The Problem

Aggressive behavior is behavior that causes physical or emotional harm to others, or threatens to.
It can range from verbal abuse to the destruction of a victim personal property.  Aggression can a
problem for Students with both normal development and those with psychosocial disturbances.
Aggression constitutes intended harm to another individual, even if the attempt to harm fails
(such as a bullet fired from a gun that misses its human target). Some believe aggression is innate
or instinctive. Social theorists suggest the breakdown in commonly shared values, changes in
traditional family patterns of child-rearing, and social isolation lead to increasing aggression in
children, adolescents, and adults. Aggression in children correlates with family unemployment,
strife, criminality, and psychiatric disorders. Boys are almost always more aggressive than girls.
Larger children are more aggressive than smaller ones. Active and intrusive children are also
more aggressive than passive or reserved ones.
Aggressive behavior may be intentional or unintentional. Many hyperactive, clumsy children are
accidentally aggressive, but their intentions are compassionate. Careful medical evaluation and
diagnostic assessments distinguish between intentional behaviors and the unintentional behaviors
of emotionally disturbed children.
Children in all age groups learn that aggressive behavior is a powerful way to communicate their
wishes or deal with their likes and dislikes.
Things to do All the Time
Although the following seven strategies were written to help adults with younger children, most
of them can also be adapted for intervening when older children struggle with aggressive
behavior.
1.  Be prepared that children will sometimes have difficulty staying in charge of their
behavior
Children’s brains are developing, and they don’t have the same ability to control themselves that
adults do. As soon as they can understand, it is important to begin teaching children skills for
staying in change of their behavior while understanding that they need our supervision to stay
safe and ongoing guidance to learn how to act safely.
Often, children with strong leadership qualities seem to need to define their boundaries by
pushing against the boundaries of others and by experimenting with negative uses of their power.
With positive adult guidance, most of them grow up to be caring, respectful people.
Children who are highly sensitive sometimes act in ways that are not as “easy” or “standard”,
and often need adult support to learn behaviors that may be easier for other children. Some
people who recall intense episodes of strong feelings in childhood later become gifted writers,
visionary leaders, or imaginative inventors as adults.  When children experience strong feelings,
they need their adults to invest time, patience, effort, and compassion to help them learn how to
handle these feelings constructively.
When children become overwhelmed, they might close down, tune out, become crushed with
sorrow, or lash out verbally or physically.
Be realistic and honest instead of denying that there is a problem. Too often, people ignore out of
control behavior as being normal until it escalates in a destructive way.  Condemning a child
who acts aggressively for being “bad” is also unhelpful. Aggressive behaviors do not mean that
the children are bad or that either their parents or their teachers are incompetent. Meltdowns just
mean that everyone involved needs support and skills in managing feelings before they reach the
explosion point, in coping with overwhelm, and in controlling behavior so that everyone stays
emotionally and physically safe.
2. Identify and reduce causes of stress that trigger outbursts.
Understanding the “how” and “why of outbursts is important in finding positive solutions.
Although the problem behavior can seem like a sudden explosion of feelings for no apparent
reason, often there are patterns on when it is more or less likely to happen and some “lead up”
time before the incident occurs.  Even though this is time-consuming, taking a week or more to
write down all observations on when and how a child gets upset often will provide insights into
what changes might lead to reducing the outbursts.
Document the behavior. See if any patterns emerge about what is different on the “good” days
and the “hard” days. Does anything stand out?   Here are some very common triggers to
consider:
Transitions.
Even if doing lots of different things is very fun, too much change can lead to children
becoming overstimulated. Many kids have far fewer outbursts when they have a calm,
predictable schedule that includes time to play alone in their own space and regular special one-
on-one time with their adults.
Sometimes a simple change of plan for a while can make a world of difference. For example, if
your toddler throws tantrums in the store, consider making arrangements to handle shopping
without her for few weeks.
Make leaving a favorite activity fun rather than stressful. If your child gets upset about leaving
the park, agree on a plan before going to the park about how and when you are going to get ready
