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The purpose of this exploratory qualitative study was to examine how the perceptions and experiences of teachers relate to the suspension and expulsion of preschoolers in Catholic schools. Results indicated that teachers have a range of experiences with suspension, from children being removed from the classroom temporarily to out-of-school suspensions lasting up to a week. Most participants also had experienced expelling a student because of behavior. Patterns that emerged from the data included a frequency of extreme behavior from some children, the application of various strategies in response to challenging behavior, the use of exclusionary discipline when other strategies did not work, and a resistance to change practices without additional supports. Implications for research and practice are discussed.

Social stories are a commonly used intervention practice in early childhood special education. Recent systematic reviews have documented the evidence base for social stories, but findings are mixed. We examined the efficacy of social stories for young children (i.e., 3-5 years) with challenging behavior across 12 single-case studies, which included 30 participants. The What Works Clearinghouse standards for single-case research design were used to evaluate the rigor of studies that included social stories as a primary intervention. For studies meeting standards, we synthesized findings on the efficacy of social stories using meta-analysis techniques and a parametric effect size measure, the log response ratio. Trends in participants' response to treatment were also explored. Results indicate variability in rigor and efficacy for the use of social stories as an isolated intervention and in combination with other intervention approaches. Additional studies that investigate the efficacy of social stories as a primary intervention are warranted.

Many early educators struggle with how to address challenging behaviors that they feel are persistent, and in fact, challenging behavior is identified as teachers' most pressing training need. Feeling unprepared to prevent and intervene on challenging behavior can lead to increased teacher stress, burnout, and turnover. In the most extreme situations, children are excluded "permanently" from their early childhood program through expulsion. Young children with disabilities are at a higher risk for exclusionary discipline and therefore more likely to have negative outcomes because of these practices. In addition to concerns surrounding the equitable and just treatment of individuals with disabilities, exclusionary practices raise concerns around racial equity and justice. The purpose of this article is to share information on the use of suspension in early childhood settings and discuss alternatives to this disciplinary practice. Suggested changes to practices are woven throughout the article to bring to life salient features of disciplinary practices, common concerns about the use of suspension, and strategies practitioners can use in place of exclusionary practices, aligned with the Division for Early Childhood of the Council for Exceptional Children (DEC) Recommended Practices.

Children with disabilities (CWD) tend to participate in fewer physical activities than typically developing children. During motor play, CWD often depend on teachers to provide direct instruction and frequent opportunities to practice motor skills, to interact with their peers, and learn new skills. To promote participation in physical activities for CWD, it is necessary to understand (a) teachers' perceptions about the importance of structured motor programs and (b) teachers' thoughts and concerns about implementing structured motor programs. The aim of this study was to understand teachers' perceptions about structured motor programs (e.g., obstacle course, bowling) and factors that may influence their motivation to implement them. Semi-structured interviews were conducted with 17 teachers who taught in inclusive preschools. Interview data were transcribed and analyzed to identify key themes. The results show that the majority of participants valued structured motor programs and were aware of the benefits of implementing such programs with preschoolers. Several teachers expressed concerns about meeting the expectations of a motor program and preschoolers' challenging behaviors during such programs. Implications for practice from this study include the need to (a) provide professional development to help teachers support preschoolers with disabilities in learning motor skills and understanding how to arrange and scaffold opportunities for children to participate in physical activities and gross motor play with their typically developing peers, and (b) create quality structured motor programs to ensure that all children have access to motor learning opportunities in inclusive preschool settings.

The purpose of this exploratory interview study was to examine the perceptions and experiences of 12 teachers related to the suspension and expulsion of preschoolers in private early childhood programs. Thematic and constant comparative methods were used for data analysis. Results indicated that teachers had a range of experiences with suspension, from children being sent out in the hallway temporarily to out-of-school suspensions lasting up to a week. Most participants also had expelled a student because of challenging behavior. Themes that emerged regarding factors that influenced suspension and expulsion decisions were inadequate supports, safety concerns, perceptions of a child's needs, and discipline policies and procedures. Teachers also discussed supports they had in place, supports that were lacking, and the effect that suspensions and expulsions had on their students and themselves. Implications for research and practice are discussed.

