Download Facts About Young Children with Challenging Behaviors

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Hoja 4.4: Estrategias de liderazgo
www.challengingbehavior.org
Datos
acerca
de niños
pequeños
que manifiestan
comportamientos
difíciles
Facts
About
Young
Children
with Challenging
Behaviors
¿Cuál es la IMPORTANCIA de la cuestión?
•What
Estosisniños
un riesgo tremendo
experimentar el fracaso escolar y de vivir como adultos vidas
the corren
SIGNFICANCE
of the de
issue?
caracterizadas
por
la
violencia,
el
abuso,
la
soledad
y laand
ansiedad
(McCord,
1978; Olweus,
1991).
•
These children have a tremendous risk of school
failure
adult lives
characterized
by violence,
abuse,
• El curso
del
desarrollo
es
previsiblemente
negativo
para
personas
que
no
reciben
tratamiento
o que
loneliness, and anxiety (McCord, 1978; Olweus, 1991).
reciben
tratamientos
de
baja
calidad
(Lipsey
y
Derzon,
1998;
Patterson
y
Fleishman,
1979;
Wahler
y
•
The developmental course is predictably negative for those who are “non-treated” or “poorly-treated” (Lipsey
Dumas,
1986).
& Derzon,
1998; Patterson & Fleishman, 1979; Wahler & Dumas, 1986).
•• LosEarly
problemas
debehavior
comportamiento
se presentan
la asistencia
de un
a un in
appearing
problems que
in a child’s
preschooltemprano
career aredurante
the single
best predictor
of niño
delinquency
programa
preescolar
son
el
mejor
factor
de
predicción
para
la
delincuencia
durante
la
adolescencia,
adolescence, gang membership, and adult incarceration (Dishion, French, & Patterson, 1995; Reid, 1993). el
a unabehaviors
pandilla are
y elnot
encarcelamiento
durante
lathird
edadgrade,
adultait(Dishion,
French
Patterson,
• pertenecer
If challenging
altered by the end
of the
appears that
theyyshould
be
1995;
Reid,
1993).
treated as a chronic condition, hopefully kept somewhat in check by continuing and ever more costly
• Si los
comportamientos
difíciles no se han alterado para el fin del tercer grado, deberán ser tratados
intervention
(Dodge, 1993).
condición
que seservice
esperadelivery
pueda system
restringirse
un tanto
porfor
medio
de intervenciones
• como
Theuna
absence
of onecrónica,
comprehensive
dictates
the need
systems
of care – weaving
continuadas
y
cada
vez
más
costosas
(Dodge,
1993).
together multiple existing services or programs into a cohesive, collaborative system. Evidence exists to
• La ausencia
un sistema
para la
entrega
servicios
dicta
la necesidad
de children
sistemas
deadults
show that de
interlocking
andunificado
interconnected
systems
of de
care
have been
effective
with older
and
cuidado
–esto
es,
el
entretejido
de
múltiples
servicios
o
programas
existentes
en
un
sistema
cohesivo
y
(Smith & Fox, 2003).
Existe
evidencia
que losis sistemas
entrelazados
interconectados
de cuidado
han surtido
• cooperativo.
The database
on service
utilization
sparse making
it difficulteto
compare and contrast
different
efecto
con
niños
mayores
y
con
adultos
(Smith
y
Fox,
2003).
approaches to identification, screening, referral and access to service (Fixsen, Powell & Dunlap, 2003).
• Existen pocos datos sobre la utilización de servicios, lo cual dificulta comparar y contrastar diversos
métodos
identificación,
referencias
y acceso
a servicios
(Fixsen, Powell y Dunlap, 2003).
What
are de
the
COSTS ofclasificación,
failing to address
these
challenging
behaviors?
