inquiry. 2008; Thousand Oaks: Sage Publications. 203–242.
  • Charmaz K. Grounded theory in global perspective: reviews by international researchers. Qualitative Inquiry. 2014; 20(9): 1074–1084. http://dx.doi.org/10.1177/1077800414545235.
  • Coie J. D., Dodge K. A. Aggression and antisocial behaviour. Handbook of Child Psychology. 1998; 5th ed, New York: Wiley & Sons. Social, emotional, and personality development. W. Damon (editor in chief) and N. Eisenberg (vol. ed.).
  • Corso R. M. Practices for enhancing children's social-emotional development and preventing challenging behavior. Gifted Child Today. 2007; 30(3): 50–56.
  • Denzin N. K., Lincoln Y. S. Denzin N. K., Lincoln Y. S. Introduction: the discipline and practice of qualitative research. Strategies of Qualitative Inquiry. 2008; Thousand Oaks: Sage Publications. 1–44.
  • Fox L., Smith B. J. Issue Brief: Promoting Social, Emotional and Behavioural Outcomes of Young Children Served Under IDEA. 2007. Center on the Social and Emotional Foundations of Early Learning and Center for Evidence-based Practice: Young Children with challenging behaviour. http://challengingbehavior.fmhi.usf.edu/do/resources/documents/brief_promoting.pdf (Accessed 2013-12-12).
  • Fox L., Dunlap G., Cushing L. Early intervention, positive behaviour, support and transition to school. Journal of Emotional and Behavioural Disorders. 2002; 10(3): 149–157.
  • Goodman A., Goodman R. Strengths and Difficulties Questionnaire as a dimensional measure of child mental health. Journal of the American Academy of Child and Adolescent Psychiatry. 2009; 48: 400–403.
  • Hammarberg A. Pre-school teachers’ perceived control and behaviour problems in children. 2003; Uppsala: Acta Universitatis Upsaliensis. Comprehensive Summaries of Uppsala dissertations from the Faculty of Social Sciences 123.
  • Hildenbrand B. Flick U., von Kardorff E., Steinke I. Anselm Strauss. A. Companion to Qualitative Research. 2004; London: Sage Publications. 17–23.
  • Hirst E., Cooper M. Keeping them in line: choreographic classroom spaces. Teachers and Teaching: Theory and Practice. 2008; 14(5–6): 431–445.
  • Jahnukainen M. Laman lapset? Peruskoulussa erityisopetusta saaneiden oppilaiden osuuksien tarkastelua vuodesta 1987 vuoteen 2001 [Children of economic depression]. Yhteiskuntapolitiikka. 2003; 68(5): 501–507.
  • Jokinen A., Juhila K., Suoninen E. Diskurssianalyysin aakkoset. 1993; Vastapaino, Tampere.
  • Karjalainen A., Siljander P. Miten tulkita sosiaalista interaktiota? [How to interpret social interaction]. Kasvatus. 1993; 24(4): 234–246.
  • Kim-Cohen J., Caspi A., Moffitt T. E., Harrington H., Milne B. J., Poulton R. Prior juvenile diagnoses in adults with mental disorder: developmental follow-back of a prospective-longitudinal cohort. Arch Gen Psychiatry. 2003; 60(7): 709–17.
  • Kivirauma J., Klemelä K., Rinne R. Segregation, integration, inclusion – the ideology and reality in Finland. European Journal of Special Needs Education. 2006; 21(2): 117–133.
  • Knoblauch H. Flick U., von Kardorff E., Steinke I. The future prospects of qualitative research. A Companion to Qualitative Research. 2004; London: Sage Publications. 354–358.
  • Kuntaliitto. Tilastot [Statistics]. 2014. http://www.kunnat.net/fi/tietopankit/tilastot/vaestotietoja/Sivut/default.aspx.
  • Kuula R. Syrjäytymisvaarassa oleva nuori koulun paineessa: Koulu ja nuorten syrjäytyminen [Risk of social exclusion of the young in the pressure of the school] . 2000; Joensuu: Joensuun yliopisto.
  • Lehtonen M. Merkitysten maailma [The world of meanings] . 2000; Tampere: Vastapaino.
  • Lyons C. V., O'Connor F. Constructing an integrated model of the nature of challenging behaviour: a starting point for intervention. Emotional and Behavioural Difficulties. 2006; 11(3): 217–232.
  • Mallory B., New R. Social constructivist theory and principles of inclusion. challenges for early childhood special education. Journal of Special Education. 1994; 28(3): 322–338.
