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Characteristics of Emotional and Behavioral Disorders of Children and Youth

by: Kauffman, James M.

Characteristics of Emotional and Behavioral Disorders of Children and Youth

by: Kauffman, James M.

ISBN 13:
9780131118171
ISBN 10:
013111817X
Edition: 8th
Format: Hardcover
Copyright: 01/01/2005
Publisher: Prentice Hall
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Summary

"Characteristics of Emotional and Behavioral Disorders of Children and Youth," Seventh Edition, focuses on clear descriptions of emotional and behavioral disorders and interpretation of research on the factors implicated in their development. Features of the seventh edition: -- Integrates child development literature and shows its relevance to children with disorders. -- Addresses how emotional and behavioral development can be influenced for the better by educators. -- Discusses the 1997 Amendments to IDEA, and provides information regarding functional behavioral assessments and IEPs. -- New: in each chapter on a specific type of disorder, an actual interview with the student has been added, to help bring the student to life for the reader.

PART 1

CHAPTER 1 Definition: The Nature of the Problem

(22)

Terminology

(1)

Developmental Norms Versus Sociocultural Expectations

(1)

Behavior Shaped by Its Social Context (Ecology)

(1)

Types of Disorders and Causes

(3)

Examples of Disordered Emotions and Behavior

(3)

Problems of Definition

(7)

Differences in Conceptual Models

(1)

Differing Purposes of Definitions

(1)

Difficulties in Measuring Emotions and Behavior

(1)

Range and Variability of Normal and Deviant Behavior

(1)

Relationships Among Emotional or Behavioral Disorders and Other Exceptionalities

(1)

Transience of Many Emotional and Behavioral Problems

(1)

Disadvantages in Labeling Deviance

(1)

Importance of Definition

(1)

The Current Federal Definition: Its Derivation and Status

(2)

Perspectives on Definition

(8)

An Emerging Definition

(7)

CHAPTER 2 Prevalence: The Extent of the Problem

(17)

Who Has a Disorder?

(1)

The Meaning of Prevalence and Incidence

(6)

Prevalence and Incidence Estimates: Why Should We Care?

(1)

Problems of Estimation

(2)

Reasonable Estimates of Prevalence

(1)

Trends in Prevalence Estimates and Percentage of Students Served by Special Education

(2)

Factors Affecting Prevalence and Placement for Services

(8)

Prevalence and Incidence of Specific Disorders

(6)

CHAPTER 3 The History of the Problem: Development of the Field and Current Issues

(28)

A Brief History of the Field

(5)

The 19th Century

(1)

Early Twentieth Century: The Establishment of Intervention Programs

(1)

Mid- to Late-20th Century: Elaboration of Intervention Programs

(3)

Current Issues

(12)

Early Identification and Prevention

(3)

Education of Antisocial and Violent Students

(1)

Comprehensive, Collaborative, Community-Based Services

(2)

Focus on Academic and Social Skills

(1)

Functional Behavioral Assessment

(1)

Continuum of Alternative Placements

(2)

Transition to Work or Further Education

(1)

Multicultural Special Education

(1)

Past and Future

(10)

CHAPTER 4 Conceptual Models: Approaches to the Problem

(18)

Traditional Exposition of Conceptual Models

(3)

Psychodynamic Approach

(1)

Humanistic Approach

(1)

Biogenic Approach

(1)

Psychoeducational Approach

(1)

Ecological Approach

(1)

Behavioral Approach

(1)

Comparing and Eliminating Models

(2)

Developing an Integrated Model

(4)

Selection and Use of Conceptual Models

(1)

A Social-Cognitive Approach

(2)

Structure for Discussion

(6)

PART 2

(72)

CHAPTER 5 Screening and Classification

(33)

General Criteria for Acceptable Assessments

(6)

Reliability in Assessment

(3)

Validity

(1)

The Importance of Reliable and Valid Measures for Students with EBDs

(1)

Screening

(9)

Early Identification and Prevention

(8)

Using Functional Behavioral Assessment in Screening

107

(1)

Prereferral Strategies

108

(1)

Classification

109

(10)

Psychiatric Classification

110

(1)

Behavioral Dimensions

111

(4)

Multiple Classifications and the Issue of Comorbidity

115

(2)

Classification of Severe Disorders

117

(2)

Necessity of Classification

119

(6)

Complexity and Ambiguity of Classification

120

(5)

CHAPTER 6 Evaluation for Instruction

125

(36)

Current Trends in Educational Assessment

126

(1)

What General Rules Apply to Evaluation for Special Education?

