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 THE PROBLEM AND ITS HISTORY
Chapter 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
Chapter 2 The History of the Problem: Development of the Field and Current Issues
A Brief History of the Field
Current Issues
Legal Developments and Issues
Chapter 3 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
PART 2 ASSESSMENT
Chapter 4 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
Chapter 5 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
PART 3 CAUSAL FACTORS
Chapter 6 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
Chapter 7 Family Factors
Appeal of Family Factors as Causal Explanations
Family Definition and Structure
Family Interaction
Family Influences on School Success and Failure
External Pressures Affecting Families
Implications for Educators
Chapter 8 School Factors
Appeal of School Factors as Causal Explanations
Academic Achievement
Social Skills
Intelligence, Achievement, and Antisocial Behavior
School's Contribution to Emotional and Behavioral Disorders
Implications for Educators
Chapter 9 Cultural Factors
Appeal of Cultural Factors as Causal Explanations
Conflicting Cultural Values and Standards
Multicultural Perspective
Problems in Evaluating the Effects of Cultural Factors
Implications for Educators
A Final Note on Causal Factors
PART 4 FACETS OF DISORDERED BEHAVIOR
Chapter 10 Attention and Activity Disorders
Definition and Prevalence
Causal Factors and Prevention
Assessment
Intervention and Education
Perspective on Intervention
Chapter 11 Conduct Disorder: Overt and Covert Aggression
Definition, Prevalence, and Classification
Aggression and Violence in Social Context
Causal Factors
Assessment
Intervention and Education
The Acting-OPut Behavior Cycle and Precorrection
Interventions Specific to Covert Antisocial Behavior
Chapter 12 Problem Behaviors of Adolescence: Delinquency, Substance Abuse, and Early Sexual Activity
Problem Behaviors in Adolescence and Early Adulthood
Juvenile Delinquency
Substance Abuse
Early Sexual Activity and Teen Parenthood
Chapter 13 Anxiety and Related Disorders
Anxiety Disorders
Eating Disorders
Elimination Disorders
Sexual Problems
Social Isolation and Ineptitude
Chapter 14 Depression and Suicidal Behavior
Depression
Suicidal Behavior
Chapter 15 Schizophrenia and Other Severe Disorders
Schizophrenia
Socialization Problems
Communication Disorders
Stereotypy (Abnormal Repetitive Movement)
PART 5 IMPLICATIONS: A BEGINNING POINT FOR INSTRUCTION
Chapter 16 A Personal Statement
Setting Expectations
Understanding Causal Factors and the Role of the Teacher
Defining and Measuring Behavior
Helping Students Experience Work, Play, Love, and Fun
Communicating Directly and Honestly
Modeling and Teaching Self-Control
Respecting and Valuing Cultural Differences
Refocusing on the Business of Education: Instruction
Thinking About Real People
Remembering the Past When Thinking About the Future