to leave and give him lots of reminders about how much time is left. When it’s time to go, stay
cheerful even if your child is unhappy, give him something to look forward to about what’s
going to happen next, and tell a story about a favorite character who does silly things in order to
be able to stay at the park all night long.
For many children, starting kindergarten can be a difficult transition. A child might start to
struggle with power and control issues in an attempt to manage a new environment. If your child
is having a hard time, try to volunteer in the classroom both to help support the teacher and to
understand more about the context of the problem.
Even positive changes such as a new sibling, a new home, or a birthday party are often stressful
to a young child.  Of course, negative changes such as a divorce, a parent losing a job, or a death
are likely to be hard on the whole family and to require extra support.
Too hot or too cold.
 Some children can be highly affected by temperature. When they are even a little too hot or too
cold, they are more likely to get upset — and they often do not remember (as they get focused) to
take on or off their jackets or get a drink of water.  Practicing making sure their bodies are
comfortable is very helpful so they will remember in the moment.
Needing more sleep.  
Some children need a very strict bedtime and wake up routine to get enough sleep —some
children just need more sleep and when you are interested in learning everything you can about
the world (like many five year old!) it can be hard to get enough sleep.  Some children need to
start napping again for a while when they start new activities, such as taking a trip or going to a
new school.  Change is a big stress even when it is positive and having extra sleep can help kids
with the transition.
Needing more physical adult contact.  
Some children seem to need a lot of “cuddle” time to help their bodies to calm.  Sitting and
reading interesting books, playing games (while sitting in an adult’s lap) or being carried or held
can be helpful.
Needing more physical activity.
Some children need to move A LOT! In fact, moving can help them focus and integrate what
they are learning. Being forced to sit still and pay attention for long periods of time can be
extremely stressful for them.
Needing more space. 
Some children get overwhelmed when they get crowded by others. This is why so many
difficulties at school happen in transitions — in line going to lunch, circle time, etc. Children
often seem to bunch themselves together as they get more agitated, rather than giving themselves
more space.
Have kids practice moving to the end of the line or the edge of the circle if they need space or
calmly asking for some room. Have them practice stepping back and measuring with one arm to
give lots of space in line rather than crowding forward. We tell kids it is more important to be
safe in line, than first in line (something very important to many younger kids – and adults too).
Help a child plan how to get space at the lunch table or when sitting in circle. Talk to your
child’s teacher about this if you think this is an issue and have him/her help you with a plan that
would allow the child to move to a less crowded spot in a way that isn’t too distracting to the
class.
Over-stimulation.
 Less is usually more in preventing meltdowns. Try changing your schedule and structuring your
day and space so that children are doing less, having fewer toys or games out at the same time,
and slowing down.  Reduce or eliminate access to television or other technology so kids use their
time doing imaginary play and being creative. If a child complains about being bored, don’t rush
to fix it. Encourage the child to figure out interesting things to do on her or his own for a while
and then make a plan to have your undivided attention at a time that works well for both of you.
Hunger.
 Not having enough healthy food to eat can also lead to a child being more likely to get triggered.
Children get so busy, they can forget to eat, and then don’t realize how hungry they are.  Or they
fill up on junk food that doesn’t really nourish their bodies. Making a plan to make sure kids eat
healthy food right before school, at recess, at lunch, and right after school can help.
Medical or psychological issues. 
If other triggers don’t seem to be relevant, a child who has a very low threshold for frustration
and who is easily triggered in ways that become destructive or who shuts down suddenly should
be assessed for an underlying medical, psychological, or neurological problem. Some children’s
behavior has improved dramatically because of not being constantly irritated by an allergy or
another medical issue, or because the source of the problem was figured out and addressed.
Even if a child is not acting aggressively, checking for potential underlying problems is
important anytime a child seems to struggle without an obvious reason why. For example, my
daughter at age 8 was having terrible trouble learning to read. No problem showed up on her
regular check-up but, when I mentioned my concern to my own eye doctor in casual
conversation, he checked her eyes out. She didn’t have a vision problem but she did have a
