Exploring Behavioral Continuums in Early Childhood and Special Education Settings

Behavioral interpretation plays a critical role in early childhood and special education systems because perceptions of children’s behavior often influence referral decisions, intervention planning, disciplinary responses, and access to support (Dunlap et al., 2006; Sanches-Ferreira et al., 2013; Sheppard & Moran, 2022; Stormont & Young-Walker, 2017). Negative outcomes of young children with prolonged, disruptive behaviors have been extensively documented. Prolonged behavioral issues are a strong indicator of poor academic performance and early withdrawal from school (Breitenstein et al., 2009; Conroy & Brown, 2004; Popham et al., 2018). Additionally, students displaying disruptive behaviors can engage in delinquency and difficulties in forming interpersonal relationships or developing secure attachments, especially among young children (Bowman-Perrott et al., 2013; Koglin and Petermann, 2011; Skiba 2000; Studts et al., 2013). Young children displaying these behaviors who are three and older, particularly African American males, face a higher likelihood of being suspended or expelled from early childhood programs (Chow et al., 2021; Gilliam, 2005). Such disciplinary actions not only lead to a loss of instructional time but also limit opportunities for social-emotional development.