  • Marcos J. J., Miguel E. S., Tillema H. Teacher reflection on action: what is said (in research) and what is done (in teaching). Reflective Practice. 2009; 10(2): 191–204.
  • Mesman J., Koot H. M. Early preschool predictors of preadolescent internalizing and externalizing DSM-IV diagnoses. JAMA. 2001; 40: 1029–1036.
  • Mietola R., Lappalainen S. Kiilakoski T., Tomperi T., Vuorikoski M. ‘Hullunkurisia perheitä’. Perheen saamat merkitykset kasvatuksen kentällä [‘Funny families’. Meanings of family in educational field]. Kenen kasvatus? Kriittinen kasvatus ja toisin kasvatuksen mahdollisuus [Whose education? Critical education and the chance to educate differently] . 2005; Jyväskylä: Vastapaino. 112–135.
  • Morgan P., Farkas G., Qiong W. Kindergarten predictors of recurring externalizing and internalizing psychopatholoy in the third and fifth grades. Journal of Emotional & Behavioural Disorders. 2009; 17(2): 67–79.
  • Ojala M. IEA Preprimary Study in Finland 3. How parents and teachers express their educational expectations for developing and teaching young children. 1997; University of Joensuu. Faculty of Education.
  • Oliver C., McClintock K., Hall S., Smith M., Dagnan D., Stenfert-Kroese B. Assessing the severity of challenging behaviour: psychometric properties of the challenging behaviour interview. Journal of Applied Research in Intellectual Disabilities. 2003; 16(1): 53–61.
  • Oliver M. Understanding disability: from theory to practice. 1996; Basingstoke: Macmillan.
  • Oliver R. M., Wehby J. H., Reschly D. J. Teacher classroom management practices: effects on disruptive or aggressive student behavior. Society for Research on Educational Effectiveness. 2011. http://eric.ed.gov/?id=ED519160 (Accessed 2014-10-10).
  • Papatheodorou T. Behaviour problems in the early years: a guide for understanding and support. 2005; London: Routledge Falmer.
  • Pihlaja P. Päivähoidon syrjällä – erityispäivähoito Suomessa 1997 [On the edge of day care – special day care] . 1998; Helsinki: The Ministry of Social and Health Services.
  • Pihlaja P. Varhaiserityiskasvatus suomalaisessa päivähoidossa [Early childhood special education in Finland] . 2003; University of Turku. PhD diss.
  • Pihlaja P. Behave yourself! – examining meanings of children with socio-emotional difficulties. Disability & Society. 2008; 23(1): 5–15.
  • Pihlaja P. Erityisen tuen käytännöt varhaiskasvatuksessa – näkökulmana inkluusio [Early childhood special education practices: the view of inclusion]. Kasvatus. 2009; 49(2): 42–53.
  • Pihlaja P. Silvennoinen H., Pihlaja P. Susta ei tuu koskaan mitään. Sosiaalisemotionaalisten vaikeuksien näyttämöllä [You will never be something: the scene of social-emotional difficulties in basic education]. Rajankäyntejä. Tutkimuksia normaaliuden, erilaisuuden ja poikkeavuuden tulkinnoista ja määrittelyistä [Between the lines. Studies about interpretations and definitions of normality, difference and deviance] . 2012; Turku: Turun yliopiston kasvatustieteiden tiedekunnan julkaisuja A. 319–343. 214.
  • Pihlaja P., Rantanen M.-L., Sonne V. Varhaiserityiskasvatus Varsinais-Suomessa. vastauksia monitahoarvioinnilla [Early childhood special education in South-Western Finland] . 2010; Turku: Varsinais-Suomen sosiaalialan osaamiskeskus.
  • Pihlaja P., Holst T. How reflective are teachers? A study of kindergarten teachers’ and special teachers’ levels of reflection in day care. Scandinavian Journal of Educational Research. 2013; 57(2): 182–198.
  • Powell D., Fixsen D., Dunlap G., Smith B., Fox L. A synthesis of knowledge relevant to pathways of service delivery for young children with or at risk of challenging behavior. Journal of Early Intervention. 2007; 29(81): 81–106.
  • QSR International. 2014. http://www.qsrinternational.com/products_nvivo.aspx (Accessed 2013).
  • Reindal S. M. Discussing disability. An investigation into theories of disability. European Journal of Special Needs Education. 1995; 10(1): 58–69.
  • Ryan J. Uncovering the hidden voice: can Grounded Theory capture the views of a minority group?. Qualitative Research. 2014; 14(5): 549–566.