Caregiver coaching is a recommended practice in early intervention; however, many barriers exist that can prevent early interventionists (EIs) from implementing it. This mixed method study was designed to understand if EIs' perceived use of caregiver coaching changed after Illinois' COVID-19 pandemic stay-at-home order. Questionnaire data and interview data were analyzed together to explore changes reported by participants. Findings show that participants believed they used coaching practices and coached within routines more often following the stay-at-home order and that their changes in caregiver coaching had an impact on families (e.g., increased caregiver engagement, child progress, more meaningful intervention). Findings suggest that the stay-at-home order evoked a much-needed change in caregiver coaching. Implications include the need for research on contributors to EIs' use of caregiver coaching and how to effectively use modeling. Implications for practice suggest that EIs should explain coaching to families and individualize their approach to promote family engagement in their children's intervention.

Bagless intervention is a term used by professionals to describe early intervention (EI) services in which the provider refrains from bringing a bag of toys into the home for sessions. Instead of using a toy bag to work on child outcomes, the service provider uses materials in the child's home, as well as family routines, to address the developmental outcomes that each family has for their child. Bagless intervention has become a recommended practice, replacing more traditional methods of therapy in which practitioners bring toys into homes to work on specific outcomes outlined on the Individualized Family Service Plan (IFSP). The purpose of this article is to share information about bagless intervention based on the EI principles, using a question and answer format. Answers include references to research and position papers in the field of early childhood special education. Bagless intervention can be used by all EI professionals including special instructors, physical therapists, occupational therapists, and speech and language pathologists.

Through play and physical activities (PAs), children have many opportunities to develop gross motor skills that require the use of large muscles for movement and control. Young children use gross motor skills as they engage in daily tasks such as sitting upright, maintaining control and balance while seated, walking down the hallway, moving forward and backward using a variety of locomotion strategies (i.e., tiptoe, gallop, and march), and manipulating objects (i.e., playing with balls, and carrying books and backpacks). The National Association for Sport and Physical Education (NASPE; 2002, 2010) recommends that preschoolers engage in at least 120 min of structured and unstructured PAs each day, recognizing that motor development occurs when children are provided with multiple opportunities for PA. Given the impact of motor skills on other areas of development, and the need to ensure that young children engage in high levels of PA, it is critical that teachers consider ways to intentionally embed opportunities to engage in and practice motor skills into the preschool day for all young children and particularly for those who may be experiencing delays. The purpose of this article is to provide early education practitioners with strategies for creating more opportunities for children to engage in gross motor activities within their already busy preschool day. Strategies for creating brief gross motor opportunities by inserting physical activity breaks throughout the day and enhancing the gross motor opportunities inherent in regularly occurring transitions are described. [For the corresponding grantee submission, see ED595406.]

The purpose of this single case study was to investigate if a functional relation existed between online training and coaching, and early interventionists' use of an approach to practice meant to facilitate family-centered practices. Four professional/family dyads participated in the study. Three of the four professionals demonstrated an immediate increase in fidelity to the approach following online training. Fidelity levels were significantly higher in intervention when supported by coaching than in baseline, although variability was observed. While maintenance data were lower than during intervention, fidelity levels were higher in maintenance than in baseline. Three issues emerged from this study that are worthy of discussion. Change in practice was observed as a result of online training. In addition, online coaching through the use of video recordings was found to be an effective method for impacting practice. Finally, the results revealed that coaching could be effective even between unfamiliar professionals. The study has implications for preservice and in-service training programs in regard to the effectiveness of online technologies for training and coaching.

Children develop many school readiness skills such as motor and cognitive skills during the preschool years. The development of these skills requires repeated opportunities to practice. Many preschool teachers may not be aware that motor development provides a foundation for cognitive development, and they may be unsure how they can support motor and cognitive development simultaneously for children in inclusive classes. The purpose of this article is to highlight motor and cognitive skills that develop during the preschool years, followed by ideas on how to merge Fundamental Motor Skills (FMS) and Basic Relational Concepts during large and small groups activities. Readers will learn new ways to implement lessons in their classroom that facilitate motor and cognitive development so that children can gain basic conceptual knowledge while also gaining important motor skills.

