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Implementing Check-In/Check-Out Within Family Childcare Centers: An Intervention For Preschoolers With Attention Seeking Behaviors

K. Green
Published 2018 · Psychology

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Hayden is a 3-year-old boy attending a 24-hr family childcare center. He is bright, cheerful, and loving. His mother is a restaurant manager and works the night shift. The family child center director, Ms. Mandy, keeps four children daily with ages ranging from 2 years to 12 years old. Ms. Mandy reported that Hayden’s behaviors are becoming increasingly worse. Hayden recently exhibited behaviors such as throwing toys, screaming, not following directions, and throwing himself down in tantrums. Ms. Mandy believes that he seeks attention, regardless if it is positive or negative. Yet, with the other children in the center, she finds it difficult to give Hayden the attention he desires. Ms. Mandy is close to dismissing Hayden from her center. She called her state childcare agency for assistance with Hayden’s behaviors. After an observation of the center and interviewing Ms. Mandy, a behavior specialist introduced a Behavior Education Program called Check-In/Check-Out. Many early childhood educators are concerned about the high incidence of challenging behavior in preschool settings. Prevalence of children exhibiting challenging behaviors in early childhood settings has been reported as high as 34% (Upshur, Wenz-Gross, & Reed, 2009). Further, 674331 YECXXX10.1177/1096250616674331Young Exceptional ChildrenCheck-In/Check-Out Preschool / Green research-article2016
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