Characteristics of Emotional and Behavioral Disorders of Children and Youth

Höfundar: James M. Kauffman; Timothy J. Landrum (Útgáfa: 11)
Characteristics of Emotional and Behavioral Disorders of Children and Youth

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Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0134460618.   A coherent conceptualization of the problems of students with Emotional and Behavioral Disorders (EBD) and their challenges for teachers. The Eleventh Edition of Characteristics of Emotional and Behavioral Disorders of Children and Youth follows the text's long-standing reputation for trusted research, a teacher-focused presentation, and clear explanations of the concepts related to students with Emotional and Behavioral Disorders (EBD).

Organized around major concepts in four logical parts, the text helps readers understand the background of EBD, the origins of behavior disorders, the types of behavior disorders, and the procedures associated with the assessment of these disorders. The teacher-focused presentation offers a sound conceptualization of the problems that students with EBD encounter and the common challenges for their teachers.

Case studies, Personal Reflections, and Questions for Reflection features launch readers into self-questioning and prompt them to think critically about behavior and its contexts. This edition includes new references, new Personal Reflections, reorganized chapters for a more effective flow of content, and more detailed coverage of assessment.   Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content.

The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet. * Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book.

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Útgefandi
Pearson Education (US)
ISBN
9780134450018
Print ISBN
9780134449906
Format
ePub
Útgáfa
11
Höfundar
James M. Kauffman; Timothy J. Landrum
Tungumál
English
Útgefið
2017-03-29
Prent takmörkun á líftíma
100
Prent takmörkun
2
Afritunar takmörkun
2

