Standard 1: NAEYC Accreditation Criteria for Relationships

The following chart presents the accreditation criteria for this topic area. Each criterion provides specific details to guide program plans, policies and practices. The criteria are numbered (01, 02, 03, etc.) within their topic area. Each criterion within each program standard is identified by its relevant age group (or groups). Many criteria are identified as "universal" (U), meaning that all classrooms and programs pursuing NAEYC Accreditation must address these criteria. These aspects of quality should be seen in any programs or classrooms serving birth through kindergarten, though they may look somewhat different in practice depending on the children's age.

Age Groups:
U = universal
I = infant
T = toddlers/twos
P = preschool
K = kindergarten

1.E.
Addressing Challenging Behaviors

1.E.01
T   P   K
For children with persistent, serious, challenging behavior, teachers, families, and other professionals work as a team to develop and implement an individualized plan that supports the child's inclusion and success.

1.E.02
T   P   K
Teachers observe children who have challenging behavior. They identify events, activities, interactions, and other contextual factors that predict challenging behavior and may contribute to the child's use of challenging behavior.

1.E.03
T   P   K
Rather than focus solely on reducing the challenging behavior, teachers focus on

• teaching the child social, communication, and emotional regulation skills and
•  using environmental modifications, activity modifications, adult or peer support, and other teaching strategies to support the child's appropriate behavior.

1.E.04
T   P   K
Teaching staff respond to a child's challenging behavior, including physical aggression, in a manner that

• provides for the safety of the child.
• provides for the safety of others in the classroom.
• is calm.
• is respectful to the child.
• provides the child with information on acceptable behavior.