Introduction: This paper provides a report of social validity and its usefulness in understanding study effects. Social validity data were drawn from a larger single-case study designed to investigate the effectiveness of the Matrix Approach in the practice of early intervention visual impairment professionals. Methods: Qualitative measures were used to assess social validity. According to Wolf (1978), validation of a study should encompass the significance of goals, appropriateness of procedures, and importance of outcomes. Therefore, data sources were created to provide evidence of social validity in these areas including pre- and post-intervention interviews of parents and professionals. Results: Three themes emerged from the social validity data. These are organized under the topics introduced by Wolf (1978) and identified as measures of quality by Horner et al. (2005). The themes are (a) Goals: role of the parent as learner and the professional as expert before using the Matrix Approach, (b) Procedures: helpfulness of coaching and the structure of the Matrix Approach, and (c) Outcomes: personal and professional growth as a result of using the Matrix Approach. Discussion: Evaluation of social validity in single-case research is an important component in a study's design and in interpreting the study's outcomes. Wolf's framework proved valuable in promoting a robust evaluation of study effectiveness, especially when incorporated into the study design. Intentionally planning to measure social validity held the researchers accountable to the practical needs of the participants. In fact, there is value in gathering social validity data at various points in a study. Further, hearing the perspective of stakeholders can provide valuable insights as researchers seek to understand the complexities of change evident in the outcomes of a study. Implications for Practitioners: Collaborative planning is an essential component of early intervention. The Matrix Approach shows promise as a mechanism to foster such collaboration.

Families who have children with delays or disabilities are often expected to become advocates for their children. Despite this inherent expectation, there is limited research available focused on advocacy during the early years (birth to three). The purpose of this study was to use qualitative inquiry, specifically semi-structured interviews, to explore 15 parents' meanings of and experiences with advocacy in the early years. Thematic and constant comparative analyses were used and subsequently 22 codes within six major categories were identified. Three major findings related to the meaning and nature of advocacy in the early years involved: (a) education and being a voice for children are critical components of parents' constructed definitions of advocacy; (b) parents engage in a variety of advocacy interactions, across formal and informal settings, prior to and during Early Intervention; and (c) and parental advocacy requires capital resources. Implications for practice and future research are discussed.

We conducted an exploratory study to investigate teachers' confidence and agreement with children when teachers and children identified close classroom friendships. Participants comprised six kindergarten teachers and 110 children, including 26 children with disabilities. Data were gathered from a friendship nomination questionnaire completed by teachers and a friendship nomination task completed by children. On average, teachers accurately identified one peer that a target child also named as a "best friend." Teachers also identified children selected as "very best friends" for 59% of their students when using a less conservative definition of very best friendship. Teachers reported being confident in identifying friendships, on average, for 39% of their class. However, greater confidence did not equate with more accurate reports. Although teachers were slightly more confident in their friendship reports for children with disabilities, they were also less accurate. Implications for supporting friendship development and future research are discussed.

Many preschool teachers may be aware of the need to support motor skills and physical activity for their students but they are not sure how to actually achieve this goal. Often preschoolers' only motor time includes recess or a short movement with music activity during circle time, with limited or no structured motor curriculum. This article highlights "CHildren in Action: Motor Program for PreschoolerS" ("CHAMPPS"), a structured preschool motor program that utilizes UDL embedded lessons to support school readiness (e.g., social, language, motor, pre-academics) and elevated physical activity levels for children. First, we discuss the importance of structured motor programs for preschoolers with and without disabilities. Second, we describe how CHAMPPS is responsive to national guidelines regarding motor play. Third, the components of CHAMPPS are described.

The early years are the ideal time to support the physical activity level of children while also addressing readiness skills. With growing evidence of the link between physical activity and child development, it is imperative to find ways to routinely support physical activity. However, research has shown that children do not spend enough time in active motor play. This concern is even more critical for children with disabilities who often have challenges with development and physical activity. Strategies are provided to harness routine literacy opportunities so as to promote motor, social, language and cognitive development while increasing physical activity.

