Emotional and Behavioral Disorders,9780205322091

Emotional and Behavioral Disorders

by ;
Edition: 4th
ISBN13: 9780205322091
ISBN10: 0205322093
Format: Hardcover
Pub. Date: 2002-01-01
Publisher(s): Allyn & Bacon
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List Price: $102.00

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Summary

This book clearly explains five theoretical models and directly links the theories to practical applications for students with emotional and behavioral disorders. Rarely are theory and application connected in such a user-friendly way. Well-organized and convenient to use, this book makes use of advance organizers, key points, and text-breakers such as "Case Studies" and "Applied Examples" to enhance flow and readability. The theme of this book is an ecological/systems perspective of emotional and behavioral disorders, reflected in the examples used and the references cited. For teachers, school psychologists, and people interested in understanding emotional and behavioral disorders in children.

Table of Contents

Preface xv
Contributors xvii
A Historical Perspective
1(19)
Orientation
1(1)
Overview
1(1)
Ancient Views: Greeks and Romans
2(1)
Early Middle Ages to the 1600s (Segregation Phase)
3(2)
1700s to 1800s (Transition Phase)
5(1)
Early 1900s (Service Phase)
6(1)
Mid-1900s
7(2)
Research and Emergence of Model Programs
7(1)
National Trends
8(1)
1960 to 1980
9(3)
Model Programs and Research
9(2)
Legislation and Litigation
11(1)
1980s to Present
12(5)
Status of Services for Students with EBD
15(1)
Emergence of Intergency Collaboration
16(1)
Conclusions
17(1)
Key Points
18(1)
Additional Readings
18(2)
Definition and Identification
20(28)
Orientation
20(1)
Overview
20(1)
Defining Emotional/Behavioral Disorders
21(8)
Factors Influencing Concepts of Deviance
21(5)
Defining and Classifying Emotional/Behavioral Disorders
26(1)
Public Law Definition
27(1)
Problems with the Federal Definition
28(1)
Characteristics of Students with Emotional/Behavioral Disorders
29(6)
Factors of Disordered Behavior
29(2)
Dimensions of Emotional/Behavioral Disorders
31(1)
Intellectual and Academic Functioning
32(1)
Prevalence and Sex Ratio
33(2)
Identifying Emotional/Behavioral Disorders
35(10)
Identification Procedures
36(2)
Instruments Used for Identification
38(3)
Team Decision Making
41(1)
Multicultural Considerations
42(1)
Systematic Screening for Emotional/Behavioral Disorders
43(1)
Comorbidity
43(2)
Role of the Special Education Teacher in Identification
45(1)
Conclusions
45(1)
Key Points
46(1)
Additional Readings
46(2)
Biophysical Model
48(16)
Orientation
48(1)
Overview
48(14)
Definition and Basic View
49(1)
Etiology and Development of Disordered Behavior
49(6)
Typical Evaluation Procedures
55(1)
Educational Applications
56(5)
Summary
61(1)
Conclusions
62(1)
Key Points
62(1)
Additional Readings
62(2)
Psychodynamic Model
64(24)
Orientation
64(1)
Overview
64(21)
Definition and Basic View
65(1)
Etiology and Development of Disordered Behavior
66(4)
The Psychodynamic Goal: Healthy Development
70(1)
Typical Evaluation Procedures
70(6)
Educational Applications
76(9)
Summary
85(1)
Conclusions
85(1)
Key Points
86(1)
Additional Readings
87(1)
Cognitive Model
88(24)
Orientation
88(1)
Overview
88(21)
Definition and Basic View
89(1)
Etiology and Development of Disordered Behavior
90(5)
Typical Evaluation Procedures
95(1)
Educational Applications
96(13)
Summary
109(1)
Conclusions
109(1)
Key Points
110(1)
Additional Readings
110(2)
Behavioral Model
112(22)