neurological delay with how her eyes tracked together. Her relief at having a reason why she was
having more trouble than her classmates was enormous. And, after a few months of adaptive
physical education, she started to read easily and joyfully.
Once you have identified possible triggers, experiment by making a change and seeing if it helps.
Try slowing down the day, increasing physical activities, reducing stimulation, an extra snack, a
long bath, cuddle and story time before bed, controlling body temperature, etc. Minimizing
triggers is unlikely to stop all explosive behavior, but it can help children to have the best chance
to prevent and control this behavior.
3. Teach children how to recognize and manage the feelings and actions that lead to unsafe
behavior.
Discuss what is going on to help the child understand.  One mother named her child’s explosive
behavior as having “fast feelings” which is a caring, nonjudgmental name to describe what
happens when you suddenly get very upset and say or do hurtful things. Acknowledge that
feeling angry and frustrated is normal but that we have to learn how to feel our feelings while
staying safe with our bodies. Tell stories about times when you felt angry and hit or kicked.
Discuss characters in books that make these kinds of mistakes. Act out situations with toys to
show the problem and safe solutions. Make little books about the behavior the child is working
on.
Teach kids skills for stopping aggressive behavior in the moment. Provide ways to use
aggressive energy safely. All children benefit from having opportunities to be successful in being
active and learning new things while staying emotionally and physically safe and in control of
what they say and do. Yoga, for example, can be a fun way for children to practice getting
centered using their bodies in strong, peaceful ways. So can the right kind of martial arts
program.
When the child is calm, practice Kid power skills as a fun and interesting way to be safe with
people. Even children as young as two have been successful in learning and using these skills.
Calm Down Power — stopping himself from being upset. Practice by having him pretend to be
upset and then breathing slowly and deeply in and out, squeezing the palms of his hands
together, and straightening his back. Remind him to use his Calm Down Power when he starts to
get upset by coaching him through these motions and then congratulate him when he manages to
do this even partially.
Mouth Closed Power — stopping herself from saying something that might be hurtful or
inappropriate. Younger children might need to practice by pushing their lips together AND
putting their hands over their mouths to help them to stop.  You can rehearse by going over a
situation that happened (i.e. being rude about another child being “stinky”) and having her get
ready to say something mean and then stop. You can then come up with other situations.  Do it
multiple times a day at first. Reward her for practicing—a big hug, hi five, saying how proud you
are, are all ways to make her feel good about learning.
Hands Down Power — stopping himself from hitting or hurting others.  This can be done by
pressing his hands down at his sides or putting them into his pockets so they are hard to get out.
Role-play situations.  Then have a cue —when you say “hands down” his hands go to his sides
or into his pockets.  Reward him for being safe with his hands —you may find an actual reward
chart is helpful with this —with small tangible rewards that you phase out as he gets better at
self-control.
Move Away Power — moving herself to a quiet spot to calm down.  Make a quiet space for her
at home, school, etc. where she can go and take a breath or two, jump up and down, hug a pillow,
whatever helps her to calm down but is away from kids she may hurt.  Her adults need to be able
to come and check in with her quickly if s moves to this space to provide support if she needs it.
Walk Away Power – moving away from trouble. Practice by pretending to be a kid who is about
to push or poke, without actually doing this to the child. Coach the child to leave with an attitude
that is aware, calm, respectful, and confident.
Use practice as a natural consequence of making unsafe choices.  You don’t want to make kids
who have problems acting safely feel bad, but it is important they see the consequences of
destructive behavior.  Stop a child from being aggressive immediately and firmly, with loving
support and simple clear language.   “When you hit me, it hurts.  I feel sad.  Do not hit me.  I
love you very much.  You are a good person.  Let’s practice stopping yourself from hitting.”
Try to use the same simple language each time.  If a child hits or hurts someone, the consequence
can be to practice stopping, acknowledge the feelings that led to the outburst, review the “plan”
on using safe ways to manage aggressive feelings, and then practice the plan together.
4. Create a plan for how to prevent and handle outbursts for every place the child might
be.
If you have children who need help with anger management, anticipate potential problems and
make a plan. Teaching them how to calm themselves down when they feel upset is a skill that