Introduction: The foundational concepts of early intervention are: family-centered and relationship-based practices, natural environments, child learning, adult learning, and quality team practices (Pletcher & Younggren, 2013). In this literature review, the authors consider the application of these concepts to services provided to families of infants and toddlers with visual impairments (that is, those with blindness or low vision) by vision professionals. Methods: Three databases (ERIC, ProQuest, and PsychINFO) were used to search for articles from 1997 to 2016, focusing specifically on infants and toddlers with visual impairments. Twenty-seven articles met the criteria for inclusion in the review. Results: Family-centered practices are valued by virtually all researchers in the field of visual impairment. Practices that promote parent-child relationships are especially important, given the specialized needs for early communication and the development of strong social relationships. Concerning the natural environment, commentators from the field of visual impairment are critical of federal definitions of natural environments; however, a broader definition of natural environments is supported. Child and adult learning are viewed as important for the promotion of positive outcomes for children and families who receive early intervention services, as is practice that promotes the formation of quality teams. Discussion: The foundational concepts of early intervention (Pletcher & Younggren, 2013) have applicability to professionals working with infants and toddlers with visual impairments and their families. Research supports these concepts as beneficial in achieving positive child and family outcomes. Implications for practitioners: Pre-service and in-service training programs for visual impairment should include early intervention principles and concepts in a manner that prepares the workforce to address the unique needs of this population.

Children with disabilities often experience gross motor delays. Adults, including parents, can play a crucial role in supporting children's motor development. However, a limited number of research studies have focused on building parents' capacity to support their young children's motor skill development. The purpose of this study was to examine the effects of a training and coaching program on parent implementation of prompting procedures and children's gross motor skills. A multiple-probe single-case design across three parent-child dyads was used to evaluate the effectiveness of the intervention. The findings show that parents learned how to implement prompting procedures with high fidelity. In addition, the parents reported improvements in their children's gross motor performance.

Introduction: Professionals working with infants and toddlers with visual impairments (that is, those who are blind or have low vision) were surveyed regarding their preservice training and their awareness and use of 29 resources related to young children who are visually impaired. Methods: Early intervention visual impairment professionals (n = 109) from 11 states completed a survey called the "Early Intervention Visual Impairment Self-Efficacy Evaluation." The online tool was distributed to all professionals in each target state. Results: Thirty-eight percent of respondents indicated that the preservice program at which they received training as teachers of visually impaired students or orientation and mobility (O&M) specialists did not include content or experiences related to infants and toddlers with visual impairments. In addition, given three types of resources including books and curriculum (n = 12), websites (n = 5), and online or "eLearning" courses (n = 12), websites were rated as most frequently used, and eLearning resources were least frequently used for professional development. Resources on the topic of cortical or cerebral visual impairment (CVI) were more frequently rated as used, compared to resources on topics such as multiple impairments. Discussion: Results demonstrate that some training programs for teachers of visually impaired students and O&M specialists do not include content that prepares professionals to work with infants and toddlers with visual impairments, leaving professionals with a need for additional training to serve this population. In addition, workshops and web-based resources were respondents' preferred means of professional development. Implications for practitioners: As they consider future professional training efforts, individuals responsible for workforce preparation and development in the field of visual impairment need to take into account the training needs and preferred training formats of early intervention professionals.

Children with disabilities can have access to a variety of learning opportunities via motor play. Researchers have emphasized the need to intentionally support children's motor skill development. Despite previous research [...]

For many early childhood (EC) professionals, interacting with children and families who bring varying perspectives and experiences can be both challenging and rewarding. Professionals' skills, belief systems, and knowledge are often challenged when they work with families whose lifestyles, traditions, beliefs, languages, and situations are unfamiliar or different from their own. Researchers have long asserted the importance of professionals developing critical knowledge and skills when working with children and families from backgrounds different from their own. While there is much more to learn about the diverse children and families served in EC programs, little has been written about military families in the EC literature and, in particular, in the early intervention (EI) and early childhood special education (ECSE) literature. In this article, the authors share facts about military families and the ways in which their unique circumstances impact their engagement with EI/ ECSE services for their children with disabilities. The authors present this information first through four myths that are typical assumptions about military families and that, if held by professionals, can be detrimental to family-professional relationships. The authors attempt to debunk each myth with facts, figures, and research-based information. The goal is to help broaden the field's understanding of military families for professionals to be able to better serve children with disabilities and their families.