127

(4)

Parent Participation

128

(3)

Evaluation for Eligibility

131

(2)

Evaluation for Intervention

133

(6)

Standardized, Norm-Referenced Tests of Intelligence and Achievement

134

(2)

Behavior Ratings

136

(1)

Direct Observation and Measurement

137

(1)

Interviews

138

(1)

Assessment of Peer Relations

139

(6)

Self-Reports

140

(1)

Curriculum-Based Evaluation

140

(2)

Manifestation Determination

142

(1)

Functional Behavioral Assessment

143

(1)

Positive Behavior Intervention Plan

144

(1)

Assessment as an Instructional Problem: Precorrection as a Positive BIP

144

(1)

Adaptations for Inclusion in General Education Assessments

145

(2)

Evaluation and Social Validation

147

(1)

Use of Evaluation Data in Writing Individualized Education Programs

148

(2)

The IEP and Placement

150

(11)

PART 3

161

(100)

CHAPTER 7 Biological Factors

164

(21)

Appeal of Biological Factors as Causal Explanations

165

(1)

Genetics

166

(3)

Implications of Genetic Factors

169

(1)

Brain Damage or Dysfunction

169

(3)

Traumatic Brain Injury

170

(2)

Autistic Spectrum Disorder

172

(1)

Malnutrition, Allergies, and Other Health-Related Issues

173

(1)

Temperament

174

(3)

Implications for Educators

177

(8)

CHAPTER 8 Family Factors

185

(20)

Appeal of Family Factors as Causal Explanations

186

(2)

Family Definition and Structure

188

(3)

Single-Parent Families

189

(1)

Substitute Care

190

(1)

Family Interaction

191

(6)

Child Management

191

(4)

Child Abuse

195

(2)

Family Influences on School Success and Failure

197

(1)

External Pressures Affecting Families

198

(1)

Implications for Educators

199

(6)

CHAPTER 9 School Factors

205

(30)

The Appeal of School Factors as Causal Explanations

206

(1)

Intelligence

206

(3)

Intelligence of Students with Mild or Moderate Disorders

207

(1)

Intelligence of Students with Autism and Schizophrenia

207

(2)

Implications of Low IQ

209

(1)

Academic Achievement

209

(2)

Achievement of Most Students with Emotional or Behavioral Disorders

209

(1)

Achievement of Students with Pervasive Developmental Disorders

210

(1)

Implications of Academic Underachievement

210

(1)

Social Skills

211

(3)

Behavior Predictive of School Success and Failure

212

(1)

School Failure and Later Adjustment

213

(1)

Intelligence, Achievement, and Antisocial Behavior

214

(1)

School's Contribution to Emotional and Behavioral Disorders

215

(12)

Insensitivity to Students' Individuality

216

(2)

Inappropriate Expectations, for Students

218

(3)

Inconsistent Management of Behavior

221

(1)

Instruction in Nonfunctional and Irrelevant Skills

222

(1)

Ineffective Instruction in Critical Skills

222

(1)

Destructive Contingencies of Reinforcements

223

(3)

Undesirable Models of School Conduct

226

(1)

Implications for Educators

227

(8)

CHAPTER 10 Cultural Factors

235

(26)

Appeal of Cultural Factors as Causal Explanations

236

(1)

Conflicting Cultural Values and Standards

237

(1)

Multicultural Perspective

238

(1)

Problems in Evaluating the Effects of Cultural Factors

239

(12)

Biology, Family, School, and Culture: A Tangled Web of Causal Influences

240

(2)

Mass Media

242

(2)

Peer Group

244

(3)

Neighborhood and Urbanization

247

(2)

Ethnicity

249

(1)

Social Class and Poverty

250

(1)

Implications for Educators

251

(10)

PART 4

261

(172)

CHAPTER 11 Attention and Activity Disorders

263

(21)

Definition and Prevalence

264

(4)

Relationship to Other Disorders

266

(2)

Prevalence

268

(1)

Causal Factors and Prevention

268

(2)

Assessment

270

(1)

Intervention and Education

271

(8)

Medication

271

(1)

Psychosocial Training Involving Parents and Teachers

272

(7)

A Perspective on Intervention

279

(5)

CHAPTER 12 Conduct Disorder: Overt Aggression

284

(33)

Definition, Prevalence, and Classification

285

(2)

Definition

285

(1)

Prevalence

286

(1)

Classification

286

(1)

Aggression and Violence in Social Context

287

(3)

Aggression as a Multicultural Issue

287

(2)

Aggression in the Context of School

289

(1)

Causal Factors and Prevention

290

(8)

General Conclusions from Social Learning Research

292

(3)