¿Cuáles
son who
los COSTOS
del fracaso
al tratar
talesbehaviors
comportamientos
•
Children
grow into adolescence
with
challenging
are likely to difíciles?
drop out of school, be arrested,
• Losabuse
jóvenes
que
comportamientos
hasta
la adolescencia
tienen1998;
mucha
probabilidad
drugs
andmanifiestan
alcohol, have
marginalized adultdifíciles
lives, and
die young
(Lipsey & Derzon,
Walker,
Colvin, &
de abandonar
la escuela, ser detenidos por la policía, abusar alcohol y drogas, vivir vidas marginadas
Ramsey, 1995).
adulta
y morir
prematuramente
(Lipsey
y Derzon,
1998;
Colvin
y Ramsey, 1995).
• durante
Therelaisedad
evidence
to show
that
young children with
challenging
behavior
areWalker,
more likely
to experience:
•• Existe evidencia
que
los niñospeer
pequeños
con
comportamientos
early and
persistent
rejection
(Coie
& Dodge, 1998); difíciles tienen mayor probabilidad de
• experimentar:
mostly punitive contacts with teachers (Strain et al., 1983);
•• El rechazofamily
temprano
y persistente
losare
compañeros
(Coie
Dodge, 1998);
interaction
patternsde
that
unpleasant for
all y
participants
(Patterson & Fleishman, 1979);
•• Contactos school
con losfailure
maestros
que son
principalmente
con castigos (Strain et al., 1983);
(Tremblay,
2000;
Kazdin, 1993),asociados
and;
•• Patrones de
interacción
conaccidents,
familiares
que sonabuse,
desagradables
para todos los
participantes
high
risk of fatal
substance
divorce, unemployment,
psychiatric
illness,(Patterson
and early y
Fleishman,
1979);
death (Coie
& Dodge, 1998; Kazdin, 1985).
• El fracaso escolar (Tremblay, 2000; Kazdin, 1993); y
POSITIVE
can beelexpected
from early
intervention
thatla
•What
Un riesgo
elevado OUTCOMES
de accidentes fatales,
abuso de alcohol
y drogas,
el divorcio, services
el desempleo,
enfermedad
y la muerte
prematura (Coie y Dodge, 1998; Kazdin, 1985).
address psiquiátrica
these challenging
behaviors?
•
Decreased
risk of withdrawal,
aggression,
non-compliance,
(Strain
& Timm, 2001).
¿Cuáles
RESULTADOS
POSITIVOS
pueden
esperarse deand
losdisruption
servicios
de intervención
temprana que
•
Treatment
impact on fears, phobias,
depression, anxiety, hyperactivity, conduct, and obsessive-compulsive
tratan
tales comportamientos
difíciles?
• Un disorders.
riesgo reducido de retiro o aislamiento, la agresión, la desobediencia y los comportamientos
• perturbadores
Positive peer(Strain
relationships
including
y Timm,
2001).understanding of friendship, cooperation, and sharing (Denham & Burton,
• Un 1996).
impacto importante en el tratamiento en temores, fobias, depresión, ansiedad, hiperactividad, la
• conducta
Increased
self-control,
and self-correction and improved social-emotional health (Webstery los
trastornos self-monitoring,
obsesivos-compulsivos.
Stratton,positivas
1990). con los compañeros, las cuales incluyen una comprensión de la amistad, la
• Relaciones
• cooperación
Academic success
(Walker,
et al., 1998).
y el compartir
(Denham
y Burton, 1996).
Reduceden
risk
teen pregnancy,
juvenileydelinquency,
and
education
(Strain & Timm,
•• Aumentos
elfor
autodominio,
el vigilarse
el corregirse
a special
sí mismo,
y una placement
salud social-emocional
2001).
mejorada (Webster-Stratton, 1990).
• El éxito académico (Walker et al., 1998).
Rev. 2/10
El Centro sobre los Fundamentos Sociales y Emocionales del Aprendizaje Temprano
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Moduló 4
Hoja 4.4: Estrategias de liderazgo
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November, 2004
Rev. 2/10
El Centro sobre los Fundamentos Sociales y Emocionales del Aprendizaje Temprano
Universidad Vanderbilt
vanderbilt.edu/csefel
H 4.4
(p.2/2)