Caregiver coaching in early intervention (EI) can lead to positive outcomes for young children with delays and disabilities and their families. In response to the COVID-19 pandemic, some EI providers reported coaching caregivers more frequently. However, EI providers' use of caregiver coaching is inconsistent, and there is a need for more effective personnel preparation in this area. In this qualitative study we explored EI providers' beliefs about what factors contributed to their increased use of caregiver coaching during the pandemic. Participants reported two areas that contributed to their use of caregiver coaching: service delivery (e.g., telepractice, role changes, and caregiver expectations for services) and learning opportunities (e.g., personal growth and reflection, educational resources, and collaboration). Implications include the need for policies that allow and promote access to telepractice services and the importance of using a variety of adult learning strategies when delivering in-service and pre-service preparation related to caregiver coaching. [ABSTRACT FROM AUTHOR]

We explored how teachers perceived challenging behavior in contrast to behaviors that exemplify social-emotional competence, and how descriptions of behavior varied based on child demographics such as gender, race/ethnicity, and disability status. Using a DisCrit lens, we conducted this study under the assumption that perceptions of behavior may be informed by teachers' implicit biases. Fourteen preschool teachers shared their perspectives on behaviors they saw in the classroom, as exemplified by descriptions of the two children they considered the most socially-emotionally successful, A/Z, and the two they considered the most challenging, C/E. Children in the A/Z group were 54% female, 46% male, 54% White, 29% Black, and 82% did not receive special education services or need screening. Children in the C/E group were 86% male, 14% female, 46% Black, 36% White, and 75% were either receiving special education services or identified by teachers as needing a referral for screening. Positive A/Z behaviors included being a model, leader, or helper; having good play skills, manners, and verbal skills; and loving to learn. The challenging behaviors for C/E students included being hard to connect with; engaging in physical aggression and defiance; and having communication difficulties and poor self-regulation skills. These findings help us understand the role of implicit bias, systems issues, and the importance of culturally responsive practices in early childhood settings. [ABSTRACT FROM AUTHOR]

Children with disabilities tend to participate in fewer physical activities than typically developing children. To promote participation in physical activities for children with disabilities, it is important to understand (a) parents' experiences and roles in supporting their children's physical activities and (b) factors that might influence children's physically active behaviours. Semi-structured interviews were conducted with eight mothers of preschoolers with disabilities. Interview data were transcribed and analyzed to identify key themes. The majority of participants valued physical activities and were aware of the benefits of physical activities for their children. Several parental support behaviours were identified from the data, with the most frequent support behaviours being: logistics, prompts, and encouragement. Parents also described barriers that influence participation in physical activities for their children with disabilities. Implications for research and practice are noted.

Introduction: Anthony cautions that the training of teachers of students with visual impairments (i.e., blindness and low vision) and orientation and mobility (O&M) specialists covers a broad age range, which may result in limited curricular content essential for those who will work with very young children with visual impairments. The current study focuses on the self-efficacy of vision professionals regarding their work with infants and toddlers in using evidence-based approaches found in the early childhood literature. Methods: Teachers and O&M specialists (n = 109) from 11 states participated in a survey of perceptions of self-efficacy and working with infants and toddlers with visual impairments. Correlates of preparedness, experience, vision-specific self-efficacy, and early intervention self-efficacy were investigated. Results: Participants indicated that they felt inadequately trained to work with infants and toddlers. Self-efficacy measures regarding motivation to implement vision-specific recommended practices were higher than motivation to implement early intervention practices; however, self-efficacy measures for early intervention confidence and practice were higher than vision-specific confidence and practice. Although participants' ratings of the vision training program they attended were not correlated with their own self-efficacy measures, the amount of early childhood education content reported by participants was significantly correlated with all self-efficacy measures. Further, experience was correlated with self-efficacy. Discussion: Results support the need for a greater emphasis on early intervention content in visual impairment training programs. Additionally, the fact that half of the respondents in this study were over 50 years of age suggests that a turnover in personnel is imminent. Inevitably, this new workforce will lack experience. Information for practitioners: Professional preparedness that includes a strong foundation in recommended practices in early childhood will strengthen the workforce and should ultimately improve services to infants and toddlers with sensory disabilities and their families. Practitioners may need to seek out this specialized training.

During the preschool years, children develop several inter-related skills including motor skills and communication skills. In this article, we highlight several communication teaching strategies and describe how practitioners can promote communication skills of preschoolers with disabilities by providing them with multiple opportunities to practice these skills during motor activities. The following strategies are described: arrange the physical environment, model motor vocabulary, ask motor related questions, use a fill in the blank strategy, and reinforce/prompt child communication. The use of these strategies during large and small group motor activities is illustrated with vignettes. We present strategies for creating an engaging environment and providing meaningful opportunities so that children can learn important communication skills while also developing critical motor skills. [For the corresponding grantee submission, see ED597327.]

