Of all the challenges children present in the classroom, "behavior problems" are the most disruptive and perplexing to classroom staff and parents. It is not surprising there fore that problem behavior is one of the most frequently raised issues about the inclusion of young children with disabilities.

The approach that offers a meaningful way to think about behavior which is viewed as problematic and in need of attention is based on the assumption that these behaviors are meaningful and display communicative intent. Staff can then attempt to identify the communicative intentions underlying the behavior and help the child learn more acceptable ways of communicating. Thus, intervention programs focus on replacing inappropriate behaviors with successful communication experiences rather than eliminating the undesirable behaviors. For example, teaching a child to say, sign, or gesture "no" instead of throwing objects or pulling hair when they do not want to participate or comply with the request is a functional and positive approach. Following is a list of practical steps for addressing the challenging behavior of young children in inclusive classrooms.