Kaflar

  • Characteristics of Emotional and Behavioral Disorders of Children and Youth
  • Characteristics of Emotional and Behavioral Disorders of Children and Youth
  • Brief Contents
  • Contents
  • Preface
  • New to this Edition
  • Organization of the Text
  • Instructor’s Supplement
  • Part 1 Point of Departure
  • Introduction
  • 1 Beginning Point: Basic Assumptions Various Ways of Thinking about the Problem and our Ideas about Good Teaching
  • Thinking about the Problem
  • Brief Descriptions of Four Conceptual Models
  • Biological Model
  • Psychoeducational Model
  • Ecological Model
  • Behavioral Model
  • Choosing Models
  • An Integrated, Social-Cognitive Model
  • Good Teaching
  • Expectations
  • Causes of Behavior
  • Definition, Measurement, and Assessment of Behavior
  • Work, Play, Love, and Fun
  • Direct, Honest Communication
  • Self-Control
  • Cultural Differences
  • Instruction: The Business of Special Education
  • Thoughts about Actual People
  • Interrelationships Among Causes, Types of Behavior, Assessment, and Intervention
  • Summary
  • 2 What We’re About: The Problem and Its Size Definition and Prevalence
  • Common Terminology
  • Definition
  • Different Conceptual Models
  • Different Purposes of Definitions
  • Complexities in Measuring Emotions and Behaviors
  • Range and Variability of Normal and Deviant Behavior
  • Developmental Norms and Sociocultural Expectations: Ecology
  • Relationships to other Exceptionalities
  • Transience of Many Emotional and Behavioral Problems
  • Disadvantages in Labeling Deviance
  • Importance of Definition
  • Current Federal Definition
  • Perspectives on Definition
  • An Emerging Alternative Definition
  • Examples of Disorders
  • Prevalence
  • The Meanings of Prevalence and Incidence
  • Why Should We Care about Prevalence?
  • Making Prevalence Estimates
  • False Positives and False Negatives
  • Economic Realities
  • Reasonable Estimates and Percentage Served
  • Factors Affecting Prevalence
  • Presumed Link Between Causes and Prevalence
  • Reluctance to Identify EBD
  • Disproportionality
  • Social Policy and Economic Factors
  • Prevalence and Incidence of Specific Disorders
  • Summary
  • 3 Where We Started and Where We’re Going: Past, Present, Future Development of the Field and Current Issues
  • A Brief History of the Field
  • The Nineteenth Century
  • Early Twentieth Century: The Establishment of Intervention Programs
  • Mid- to Late-Twentieth Century: Elaboration of Education Programs
  • Issues of the Twenty-First century
  • Early Identification and Prevention
  • Education of Antisocial and Violent Students
  • Comprehensive, Collaborative, Community-Based Services
  • Focus on Academic and Social Skills
  • Functional Behavioral Assessment
  • Continuum of Alternative Placements
  • Transition to Work or Further Education
  • Multicultural Special Education
  • Response to Intervention
  • Legal Developments and Issues
  • P.L. 94–142: Education for All Handicapped Children Act
  • Individuals with Disabilities Education Act of 1990 (P.L. 101–476)
  • Individuals with Disabilities Education Act Amendments of 1997 (P.L. 105–17)
  • Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004)
  • No Child Left Behind Act of 2001 and Subsequent Standards-Based Policies
  • Trends in Legislation and Litigation
  • Implications of Legislation and Litigation
  • Past
  • Present and Future
  • Summary
  • Part 2 Possible Causes
  • Introduction
  • 4 Biology
  • The Appeal of Biological Factors as Causal Explanations
  • Genetics
  • Implications of Genetic Factors
  • Brain Damage or Dysfunction
  • Nutrition, Allergies, and Other Health Issues
  • Temperament
  • Implications for Educators
  • Summary
  • 5 Culture
  • Appeal of Cultural Factors as Causal Explanations
  • Conflicting Cultural Values and Standards
  • Multicultural Perspective
  • Problems in Evaluating Cultural Factors
  • Mass Media
  • Peer Group
  • Absence of Positive Peer Relationships
  • Undesirable Peer Socialization
  • Neighborhood and Urbanization
  • Ethnicity
  • Social Class and Poverty
  • Gender
  • Implications for Educators
  • Summary
  • 6 Family
  • Appeal of Family Factors as Causal Explanations
  • Family Definition and Structure
  • Single-Parent Families
  • Substitute Care
  • Family Interaction
  • Child Management
  • Child Abuse
  • Family Influences on School Success and Failure
  • External Pressures Affecting Families
  • Implications for Educators
  • Summary
  • 7 School
  • The Appeal of School Factors as Causal Explanations
  • Intelligence
  • Intelligence of Students with Emotional or Behavioral Disorders
  • Implications of Low IQ
  • Academic Achievement
  • Achievement of Students with Emotional or Behavioral Disorders
  • Implications of Academic Underachievement
  • Social Skills
  • Behavior Predictive of School Success and Failure
  • School Failure and Later Adjustment
  • Intelligence, Achievement, and Antisocial Behavior
  • Schools’ Contribution to Emotional and Behavioral Disorders
  • Insensitivity to Students’ Individuality
  • Inappropriate Expectations for Students
  • Effects of Labels
  • Effects of Classroom Standards
  • Inconsistent Management of Behavior
  • Instruction in Nonfunctional and Irrelevant Skills
  • Ineffective Instruction in Critical Skills
  • Destructive Contingencies of Reinforcement
  • Positive and Negative Reinforcement: A Dynamic Duo
  • How Things Often Go Wrong
  • Undesirable Models of School Conduct
  • Implications for Educators
  • Biology, culture, Family, and School: A Tangled Web
  • Summary
  • Part 3 Types of Disordered Behavior
  • Introduction
  • 8 Attention and Activity Disorders
  • Definition and Prevalence
  • Relationship to Other Disorders
  • Prevalence