will serve kids their whole lives.
Children are different. What works well in helping one child to handle  intense feelings may be
different for another child.    Here are some specific suggestions from a Head Start and
Kindergarten teacher whose students who struggled with being safe with their bodies and their
words.
Create a family plan for how to handle outbursts.  You may need a few of them (one for when
he feels very sad, one when she feels frustrated, etc.) or, maybe even more specific ones (how to
handle someone taking your toy, how to handle someone saying something that hurts your
feelings, etc.).
Describe the situation with each step that happens and that you want to have happen.  Help
your child make a new plan by breaking things down. For example, start with a story about what
actually happens:  1) Lara feels angry, 2) Lara hits, 3) Friend gets hurt.
Now, create a new story with the steps you want to happen:  1) Lara starts to feel angry, 2) Lara
takes two big breaths, 3) Lara puts her hands down, 4) Lara gets help from her
mom/dad/teacher/etc., 5) Adult helps, 6) Lara feels better, 7) Friend is happy too.  You may need
to make the steps VERY simple at first, but write them down on a big piece of paper with
pictures, or as a little book with drawings, or on big flashcards.
Give in-the-moment coaching. When a problem starts to come up, coach your child to follow
his plan. At first, you may only be able to talk about it with him and then go through the plan
after the situation is over and he has calmed down, but over time he may be able to stop and
follow his plan in the moment.
Spend time working on the pieces of the plan, especially the parts on how to calm down.   Help
your child to identify her feelings when they are happening or afterward when she can
remember.  For example, she can say I feel “hot” or “sad.”  Draw a picture of the feeling or make
a physical movement for the feeling (sad could be making a sad face or putting your finger on
your cheek, hot could be waving your arm by your face).  Have her make the movement if she
can say the feeling when she is feeling it.  The more she (and you) can focus in on the feelings
she is getting as soon as they happen, the better able you will both be in helping to re-direct the
feelings.
Be prepared to manage bossiness. Sometimes kids who have trouble with control start
“policing” other kids and even adults. While this can feel annoying, it also is pretty normal that
children who are struggling with the rules themselves feel a need to tell everyone else about the
rules.  It can be a way they are processing the rules, or it can be to show that others don’t always
follow the rules themselves or it can be part of their personalities.  What often works best is just
to say, “You are responsible for you and ___ is responsible for himself.  You follow the rules for
yourself and let him follow the rules for himself.  If you see someone doing something unsafe,
tell me.”
A Success Story Using These Skills and Strategies to Make a Plan for Upsets:
For example, one boy, who we’ll call Sam, was having trouble when he started kindergarten.
Sam learned to identify how he was feeling right before he got upset (even though his outbursts
before had seemed to happen abruptly). With his parents and teacher, he developed a cue where
he would say how his internal thermostat was. Sam wanted to feel just right. He would put his
finger against his chest: to the left was too cold, he was feeling sad; to the right, too hot, angry:
and in the middle was just right.
Once he had identified his feelings, Sam learned how to do something about what he was feeling
so he could get to the middle. If he was too hot, sometimes cooling down meant going with an
aide to run around the field or he would get a drink of water and jump up and down 20 times to
get out his energy. If he was feeling too cold, warming up could mean getting a cuddle from his
teacher, holding her hand for a few minutes, or holding a stuffed animal.
Sam also worked on breathing in the moment, holding his own hands so he wouldn’t hit with
them, and moving away to a quiet space where he had some room so he could be safer with his
body.  He started to have more fun and less problems at school.
5. Understand and stay in charge of your own emotional triggers.
We want our children to be happy. However, our job as adults is not to keep children happy all
the time, but to keep them safe and help them learn and grow. Even though we know this
intellectually, it can be hard not to take personally the negative things an upset or defiant child
might say or do.
If you find yourself getting triggered by a child’s behavior, remember that, before you can be
emotionally and physically safe in managing this child, you must be completely in charge of
your own feelings. Children are very sensitive to adults who project ambivalence, repressed
resentment, or guilt.  If need be, put your unhappy feeling aside to deal with later and focus on
being compassionate with the child’s point of view while setting the necessary boundaries on
behavior.
If you find yourself having a hard time with a specific child’s behavior, address your own
