{"id":121,"date":"2025-12-31T16:25:46","date_gmt":"2025-12-31T16:25:46","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/childguidance\/?post_type=chapter&p=121"},"modified":"2026-04-25T22:53:33","modified_gmt":"2026-04-25T22:53:33","slug":"identifying-behaviors","status":"publish","type":"chapter","link":"https:\/\/pressbooks.palomar.edu\/childguidance\/chapter\/identifying-behaviors\/","title":{"raw":"Identifying Behaviors","rendered":"Identifying Behaviors"},"content":{"raw":"It is crucial to consider context and culture when evaluating behavior. What may be viewed as atypical in one setting may be a normative expression of culture or temperament in another (Rogoff, 2003). Developmental screening tools such as the ASQ-3 and the M-CHAT can assist in making objective observations about behavior and development.\r\n

Observation and Screening<\/h2>\r\nHigh-quality observation is foundational for recognizing atypical development because children\u2019s behaviors can vary widely depending on environment, context, and stage of growth. The National Association for the Education of Young Children (NAEYC) emphasizes that effective observation is not a one-time event but an ongoing process that occurs across multiple settings, times of day, and routines. Educators are encouraged to look for consistency by noting the frequency (how often a behavior occurs), intensity (the level of the behavior\u2019s impact or disruption), and duration (how long the behavior lasts). These indicators help distinguish between developmentally appropriate variations and behaviors that may suggest an underlying delay or concern (NAEYC, 2020).\r\n\r\nThe following research-based strategies strengthen early identification:\r\n

Use of Screening Tools<\/h3>\r\nStandardized instruments such as the Ages and Stages Questionnaires (ASQ), the Brigance Early Childhood Screens, or the Denver Developmental Screening Test provide structured methods for identifying children who may be at risk for developmental delays. These tools are not diagnostic but serve as an early alert system that guides whether further evaluation is needed (Squires et al., 2009).\r\n

Documentation and Pattern Tracking<\/h3>\r\nKeeping systematic notes, anecdotal records, and behavior logs allows educators to track trends over time. For example, recording how often a child avoids eye contact, struggles with transitions, or demonstrates aggression can reveal patterns that would not be apparent in isolated incidents. Digital platforms and observation apps now allow for more streamlined documentation and easier sharing with specialists and families.\r\n

Family Input<\/h3>\r\nFamilies provide critical context for interpreting observations. Parents and caregivers can share developmental history, relevant medical information, and cultural perspectives that shape a child\u2019s behavior. For instance, differences in language use, eye contact, or play styles may reflect cultural norms rather than developmental concerns. Strong partnerships with families ensure observations are accurate, respectful, and holistic (Dodge et al., 2010).\r\n

Collaboration with Specialists<\/h3>\r\nPartnering with early intervention teams, speech-language pathologists, occupational therapists, and psychologists strengthens the accuracy of observations. Educators can compare notes and gain a multi-disciplinary perspective, which improves decision-making about referrals and supports.\r\n\r\nResearch consistently shows that early identification leads to earlier intervention, which is strongly associated with improved outcomes in language, cognition, and social-emotional development. Children who receive early support, whether through Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), or community-based therapies, are more likely to develop foundational skills that contribute to later academic success and positive peer relationships (Guralnick, 2011; Shonkoff & Phillips, 2000).\r\n\r\n
\r\n\r\n

References<\/h2>\r\n
    \r\n \t
  1. Dodge, D. T., Colker, L. J., & Heroman, C. (2010). The Creative Curriculum for Preschool (4th ed.). Teaching Strategies, Inc<\/li>\r\n \t
  2. Guralnick, M. J. (2011). Why early intervention works: A systems perspective. Infants & Young Children, 24(1), 6\u201328.<\/li>\r\n \t
  3. National Association for the Education of Young Children. (2020). Professional Standards and Competencies for Early Childhood Educators. https:\/\/www.naeyc.org\/sites\/default\/files\/globally-shared\/downloads\/PDFs\/resources\/position-statements\/professional_standards_and_competencies_for_early_childhood_educators.pdf<\/li>\r\n \t
  4. Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.<\/li>\r\n \t
  5. Squires, J., & Bricker, D. (2009). Ages and Stages Questionnaire (ASQ): A parent-completed child monitoring system (3rd ed.). Brooks Publishing.<\/li>\r\n<\/ol>","rendered":"