Personal Factors

295

(1)

Peer Group

295

(1)

Family Factors

295

(1)

School Factors

296

(2)

Assessment

298

(1)

Intervention and Education

299

(8)

Prevention

299

(3)

Major Features of Social Learning Interventions

302

(3)

The Uses and Misuses of Punishment

305

(2)

The Acting-Out Behavior Cycle and Precorrection

307

(10)

School Violence and Schoolwide Discipline

309

(8)

CHAPTER 13 Conduct Disorder: Covert Antisocial Behavior

317

(16)

Definition and Prevalence of Covert Antisocial Behavior

318

(1)

Causal Factors and Prevention

319

(1)

Assessment

320

(1)

Intervention and Education

320

(13)

Stealing

321

(2)

Lying

323

(1)

Fire Setting

323

(2)

Vandalism

325

(1)

Truancy

325

(8)

CHAPTER 14 Problem Behaviors of Adolescence: Delinquency, Substance Abuse, and Early Sexual Activity

333

(36)

Problem Behaviors in Adolescence and Early Adulthood

334

(1)

Juvenile Delinquency

335

(13)

Definition and Prevalence

335

(1)

Types of Delinquents

336

(1)

Prevalence of Delinquency

337

(1)

Causal Factors and Prevention

337

(3)

Delinquency, Disabling Conditions, and the Need for Special Education

340

(1)

Intervention in Juvenile Delinquency

341

(4)

Street Gangs

345

(3)

Substance Abuse

348

(10)

Definition and Prevalence

348

(4)

Causal Factors and Prevention

352

(2)

Intervention and Education

354

(4)

Early Sexual Activity and Teen Parenthood

358

(11)

CHAPTER 15 Anxiety and Related Disorders

369

(23)

Anxiety Disorders

370

(9)

Obsessive-Compulsive Disorders

374

(1)

Posttraumatic Stress Disorder

375

(1)

Stereotyped Movement Disorders

376

(2)

Selective Mutism

378

(1)

Eating Disorders

379

(1)

Elimination Disorders

380

(2)

Sexual Problems

382

(1)

Social Isolation and Ineptitude

383

(1)

Causal Factors and Prevention

384

(1)

Assessment

384

(8)

Intervention and Education

385

(7)

CHAPTER 16 Depression and Suicidal Behavior

392

(19)

Depression

393

(6)

Definition and Prevalence

393

(2)

Assessment

395

(1)

Causal Factors, Relationship to Other Disorders, and Prevention

396

(2)

Intervention and Education

398

(1)

Suicidal Behavior

399

(12)

Definition and Prevalence

399

(1)

Causal Factors and Prevention

400

(1)

Assessment

401

(1)

Intervention and Education

402

(9)

CHAPTER 17 Schizophrenia and Pervasive Developmental Disorders

411

(22)

Schizophrenia

412

(4)

Definition and Prevalence

412

(1)

Causes and Prevention

413

(3)

Education and Related Interventions

416

(1)

Autism

416

(4)

Definition and Prevalence

416

(2)

Causes and Prevention

418

(1)

Education and Related Interventions

419

(1)

Asperger Syndrome

420

(1)

Definition and Education

420

(1)

Socialization Problems

421

(1)

Communication Disorders

422

(2)

Stereotypy

424

(11)

Self-Stimulation

424

(1)

Self-Injury

425

(8)

PART 5

433

(16)

CHAPTER 18 A Personal Statement

435

(14)

Setting Expectations

436

(1)

Understanding Causal Factors and the Role of the Teacher

437

(2)

Defining and Measuring Behavior

439

(1)

Helping Students Experience Work, Play, Love, and Fun

440

(3)

Communicating Directly and Honestly

443

(1)

Modeling and Teaching Self-control

444

(1)

Instruction: Refocusing on the Business of Education

445

(1)

Thinking About Real People

445

(1)

Remembering the Past When Thinking About the Future

446

(3)

Glossary

449

(8)

References

457

(45)

Author Index

502

(13)

Subject Index

515

Amazon no longer offers textbook rentals. We do!

Characteristics of Emotional and Behavioral Disorders of Children and Youth

Characteristics of Emotional and Behavioral Disorders of Children and Youth

9780131118171

013111817X

Summary

Table of Contents

Supplemental Materials

Write a Review

Amazon no longer offers textbook rentals. We do!

Characteristics of Emotional and Behavioral Disorders of Children and Youth

Characteristics of Emotional and Behavioral Disorders of Children and Youth

9780131118171

013111817X

Summary

Table of Contents

Supplemental Materials

Write a Review

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