9780132275149

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 and the interventions teachers and clinicians use to address these students'needs.

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 and Incidence
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.

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Characteristics of Emotional and Behavioral Disorders of Children and Youth

Characteristics of Emotional and Behavioral Disorders of Children and Youth

0132275147

Summary

Table of Contents

Supplemental Materials