  • Scanlon G., Barnes-Holmes Y. Changing attitudes: supporting teachers in effectively including students with emotional and behavioural difficulties in mainstream education. Emotional and Behavioural Difficulties. 2013; 18(4): 374–395.
  • Seppovaara R. Kerran tarkkislainen – aina tarkkilaislainen [Once maladjusted - always maladjusted?] . 1998; University of Helsinki. PhD diss.
  • Sjöberg L. The constructing of the ideal pupil – teacher training as a discursive and governing practice. Education Inquiry. 2014; 5(4): 517–533.
  • Snell M. E., Berlin R. A., Voorhees M. D., Stanton-Chapman T. L., Hadden S. Survey of preschool staff concerning problem behaviour and its prevention in head start classroom. Journal of Positive Behaviour Interventions. 2012; 14(2): 98–107.
  • Sourander A., Haavisto A., Ronning J. A., Multimäki P., Parkkola K., Santalahti P., Nikolakaros G., Helenius H., Moilanen I., Tamminen T., Piha J., Kumpulainen K., Almqvist F. Recognition of psychiatric disorders, and self-perceived problems. A follow-up study from age 8 to age 18. Journal of Child Psychology and Psychiatry. 2005; 46(10): 1124–1134.
  • Sourander A., Klomek A. B., Niemelä S., Haavisto A., Gyllenberg D., Helenius H., Sillanmäki L., Ristkari T., Kumpulainen K., Tamminen T., Moilanen I., Piha J., Almqvist F., Gould M. Childhood predictors of completed and severe suicide attempts: findings from the Finnish 1981 birth cohort study. Arch Gen Psychiatry. 2009; 66(4): 398–406.
  • Strauss A., Corbin J. Basics of qualitative research. Techniques and procedures for developing grounded theory. 1996; Thousand Oaks, CA: Sage Publications.
  • Strain P. S., Lambert D., Kerr M. M., Stragg V., Lenker D. Naturalistic assessment of children's compliance to teacher's requests and consequences for compliance. Journal of Applied Behaviour Analysis. 1983; 16: 243–249.
  • SVT. Suomen virallinen tilasto. Erityisopetus [The official statistics of Finland. Special education] . 2012. http://www.stat.fi/til/erop/index.html (Accessed 2013-12-13).
  • THL. Lasten päivähoito 2011 [Children's day care in 2011]. 2011; National Institute for Health and Welfare. http://www.julkari.fi/bitstream/handle/10024/102985/Tr30_12.pdf?sequence=4 (Accessed 2014-05-05)..
  • THL. Lasten päivähoito 2013 [Children's day care in 2013]. 2014; National Institute for Health and Welfare. https://www.julkari.fi/bitstream/handle/10024/125389/Tr33_14.pdf?sequence=2 (Accessed 2014-12-10)..
  • Thomas G. Clough P., Garder P., Pardeck J. T., Yuen F. What do we mean by ‘EBD’? In Handbook of Emotional and Behavioural Difficulties. 2005; SAGE Publications Ltd. 59–82.
  • Thomas G., Loxley A. Deconstructing special education and constructing inclusion. 2002; Buckingham: Open University Press.
  • Thornberg R. Informed Grounded Theory. Scandinavian Journal of Educational Research. 2012; 56(3): 243–259.
  • Tremblay R. E. The development of aggressive behavior during childhood: what have we learned in the past century?. International Journal of Behavioral Development. 2000; 24: 129–141.
  • Vehmas S. Vammaisuus: Johdatus historiaan, teoriaan ja etiikkaan [Disability: Introduction to history, theory and ethics]. 2005; Jyväskylä: Gaudeamus.
  • Vehkakoski T. Leimattu lapsuus? Vammaisuuden rakentuminen ammatti-ihmisten puheessa ja teksteissä [Stigmatized childhood? Constructing disability in professional talk and texts]. 2006; University of Jyväskylä. PhD diss.
  • Viitala R. Integraatio ja sen toimivuus lastentarhanopettajien arvioimana [Integration and its functionality assessed by kindergarten teachers]. 2000; Jyväskylä: Jyväskylän yliopisto. Research reports. Department of Special Education, University of Jyväskylä, no. 72.
  • Viitala R. “Jotenki häiriöks”. Etnografinen tutkimus sosioemotionaalista erityistukea saavista lapsista päiväkotiryhmässä [Somehow difficult. 2014; University of Jyväksylä. An ethnographic study of children with special socio-emotional needs in a day care group]. PhD diss.
  • Wright A-M. Every child matters: discourse of challenging behaviour. Pastoral Care in Education: An International Journal of Personal Social and Emotional Development. 2009; 27(4): 279–290.