Date of Award

Fall 12-16-2021

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Marci Glessner


challenging behavior, early childhood special education, strategies, evidence-based practices


When examining how to meet the needs of children in the Early Childhood Special Education classroom with challenging behaviors, an essential component is addressing the behavior at an early age and preventing challenging behavior in young children. Setting up a classroom environment conductive to learning is essential (Alter & Conroy, 2005). Creating a positive teacher-student relationship creates mutual respect (McGuire, 2017). How educators respond to challenging behavior reflects the overall classroom environment (Strain, 2017). Literature was reviewed in two disability categories, Autism Spectrum Disorder (ASD) and Emotional Behavioral Disorder (EBD), focusing on challenging behaviors in the Early Childhood Special Education setting. I created a handbook full of effective evidence-based practices and strategies for educators to utilize when working with children with challenging behaviors, supporting the students while promoting a positive classroom environment for all learners.



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