    It is crucial to consider context and culture when evaluating behavior. What may be viewed as atypical in one setting may be a normative expression of culture or temperament in another (Rogoff, 2003). Developmental screening tools such as the ASQ-3 and the M-CHAT can assist in making objective observations about behavior and development.<\/p>\n

    Observation and Screening<\/h2>\n

    High-quality observation is foundational for recognizing atypical development because children\u2019s behaviors can vary widely depending on environment, context, and stage of growth. The National Association for the Education of Young Children (NAEYC) emphasizes that effective observation is not a one-time event but an ongoing process that occurs across multiple settings, times of day, and routines. Educators are encouraged to look for consistency by noting the frequency (how often a behavior occurs), intensity (the level of the behavior\u2019s impact or disruption), and duration (how long the behavior lasts). These indicators help distinguish between developmentally appropriate variations and behaviors that may suggest an underlying delay or concern (NAEYC, 2020).<\/p>\n

    The following research-based strategies strengthen early identification:<\/p>\n

    Use of Screening Tools<\/h3>\n

    Standardized instruments such as the Ages and Stages Questionnaires (ASQ), the Brigance Early Childhood Screens, or the Denver Developmental Screening Test provide structured methods for identifying children who may be at risk for developmental delays. These tools are not diagnostic but serve as an early alert system that guides whether further evaluation is needed (Squires et al., 2009).<\/p>\n

    Documentation and Pattern Tracking<\/h3>\n

    Keeping systematic notes, anecdotal records, and behavior logs allows educators to track trends over time. For example, recording how often a child avoids eye contact, struggles with transitions, or demonstrates aggression can reveal patterns that would not be apparent in isolated incidents. Digital platforms and observation apps now allow for more streamlined documentation and easier sharing with specialists and families.<\/p>\n

    Family Input<\/h3>\n

    Families provide critical context for interpreting observations. Parents and caregivers can share developmental history, relevant medical information, and cultural perspectives that shape a child\u2019s behavior. For instance, differences in language use, eye contact, or play styles may reflect cultural norms rather than developmental concerns. Strong partnerships with families ensure observations are accurate, respectful, and holistic (Dodge et al., 2010).<\/p>\n

    Collaboration with Specialists<\/h3>\n

    Partnering with early intervention teams, speech-language pathologists, occupational therapists, and psychologists strengthens the accuracy of observations. Educators can compare notes and gain a multi-disciplinary perspective, which improves decision-making about referrals and supports.<\/p>\n

    Research consistently shows that early identification leads to earlier intervention, which is strongly associated with improved outcomes in language, cognition, and social-emotional development. Children who receive early support, whether through Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), or community-based therapies, are more likely to develop foundational skills that contribute to later academic success and positive peer relationships (Guralnick, 2011; Shonkoff & Phillips, 2000).<\/p>\n

    \n

    References<\/h2>\n
      \n
    1. Dodge, D. T., Colker, L. J., & Heroman, C. (2010). The Creative Curriculum for Preschool (4th ed.). Teaching Strategies, Inc<\/li>\n
    2. Guralnick, M. J. (2011). Why early intervention works: A systems perspective. Infants & Young Children, 24(1), 6\u201328.<\/li>\n
    3. National Association for the Education of Young Children. (2020). Professional Standards and Competencies for Early Childhood Educators. https:\/\/www.naeyc.org\/sites\/default\/files\/globally-shared\/downloads\/PDFs\/resources\/position-statements\/professional_standards_and_competencies_for_early_childhood_educators.pdf<\/li>\n
    4. Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.<\/li>\n
    5. Squires, J., & Bricker, D. (2009). Ages and Stages Questionnaire (ASQ): A parent-completed child monitoring system (3rd ed.). Brooks Publishing.<\/li>\n<\/ol>\n","protected":false},"author":17,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"Screening","pb_subtitle":"","pb_authors":["amanda-hill"],"pb_section_license":"cc-by-nc"},"chapter-type":[49],"contributor":[63],"license":[56],"class_list":["post-121","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","contributor-amanda-hill","license-cc-by-nc"],"part":117,"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters\/121","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters\/121\/revisions"}],"predecessor-version":[{"id":457,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters\/121\/revisions\/457"}],"part":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/parts\/117"}],"metadata":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters\/121\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/media?parent=121"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapter-type?post=121"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/contributor?post=121"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/license?post=121"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}