feelings instead of wishing they would go away. Often just talking about your frustration or
irritation privately with another adult can be enough to help you gain more perspective.
If you feel that you cannot cope with your child’s behavior, consider getting professional help
sooner rather than later. If a child’s behavior is causing exhaustion and conflict, sometimes a few
sessions of play therapy or family therapy can give everyone tools for turning difficult behavior
into an opportunity to grow.
6. Be a powerful, respectful adult leader when taking charge of an out-of-control child.
Children need to be stopped from dangerous or destructive behavior. They also need to see adults
taking charge of safety in ways that are calm, respectful, and firm.
Having feelings of frustration, anger, fear, and embarrassment can be normal when kids are
acting out. However, if adults act in shaming or hurtful ways towards kids who are behaving
 unsafely, they are showing kids exactly the opposite behavior of what these kids need to learn
about how to handle feeling upset. Instead, show kids that, no matter what you might be feeling
inside, you are staying in charge of what you say and do because their well being is important to
you.
So, take a breath and get calm before you react.
Prevent problems by staying close to a child who has trouble being safe with her or his body and
words so that you can intervene quickly, before the behavior starts to escalate.  Be prepared to
step in quickly and safely both verbally and physically by:
 Using simple words in a firm, directive voice, without screaming at the child, say, “Put
that down!” “No biting!” “No hitting!”
 Staying close enough that you can easily take away a toy that is about to be thrown or
stop a child’s hand from hitting another child.
 Moving to sit or stand in between two kids who are having trouble being safe with each
other.
Some children will hear a stage whisper better than a loud voice. In an emergency, though, if a
child is about to be hurt, be prepared to be forceful. If a child is about to run into the street,
shout, “STOP!” and grab the child’s hand if need be.
If a child throws a complete tantrum, do your best to help the child to regain control while
keeping everyone safe until this happens. Kids who have lost control usually need both physical
space and emotional reassurance. Make sure the child is in a safe place and not about to get hurt
or hurt anyone else. Stop the child from doing something dangerous.
Even if a child does not understand the words, you can talk to him in a calm reassuring voice,
saying things such as, “I am right here. I’m going to help everyone stay safe right now.”  The
message needs to be, “I care about you!” – NOT, “You are a bad child.”
Once the child is able to respond, give simple clear directions in a warm voice to help her get
centered and to communicate caring. “Here’s a tissue so you can blow your nose. Here’s a little
drink of water.  Let’s go to the bathroom and wash your face. ”
If a child is able to understand, after everything is calmed down, you can discuss what happened
and how to prevent getting so upset again. Never mention in any derogatory fashion what
happened during the outburst. Instead, you can tell stories, practice skills, and make plans as
described above.
Don’t contain a child physically unless this is a child you normally hold and you are emotionally
centered yourself. Even if this is your own child, be sure you are being firm but gentle in how
you hold the child so that you are keeping the child’s body safe without squeezing or hurting.  If
you need to be physically close to a child who is having a tantrum, protect your own body by
staying out of the way of headbutts and flailing arms and legs.
7. For caregivers and teachers: If you are responsible for other people’s children, make a
plan and get permission. Agree ahead of time with the parents and/or your supervisor about
how to handle behavior problems and what you are and are not authorized to do. Remember the
Kid power boundary principles that Problems Should Not Be Secrets and to Keep Asking Until
You Get Help. If a child in your care acts destructively, tell the parents and your supervisor right
away what happened.
 Notice problems when they are small, before they reach the explosion point. Work
together with other staff, parents, and, if possible, the child to make a plan for stopping trouble
sooner rather than later.
 Use your awareness to notice potential danger signals and intervene by re-directing the
child firmly and kindly into a different activity whenever possible. Instead of lecturing about
what the child mustn’t do and why, focus on what the child CAN do by offering acceptable
choices with enthusiasm.
 Have a plan for keeping the other children safe while you are caring for the child who
needs help.
Different people in a program are likely to have different levels of experience and training, so it
makes sense that they will have different levels of permission. Before you are left in charge of
children, make sure you know what the rules are about restraining children in your care if they
need to be stopped from destructive or defiant behavior.