  • Causal Factors and Prevention
  • Assessment
  • Intervention and Education
  • Medication
  • Psychosocial Training Involving Parents and Teachers
  • Response to Intervention and Tiered Education
  • Behavioral Intervention
  • Cognitive Strategy Training
  • A Perspective on Intervention
  • Summary
  • Questions for Further Reflection
  • 9 Conduct Disorder Overt Aggression and Covert Antisocial Behavior
  • Definition, Prevalence, and Classification
  • Definition
  • Prevalence
  • Classification
  • Aggression and Violence in Social Context
  • Aggression as a Multicultural Issue
  • Aggression in the Context of School
  • Causal Factors
  • General Conclusions from Social Learning Research
  • Personal Factors
  • Peer Group Factors
  • Family Factors
  • School Factors
  • Assessment
  • Intervention and Education
  • Prevention
  • Major Features of Social Learning Interventions
  • The Uses and Misuses of Punishment
  • The Acting-Out Behavior Cycle and Precorrection
  • School Violence and Schoolwide Discipline
  • Interventions Specific to Covert Antisocial Behavior
  • Stealing
  • Lying
  • Fire Setting
  • Vandalism
  • Truancy
  • Summary
  • 10 Anxiety and Related Disorders
  • Anxiety Disorders
  • Obsessive-Compulsive Disorders
  • Posttraumatic Stress Disorder
  • Stereotyped Movement Disorders
  • Selective Mutism
  • Eating Disorders
  • Elimination Disorders
  • Sexual Problems
  • Social Isolation and Ineptitude
  • Causal Factors and Prevention
  • Assessment
  • Intervention and Education
  • Summary
  • 11 Depression and Suicidal Behavior
  • Depression
  • Definition and Prevalence
  • Assessment
  • Causal Factors, Relationship to Other Disorders, and Prevention
  • Intervention and Education
  • Suicidal Behavior
  • Definition and Prevalence
  • Causal Factors and Prevention
  • Assessment
  • Intervention and Education
  • Summary
  • 12 Disorders of Thinking, Communicating, and Stereotypical Behavior
  • Schizophrenia
  • Definition, Prevalence, and Characteristics
  • Causes and Prevention
  • Education and Related Interventions
  • Socialization Problems
  • Communication Disorders
  • Stereotypy (Abnormal Repetitive Movement)
  • Self-Stimulation
  • Self-Injury
  • Summary
  • 13 Special Problems of Adolescents Delinquency, Substance Abuse, and Early Sexual Activity
  • Problem Behaviors in Adolescence and Early Adulthood
  • Juvenile Delinquency
  • Definition
  • Types of Delinquents
  • Prevalence
  • Causal Factors and Prevention
  • Delinquency, Disabling Conditions, and the Need for Special Education
  • Assessment of Delinquents’ Educational Needs
  • Intervention in Juvenile Delinquency
  • Families
  • Juvenile Courts and Corrections
  • Schooling
  • Street Gangs
  • The Problems of Overreaction and Punitive Responses
  • Substance Abuse
  • Definition and Prevalence
  • Causal Factors and Prevention
  • Intervention and Education
  • Early Sexual Activity and Teen Parenthood
  • Summary
  • Part 4 Assessment
  • Introduction
  • 14 Measurement Issues, Screening, and Identification
  • General Rules for Evaluation for Special Education
  • Parents must Participate
  • Multiple Disciplines must be Involved
  • All Known or Suspected Disabilities must be Assessed Accurately and Fairly
  • Assessment Results must be Confidential
  • Parents Have a Right to Mediation or a Due Process Hearing
  • Periodic Reevaluation is Required
  • Transition Planning must be Part of the IEP for Students Aged Sixteen or Older
  • Students with EBD must be Included in General Assessments of Educational Progress
  • Positive Behavior Intervention Plans based on a Functional Behavioral Assessment must be Included in IEPs
  • General Criteria for Acceptable Assessments
  • Reliability of Assessment
  • Types of Reliability
  • Interpreting Reliability Data
  • Standard Error of Measure
  • Validity of Assessment
  • Types of Validity
  • Interpreting Validity Data
  • The Importance of Reliable and Valid Measures for Students with EBD
  • Screening
  • Early Identification and Prevention
  • Criteria for Selecting and Devising Screening Procedures
  • Alternative Screening Instruments
  • Screening as Convergence and Confirmation of Concerns
  • Using Functional Behavioral Assessment in Screening
  • Evaluation for Eligibility
  • Prereferral Strategies and Response to Intervention
  • Evaluation for Eligibility Determination
  • Summary
  • 15 Assessment for Instruction
  • Assessment for Instruction
  • Current Trends in Educational Assessment for Instruction
  • Evaluation for Instruction and other Interventions
  • Standardized, Norm-Referenced Tests of Intelligence and Achievement
  • Behavior Ratings
  • Direct Observation and Measurement
  • Interviews
  • Assessment of Peer Relations
  • Self-Reports
  • Curriculum-Based Evaluation
  • Manifestation Determination
  • Functional Behavioral Assessment
  • Positive Behavior Intervention Plan
  • Assessment as an Instructional Problem: Precorrection as a Positive BIP
  • Adaptations for Inclusion in General Education Assessments
  • Evaluation and Social Validation
  • Use of Evaluation Data in Writing Individual Education Programs
  • Notes on the IEP
  • The IEP and Placement
  • Classification
  • Psychiatric Classification
  • Behavioral Dimensions
  • Multiple Classifications and the Issue of Comorbidity
  • Classification of Severe Disorders
  • Necessity of Classification
  • Complexity and Ambiguity
  • Summary
  • Glossary
  • References
  • Author Index
  • A
  • B
  • C
  • D
  • E
  • F
  • G
  • H
  • I
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  • O
  • P
  • Q
  • R
  • S
  • T
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  • X
  • Y
  • Z
  • Subject Index
  • A
  • B
  • C
  • D
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