Orientation
112(1)
Overview
112(20)
Definition and Basic View
112(1)
Etiology and Development of Disordered Behavior
113(3)
Typical Evaluation Procedures
116(5)
Educational Applications
121(2)
Methods for Increasing Behaviors
123(4)
Methods for Decreasing Behaviors
127(5)
Summary
132(1)
Conclusions
132(1)
Key Points
133(1)
Additional Readings
133(1)
Ecological/Systems Model
134(34)
Orientation
134(1)
Overview
134(31)
Definition and Basic View
134(1)
Etiology and Development of Disordered Behavior
135(3)
Typical Evaluation Procedures
138(1)
Ecological/Systems Units and Their Educational Applications
139(26)
Summary
165(1)
Conclusions
165(1)
Key Points
166(1)
Additional Readings
166(2)
Internalizing Disorders
168(35)
Orientation
168(1)
Overview
168(1)
A Developmental Framework for Internalizing Disorders
169(1)
Depression
170(13)
Definition and Prevalence
170(2)
Characteristics and Symptoms
172(3)
Etiology and Development
175(3)
Predisposing Factors
178(1)
Intervention and Treatment
178(5)
Anxiety Disorders
183(18)
Definitions and Prevalence
183(2)
Etiology of Anxious and Fearful Behavior
185(2)
Separation Anxiety Disorder
187(2)
Fears and Simple Phobias
189(1)
School-related Fears and Phobias
190(2)
School Phobia
192(2)
Overanxious Disorder
194(1)
Posttraumatic Stress Disorder
195(1)
Obsessive--Compulsive Disorder
196(1)
Panic Disorder
197(2)
Comorbidity
199(2)
Implications for Teachers
201(1)
Conclusions
201(1)
Key Points
201(1)
Additional Readings
202(1)
Externalizing Disorders
203(33)
Orientation
203(1)
Overview
203(1)
Attention-deficit Hyperactivity Disorder
204(13)
Definition and Prevalence
204(1)
Characteristics and Symptoms
205(2)
Assessment Procedures
207(2)
Etiology and Development
209(4)
Intervention and Treatment
213(4)
Conduct Disorders and Aggression
217(17)
Definition and Prevalence
218(3)
Etiology
221(7)
Intervention and Treatment
228(6)
Conclusions
234(1)
Key Points
234(1)
Additional Readings
235(1)
Adolescents
236(41)
Orientation
236(1)
Overview
236(1)
Defining Adolescence and Emotional/Behavioral Disorders in Adolescence
237(6)
Developmental Changes
237(4)
The Adolescent with Emotional/Behavioral Disorders
241(2)
Dealing with Adolescent Issues in the Schools
243(23)
Dropping Out
243(1)
Sex-related Problems
244(4)
Sex Education
248(1)
Social Rejection
249(3)
Substance Abuse
252(3)
Substance Abuse Education
255(3)
Gangs, Delinquency, and the Juvenile Offender with Emotional/Behavioral Disorders
258(4)
Self-Destructive Behavior
262(4)
Troubled Girls
266(1)
Interventions for Adolescents with Emotional/Behavioral Disorders
266(8)
Transition Planning
268(1)
Behavioral Interventions
269(3)
Counseling Techniques and Classroom Groups
272(2)
Conclusions
274(1)
Key Points
274(1)
Additional Readings
275(2)
Special Issues
277(29)
Orientation
277(1)
Overview
277(1)
Substance-exposed Infants and Young Children: Behavioral Effects
278(6)
Prevalence
278(1)
Effects of Substance Exposure
279(3)
The Importance of the Psychosocial Environment
282(1)
Substance-exposed Young Children
283(1)
Intervention
283(1)
Implications for Teachers
284(1)
Sexual Abuse of Children and Adolescents
284(7)
Definition and Incidence
285(1)
Abusers and the Abused
285(1)
The Dynamics of Abuse
286(1)
Effects of Sexual Abuse
287(1)
Mediating Factors and Treatment
288(1)
Implications for Teachers
289(2)
School Issues
291(12)
Youth Violence
292(4)
Inclusion
296(7)
Conclusions
303(1)
Key Points
304(1)
Additional Readings
304(2)
References 306(43)
Index 349

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