First published in 1983, Helping Young Children with Behaviour Difficulties aims to help all teachers involved with groups of young children to deal constructively with any behaviour problems they may encounter in their daily work. The book provides guidance on—selecting children in need of special help; finding out comprehensive information about the child’s difficulties; and planning and carrying out measures which will lead to the better adjustment of the child in the group or classroom.

Illustrative case studies are used to show the value of the guidance offered in this book. All approaches emphasise the value of a positive, consistent, and sustained teacher-child relationship, both on a one-to-one basis and in group activities. The handbook also emphasises the desirability of using the child''s strengths as a basis from which their difficulties can be tackled. It highlights the need for clear aims and objectives in planning intervention, the importance of flexibility and careful record-keeping, and the value of working closely with parents. The book adopts a systematic approach throughout and includes several detailed assessment schedules, recording charts, and a behaviour checklist developed by the authors.

First published in 1983, Helping Young Children with Behaviour Difficulties aims to help all teachers involved with groups of young children to deal constructively with any behaviour problems they may encounter in their daily work. The book provides guidance on—selecting children in need of special help; finding out comprehensive information about the child’s difficulties; and planning and carrying out measures which will lead to the better adjustment of the child in the group or classroom.

Illustrative case studies are used to show the value of the guidance offered in this book. All approaches emphasise the value of a positive, consistent, and sustained teacher-child relationship, both on a one-to-one basis and in group activities. The handbook also emphasises the desirability of using the child''s strengths as a basis from which their difficulties can be tackled. It highlights the need for clear aims and objectives in planning intervention, the importance of flexibility and careful record-keeping, and the value of working closely with parents. The book adopts a systematic approach throughout and includes several detailed assessment schedules, recording charts, and a behaviour checklist developed by the authors.

First published in 1983, Helping Young Children with Behaviour Difficulties aims to help all teachers involved with groups of young children to deal constructively with any behaviour problems they may encounter in their daily work. The book provides guidance on—selecting children in need of special help; finding out comprehensive information about the child’s difficulties; and planning and carrying out measures which will lead to the better adjustment of the child in the group or classroom.

Illustrative case studies are used to show the value of the guidance offered in this book. All approaches emphasise the value of a positive, consistent, and sustained teacher-child relationship, both on a one-to-one basis and in group activities. The handbook also emphasises the desirability of using the child''s strengths as a basis from which their difficulties can be tackled. It highlights the need for clear aims and objectives in planning intervention, the importance of flexibility and careful record-keeping, and the value of working closely with parents. The book adopts a systematic approach throughout and includes several detailed assessment schedules, recording charts, and a behaviour checklist developed by the authors.

First published in 1983, Helping Young Children with Behaviour Difficulties aims to help all teachers involved with groups of young children to deal constructively with any behaviour problems they may encounter in their daily work. The book provides guidance on—selecting children in need of special help; finding out comprehensive information about the child’s difficulties; and planning and carrying out measures which will lead to the better adjustment of the child in the group or classroom.

Illustrative case studies are used to show the value of the guidance offered in this book. All approaches emphasise the value of a positive, consistent, and sustained teacher-child relationship, both on a one-to-one basis and in group activities. The handbook also emphasises the desirability of using the child''s strengths as a basis from which their difficulties can be tackled. It highlights the need for clear aims and objectives in planning intervention, the importance of flexibility and careful record-keeping, and the value of working closely with parents. The book adopts a systematic approach throughout and includes several detailed assessment schedules, recording charts, and a behaviour checklist developed by the authors.