Original Research/StudyChild Care Teachers' Perspectives on Including Children With Challenging Behavior in Child Care SettingsQuesenberry, Amanda C. PhD; Hemmeter, Mary Louise PhD; Ostrosky, Michaelene M. PhD; Hamann, Kira MSEdAuthor Information School of Teaching and Learning, Illinois State University, Normal (Dr Quesenberry and Ms Hamann); Department of Special Education, Vanderbilt University, Nashville, Tennessee (Dr Hemmeter); and Department of Special Education, University of Illinois at Urbana–Champaign (Dr Ostrosky). Correspondence: Amanda C. Quesenberry, PhD, Illinois State University, DeGarmo 213, Mailing Code 5330, Normal, IL 61790 ([email protected]). The authors declare no conflict of interest. Infants & Young Children: July/September 2014 - Volume 27 - Issue 3 - p 241-258 doi: 10.1097/IYC.0000000000000012 Buy Metrics Abstract In this study, 9 teachers from 5 child care centers were interviewed to examine their perceptions on including children with challenging behavior in their classrooms. The findings provide a firsthand view into how child care teachers support children's social and emotional development and address challenging behavior. Results confirm previous research that suggests that challenging behavior is a significant issue for teachers in child care programs. Participating teachers discussed numerous strategies that they used to address challenging behavior; however, few strategies were implemented in an intentional and/or individualized manner. These findings highlight the need for increased professional development for child care teachers to support young children's social and emotional development and effectively prevent and address children's challenging behavior. © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins.