Characteristics of Emotional and Behavioral Disorders of Children and Youth
ISBN: 9780132275149 | 0132275147
Edition: 9thFormat: Hardcover
Publisher: Pearson
Pub. Date: 3/24/2008
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This book offers a coherent conceptualization of the problems of students with emotional and behavioral disorders and their challenges for teachers. It is divided into five logical parts, each with an introduction. It launches students into self-questioning and prompts readers to think carefully and critically about behavior and its contexts. The approach helps professors and students get the big picture of the field and its problems and look for evidence to support identification and interpretation of the characteristics of students with EBD a... MORE
| Part 1 | |
| Definition and Prevalence: The Nature and Extent of the Problem | |
| Terminology | |
| Developmental Norms Versus Sociocultural Expectations | |
| Behavior Shaped By Its Social Context (Ecology) | |
| Types of Disorders and Causes | |
| Problems of Definition | |
| Perspective in Definition | |
| Prevalence | |
| The Meaning of Prevalence ... MORE | |
| Prevalence and Incidince Estimates: Why Should We Care? | |
| Problems of Estimation | |
| Reasonable Estimates of Prevalence | |
| Trends in Prevalence Estimates and Percentage of Students Served by Special Education | |
| Factors Affecting Prevalence and Placement for Services | |
| Prevalence and Incidence of Specific Disorders | |
| The History of the Problem: Development of the Field and Current Issues | |
| A Brief History of the Field | |
| Current Issues | |
| Legal Developments and Issues | |
| Conceptual Models: Approaches to the Problem | |
| Traditional Exposition of Conceptual Models | |
| Comparing and Choosing Models | |
| Developing an Integrated Model: A Social-Cognitive Approach | |
| Structures for Discussion | |
| Assessment | |
| Screening, Eligibility, and Classification | |
| General Rules for Evaluation for Special Education | |
| Evaluation for Eligibility | |
| General Criteria for Acceptable Assessments | |
| Screening | |
| Prereferral Strategies and Response to Intervention | |
| Classification | |
| Necessity of Classification | |
| Evaluation for Instruction | |
| Evaluation for Instruction and Other Interventions | |
| Manifestation Determination | |
| Functional Behavioral Assessment | |
| Adaptations for Inclusion in General Education Assessments | |
| Evaluation and Social Validation | |
| Use of Evaluation Data in Writing Individualized Education Programs | |
| Causal Factors | |
| Biological Factors | |
| Appeal of Biological Factors as Causal Explanations | |
| Genetics | |
| Brain Damage or Dysfunction | |
| Malnutrition, Allergies, and Other Health-Related Issues | |
| Temperament | |
| Implications for Educators | |
| Family Factors | |
| Table of Contents provided by Publisher. All Rights Reserved. |
