Consequences of behavior problems in young children

February 2006

What are the consequences of behavior problems in young children?

The promotion of mental health and wellness, as well as the prevention of mental health disorders, are primary messages from the President’s New Freedom Commission on Mental Health. One reason for these messages is that we know what happens when behavior problems in early childhood are not addressed.

Approximately 10-15% of all pre-school children have chronic, mild to moderate levels of behavior problems ( Campbell, 1995). Poverty compounds the problem because children who are poor are much more likely to have behavior problems. Approximately 7-25% of children in the United States meet criteria for the DSM IV diagnosis of Oppositional Defiant Disorder (ODD) (Webster-Stratton, 1997). Children with a Serious Emotional Disorder (SED) miss more school than students in all other disability categories (U.S. Department of Education, 1994). More than 50% of children with SED drop out of school in grades 9-12, which is also the highest rate among all disability categories (U. S. Department of Education, 2002). Unfortunately, behavior problems that emerge at young ages are the best predictor of juvenile gang membership and violent behavior in later years (Reid, 1993). It is estimated that less than 10% of young children who show signs of behavior problems receive services (Kazdin and Kendall, 1998).*

Some young children with behavior problems in pre-school settings run the risk of being expelled. In fact, in a recent study, Gilliam (2005) reported that 10.4% of pre-kindergarten teachers expelled at least one child in the past year due to behavior problems. More specifically, 78% of pre-kindergarten teachers have expelled one child; 15%, 2 children; 6%, three children; and 1%, 4 children in the past year.

The expulsion rate for pre-kindergarten children is 6.7/1000 compared to 2.1/1000 for children and youth in kindergarten to 12 th grade. That rate is alarmingly high. According to Gilliam, there are three predictors. One is high child/teacher ratio. The second is the length of the school day, that is, a full day school as compared to a half day is more likely to predict expulsion. Finally, the third predictor is a combination of group size and teacher stress. These findings have policy and funding implications regarding class size, length of school days for children and the management of teacher stress levels. Gilliam found that increased access to behavior supports are associated with reduced expulsion rates.**

The picture is not hopeless. There are evidence based practices that work with children, including young children, who have behavior problems. Positive Behavior Supports (PBS) and Positive Behavior Intervention Supports (PBIS) are effective interventions. (See the Education Resource Page for more information). For children at risk, there are social skills curricula that contain social and emotional learning strategies. For all children, a high quality early education that promotes social and emotional competence and prevention practices is extremely effective.***

Working with young children requires the promotion of supportive relationships with caregivers at home and in pre-school settings to promote their social and emotional competence.

* From a presentation by Barbara Smith, Center for Evidence-Based Practice: Young Children with Challenging Behavior; University of Colorado at Denver and Health Sciences Center, at the Third Annual Policy Maker’s Summit, November, 2005.

** From a presentation by Walter Gilliam, Child Study Center, Yale University School of Medicine, at the Third Annual Policy Maker’s Summit, November, 2005.

*** From a presentation by Lise Fox, Center on the Social and Emotional Foundations for Early Learning, University of South Florida, at the Third Annual Policy Maker’s Summit, November, 2005.

Technical Assistance Partnership for Child and Family Mental Health

Mental Health and Systems of Care Frequently Asked Questions

Home About Us About Systems of Care Contact Us Events & Presentations Newsletter Consultant Pool Special Topics Column Grantee Locator Webinars Resource Specialties Child Welfare Education Family Involvement Juvenile Justice Mental Health Primary Care Substance Abuse Sustainability Youth Involvement Regional Technical Assistance Region I Region II Region III Region IV Region V Region VI Communities of Practice Cultural and Linguistic Competence Early Childhood Transition-Aged Youth	Mental Health and Systems of Care Frequently Asked Questions
	February 2006 What are the consequences of behavior problems in young children? The promotion of mental health and wellness, as well as the prevention of mental health disorders, are primary messages from the President’s New Freedom Commission on Mental Health. One reason for these messages is that we know what happens when behavior problems in early childhood are not addressed. Approximately 10-15% of all pre-school children have chronic, mild to moderate levels of behavior problems ( Campbell, 1995). Poverty compounds the problem because children who are poor are much more likely to have behavior problems. Approximately 7-25% of children in the United States meet criteria for the DSM IV diagnosis of Oppositional Defiant Disorder (ODD) (Webster-Stratton, 1997). Children with a Serious Emotional Disorder (SED) miss more school than students in all other disability categories (U.S. Department of Education, 1994). More than 50% of children with SED drop out of school in grades 9-12, which is also the highest rate among all disability categories (U. S. Department of Education, 2002). Unfortunately, behavior problems that emerge at young ages are the best predictor of juvenile gang membership and violent behavior in later years (Reid, 1993). It is estimated that less than 10% of young children who show signs of behavior problems receive services (Kazdin and Kendall, 1998).* Some young children with behavior problems in pre-school settings run the risk of being expelled. In fact, in a recent study, Gilliam (2005) reported that 10.4% of pre-kindergarten teachers expelled at least one child in the past year due to behavior problems. More specifically, 78% of pre-kindergarten teachers have expelled one child; 15%, 2 children; 6%, three children; and 1%, 4 children in the past year. The expulsion rate for pre-kindergarten children is 6.7/1000 compared to 2.1/1000 for children and youth in kindergarten to 12 th grade. That rate is alarmingly high. According to Gilliam, there are three predictors. One is high child/teacher ratio. The second is the length of the school day, that is, a full day school as compared to a half day is more likely to predict expulsion. Finally, the third predictor is a combination of group size and teacher stress. These findings have policy and funding implications regarding class size, length of school days for children and the management of teacher stress levels. Gilliam found that increased access to behavior supports are associated with reduced expulsion rates. The picture is not hopeless. There are evidence based practices that work with children, including young children, who have behavior problems. Positive Behavior Supports (PBS) and Positive Behavior Intervention Supports (PBIS) are effective interventions. (See the Education Resource Page for more information). For children at risk, there are social skills curricula that contain social and emotional learning strategies. For all children, a high quality early education that promotes social and emotional competence and prevention practices is extremely effective.* Working with young children requires the promotion of supportive relationships with caregivers at home and in pre-school settings to promote their social and emotional competence. * From a presentation by Barbara Smith, Center for Evidence-Based Practice: Young Children with Challenging Behavior; University of Colorado at Denver and Health Sciences Center, at the Third Annual Policy Maker’s Summit, November, 2005. From a presentation by Walter Gilliam, Child Study Center, Yale University School of Medicine, at the Third Annual Policy Maker’s Summit, November, 2005. * From a presentation by Lise Fox, Center on the Social and Emotional Foundations for Early Learning, University of South Florida, at the Third Annual Policy Maker’s Summit, November, 2005.