Early interventionists interact and partner with a multitude of families, all with unique strengths, backgrounds, and circumstances. During partnerships with family members, professionals may encounter interactions and relationships that they perceive as challenging or imbalanced. Skilled Dialogue is a framework which emphasizes the use of respectful, reciprocal, and responsive interactions with families from diverse backgrounds (Barrera & Corso, 2002). Early intervention professionals may consider this framework and the supporting strategies to strengthen their partnerships with families.

Establishing friendships is an important developmental goal of early childhood, but little research has addressed ways in which parents support the friendship development of their young children with disabilities. The purpose of this survey study was to explore the support strategies that parents use to facilitate their children's friendships. Forty mothers of preschool-age children completed surveys. Both groups of mothers (parents of children with and without disabilities) reported using similar strategies to support their children's friendship development. However, mothers of children with disabilities engaged directly in the children's play far more frequently than did mothers of typically developing children. (Contains 5 tables.)

This study provides preliminary insight into teachers' perspectives on ways that the Project Approach can help to support instruction of learners with a range of strengths and needs, and learners from a variety of cultural, economic, and linguistic backgrounds. Pre- and post-training interviews were conducted with seven preschool teachers who attended professional development sessions on the Project Approach. Interview questions focused on teachers' perceptions of the impact of implementing the Project Approach on their ability to meet the learning needs of diverse learners. Teachers' perceptions of factors that facilitated implementation of the Project Approach were studied. Themes related to four factors emerged from the teachers' comments: (1) Participation and learning of diverse learners was facilitated. (2) Positive effects were noted for children's social and academic learning, which teachers attributed to improved motivation. (3) The availability of "real objects" and materials in the classroom was beneficial. (4) Positive effects resulted from including children in planning. These findings support research addressing the benefits of including children with a range of abilities in school settings and the benefits of child-initiated learning for all children. Optimal strategies for the provision of professional development in the Project Approach are explored, and recommendations for further research are suggested. (Contains 2 tables.)

In India, people with disabilities often struggle to access various opportunities and resources. As a result of perceptions within the Indian culture around disabilities, families may face social, financial, and emotional difficulties. Within the family, a child with a disability may lead to strained relationships, particularly with siblings. Often siblings have little knowledge about disabilities and may feel ostracised. The purpose of this exploratory study was to examine the knowledge and attitudes of 12 Indian children regarding their siblings with disabilities, including their perceptions about disabilities against the backdrop of societal attitudes. Participants were interviewed to understand their knowledge of their siblings' disabilities, to examine their sibling relationships, and to assess how school and society influenced their perceptions about disabilities. Results from this study can help family members understand how disability shapes relationships between children. The findings also provide key stakeholders with information that might help them better support families.

A statewide needs assessment was conducted with early interventionists to gather information on perceived professional development (PD) needs. Across 3 years, 4,455 early interventionists responded to an online survey. Data were analyzed for reported needs on PD topics in seven broad areas related to early intervention processes and content. Differences were found on the basis of participants' geographical location, years of experience working in early intervention, and professional discipline. Results revealed that respondents in one geographical location of the state, and respondents with fewer years of early intervention experience, reported statistically significant higher PD needs for six of the seven topical areas. Implications for future needs assessments, PD, and research are discussed.

Task analyses are useful when teaching children how to complete tasks by breaking the tasks into small steps, particularly when children struggle to learn a skill during typical classroom instruction. We describe how to create a task analysis by identifying the steps a child needs to independently perform the task, how to assess what steps a child is able to do without adult support, and then decide how to teach the steps the child still needs to learn. Using task analyses can be the key to helping a young child become more independent.

The article focuses on the importance of leadership development in early childhood education, highlighting how children can demonstrate leadership qualities during play and the significance of integrating leadership skills into the social studies curriculum. Topics include role of educators in fostering leadership skills in young children through play-based approaches, providing opportunities for children to exercise agency, and advocating for inclusive practices.

The purpose of this descriptive study was to highlight the experiences of 11 child care providers whose classrooms included preschoolers who engaged in persistent challenging behavior, thus expanding the limited literature on this topic. This qualitative study included two interviews with each provider. The results center around the effect of challenging behavior on the classroom experiences of providers. Findings indicate that children's challenging behavior impacts the physical and social environment, as well as relationships among providers, children, families, and program administrators. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]