Short Term Prevention

Children with autism are challenged by the most essential human behaviors. They have difficulty
interacting with other people-often failing to see people as people rather than simply objects in
their environment. They cannot easily communicate ideas and feelings, have great trouble
imagining what others think or feel, and in some cases spend their lives speechless. They
frequently find it hard to make friends or even bond with family members. Their behavior can
seem bizarre.

Education is the primary form of treatment for this mysterious condition. This means that we
place important responsibilities on schools, teachers and children's parents, as well as the other
professionals who work with children with autism. With the passage of the Individuals with
Disabilities Education Act of 1975, we accepted responsibility for educating children who face
special challenges like autism. While we have since amassed a substantial body of research,
researchers have not adequately communicated with one another, and their findings have not
been integrated into a proven curriculum.

 All children have feelings of anger and aggression. Children need to learn positive ways
to express these feelings and to negotiate for what they want while maintaining respect
for others. Parents can help their children develop judgment, self discipline, and the other
tools children need to express feelings in more acceptable ways and to live with others in
a safe way.
 Understanding the aggressive child
 When children lose their sense of connection to others, they may feel tense, frightened, or
isolated. These are the times when they may unintentionally lash out at other children,
even children to whom they are close. Parents should be careful not to let children think
aggression is acceptable.
  When children are overcome with feelings of isolation or despair, they may run for the
nearest safe person and begin to cry. They immediately release the terrible feelings,
trusting that they are safe from danger and criticism. Effective parents listen and allow
the child to vent without becoming alarmed.
 Disciplining aggressive behavior
 Parents can control the aggressive child in various ways. They should intervene quickly
but calmly to interrupt the aggression and prevent the their child from hurting another
child. Younger children may need a time-out to calm down and before rejoining a group.
Simple rules about appropriate behavior are easier for a child to understand than lengthy
explanations. Parents can affirm feelings while stressing that all feelings cannot be acted
upon.
 Parents can reach older children with eye contact, a stern voice, and physical contact.
Older children can be told that they need to learn a better way to handle conflicts. Parents
can suggest that, for instance, the child ask an adult to intervene before lashing out at a
classmate. Any disciplinary measures should be explained as a simple consequence to the
child's aggression.
 When parents arrive after conflict occurs, it may be useful to listen to the child's
explanation. Having a parent listen can encourage the child to develop trust in the parent.
 Parents should not expect the aggressive child to be reasonable when he or she is upset.
The child may need time to calm down. Sometimes the child may feel trapped and may
need adult support. Parents should encourage the aggressive child to come to them when
they are upset, hopefully before violence occurs.

Replacements skills
Aggression is most likely a side effect of communication and/or coping issues. So when a child
with autism becomes aggressive, there is a reason. For instance, many children with autism have
a hard time with change, so changes to their routine can cause them to get upset. It’s up to us to
figure out why they are being aggressive and to teach them that 1) aggression will no longer be
reinforced and 2) other things they can do instead of being aggressive.

Here are some strategies to use to get your child out of the cycle of aggression:

Teach Communication. Children with autism usually have deficits in communication. Lack of

Teach Alternative Behaviors. Once you know the reason(s) why your child becomes
aggressive, the child should be taught how to get what he wants without hitting. For example,
say your student throws items whenever he is asked to do independent seat work. You might try
teaching him to say, “I need help” or “Break, please.” You may also need to figure out how to
make certain tasks easier for the child. As time goes on, you can teach him to work
independently for longer and longer periods of time. Another strategy is to teach your child that
he has options. For example, if you tell your child he cannot have a cookie, you should also tell
him what he can have- such as crackers or an apple. The goal is to teach kids to make a different
choice when one option is not available. Reinforce Good Behavior. Whenever your child uses
appropriate behavior to get his needs met, such as asking nicely for something, praise him for
it! Initially, you should give your child what he asks for (within reason!) as often as you can in
order to reinforce appropriate asking. So if instead of throwing his books, your student says,
“Help me please!” It’s a good idea to help him right away so he learns that “using his words”
results in reinforcement, whereas throwing items does not.

When the behavior happen

There are many theories as to what causes hostile-aggressive behavior in children. Several of
which are especially important to teachers are as follows:

Modeling: Children observe hostile-aggressive behavior modeled by parents, teachers, peers,

Peer Reinforcement: Behavior such as fighting is reinforced by peers when they take sides in or
cheer for individuals who are fighting. This leads to an increase in hostile-aggressive behavior.

Social Skills Deficit: Children lack the social skills necessary to deal with stressful situations in
an assertive rather than aggressive manner. Their repertoire of problem-solving skills is limited
to aggression, so they use this to fulfill their needs.

Low Self-Esteem: The hostile-aggressive child acts out of anger. According to researcher J.M.
Medick, his reflects poor self-image and an identity of failure “resulting from an inability to
satisfy two basic needs: giving and receiving love, and having a sense of worth.” They believe
that it is not alright to feel anger and frustration and think they are bad people when they do have
these feelings. Their behavior has led to rejection by both adults and peers, which causes
their self-esteem to further plummet.

Reference

http://www.healthofchildren.com/A/Aggressive-Behavior.html
https://www.kidpower.org/library/article/7-strategies-for-managing-aggressive-behavior-in-
young-children/