Description
Comprehensive and current, this new text will prepare future educators to successfully instruct students with emotional and behavior disorders in their classrooms. Readers will be given a sound introduction on the subject, from the foundations of the disorders, to a discussion of risk and protective factors, and also a general bio-psychosocial model. Several, particularly hard-to-manage disorders are featured in multiple chapters, and assessment is briefly addressed, including comparing Functional Behavior Assessment with regular assessment, the Behavior Intervention Plans, and Individual Education Plans. Behavior problems manifested and managed in the classroom is reviewed, with an emphasis on the development of positive behavioral interventions and supports. Also discussed are specific behavior interventions for problematic behavior, focusing on how such students are best taught, and how a positive school-wide program enhances the probability of program success. Families and siblings, along with promising future directions are also included, as well as thought-provoking case studies featured throughout the text. Special features of the text include: Overview and Discussion Questions at the beginning of every chapter, and a Summary and follow-up Discussion Questions at the conclusion, boxed features found throughout each chapter to clarify and further describe important content, including law-related issues, and thought-provoking case studies are dispersed throughout. The whole text will stimulate its readers to think about the behavior problems and issues they might address in the real classroom and how to best deal with each situation.
Table of Contents
Behavior Disorders in the Classroom
Table of Contents
About This Book
Preface
Audience
Acknowledgements
Part I: Foundations of Behavior Disorders
Chapter 1: Behavior Disorders and Interventions in Today’s Classrooms
Overview
Case History
Incidence of Emotional and Behavior Disorders
Cultural Similarity
Related Statistics
Addressing Behavior Problems
Special Education
Statistical Trends
Disability Categories
Medical & Social Systems Models of Disabilities
Focus on Emotional & Behavioral Disorders
Classification of Disability
Problems with Disability Classification
Advantages of Labeling in Special Education
Disadvantages of Labeling in Special Education
DSM IV – Diagnosis in Classification
Problems with DSM IV Classifications
Labeling: A New Direction
An Alternative Classification System
Dimensional versus Categorical Classification
Etiological Versus Functional Classification
Multidimensional versus Unidimensional Classification
Providing Effective Intervention
Summary
Discussion Questions
Chapter 2: Understanding Emotional and Behavioral Disorders
Overview
Case History
Development of Behavior Problems
Origins of Emotional and Behavior Disorders
Risk Factors/Causes
Biological Influences
Psychosocial and Environmental Influences
Family and Genetic Risk Factors
Relationships Among Risk Factors and Protective Factors
Cognitive and Behavioral Development: Major Theories
Early Experiences
Social Relationships
Learning
Education of the Behaviorally Disordered
Theories of Child Development
Models for Emotional and Behavior Disorders
The Biopsychosocial Model
Developmental Issues
Deviant versus Normal Child Development
Developmental Psychopathology
Developmental Acquisition of Behavior Disorders
The Transactional Model
The Interaction Model
Dynamics of Emotional and Behavioral Problems
Hierarchy of Responses
The Constructivist Model
The Nature-Nurture Model
The Environmentalist Model
The Behavioral Model
Summary
Discussion Questions
Chapter 3: Educational Outcome of Students with Emotional and Behavioral Disorders
Overview
Case History
Praise & Opportunity to Respond (OTR)
Classroom Organization
Teacher Preparation
Improving Post-School Outcomes for EBD Students
Educational Outcomes
Current Employment
Current Social Relationships
A National Agenda for Education SED Students
President’s Commission on Excellence in Special Education
Models of service Delivery for Special Education
Full Inclusion Model
Conciliatory Model
Conservationist Model
Types of Classrooms
Learner Centered Classroom
Curriculum Centered Classroom
Researched Interventions for Behavior Problems
Summary
Discussion Questions
Part II: Recognizing Emotional and Behavior Disorders
Chapter 4: Externalizing Disorders
Overview
Case History
Attention Deficit Hyperactivity Disorder (ADHD)
Oppositional Defiant Disorder (ODD)
Conduct Disorder (CD)
Tics and Tourette’s Disorder
Summary
Discussion Questions
Chapter 5: Mood Disorders and Other Behavior Disorders
Overview
Case History
Mood Disorders
Depression
Bipolar Disorders
Activities and Strategies for Mood Disorders
Other Behavior Disorders
Traumatic Brain Injury (TBI)
Fragile-X Syndrome
Fetal Alcohol Syndrome (FAS)
Summary
Discussion Questions
Chapter 6: Pervasive Developmental Disorders (PDD) and Psychotic Disorders
Overview
Case History
Pervasive Developmental Disorders (PDD)
Autism
Asperger’s Disorder
Psychotic Disorders
Childhood Schizophrenia
Summary
Discussion Questions
Part III: Identifying and Assessing Behavior Disorders
Chapter 7: Assessment of Behavior Disorders
Overview
Case History
Introduction to Assessment
Arriving at a Differential Diagnosis
Background and Developmental History
Behavior Observations
Basic Psychological Tests
Psychometric Terminology
Psychological/Neuropsychological Assessment
Rationale for Neuropsychological Assessment
Symptom Overlap
The Neuropsychological Diagnostic Approach
Specific Tests versus Test Batteries
A Multidisciplinary Evaluation
Components of the Neuropsychological Assessment
The Diagnostic Process
Interpretation of Test Data
Functional Impairment
Summary
Discussion Questions
Chapter 8: Functional Behavioral Assessment
Overview
Case History
The FBA and BIP Process
Defining the Problem Behavior
Identifying Specific Events, Times and Situations
Obtaining Background Information
Identify the Consequences
Developing a Theory or Hypothesis
Understanding the Function of Behavior
The Basic Functions of Behavior
Primary Functions of Problem Behavior
The Functional Behavioral Assessment
Conducting a Functional Behavioral Assessment
The Methods and Tools Needed to Conduct an FBA
The Goals of Intervention
Meeting the Intervention Goals
Replacing Behavior Problems
Selecting Positive Interventions and Individual Reinforcers
Failure to Show Appropriate Behavior
Skill Deficits
Performance Deficits
Comprehensive Intervention Plans
Family Involvement
Formal Assessment versus Functional Behavioral Assessment
Functional Behavioral Assessment Model: Assessment
Type of Problem Behavior
Dimensions of Behavior
Assessment Methods
Quality of Data
Social Validity
Using Functional Assessment to Change Behavior
Development of a Positive Function-Based Support Plan
Summary
Discussion Questions
Chapter 9: The Behavioral Intervention Plan and Development of the IEP
Overview
Case History
IDEA 2004 and Behavior Disorders
Developing a Behavioral Intervention Plan (BIP)
BIP Components
Evaluating and Monitoring the BIP
Effectiveness of the FBA and BIP
Positive Behavioral Intervention Plan
Using Extraordinary Discipline Procedures
Managing Dangerous Behavior
Motivational Considerations
Manifestation Determination
Decision-Making Guidelines
Alternative Manifestation Determination
Overview of the Individual Educational Program (IEP)
Special Education Process Under IDEA
Writing the IEP
Special Factors to Consider
Placement Decision
Distributing the Written IEP
Implementation of the IEP
Reviewing and Revising the IEP
Parental Disagreement with the IEP
OSEP Monitoring
Summary
Discussion Questions
Part IV: Managing Behavior Problems in the Classroom
Chapter 10: Establishing an Effective Classroom Environment
Overview
Case History
The Physical Environment of the Classroom
Seating Arrangement
Class Size
Least Restrictive Environment (LRE)
Effective Teachers
Transitions
Type of Instruction
Direct Instruction
Small Group Instruction
Communication
Classroom Rules
Conflicts in the Classroom
Peer Mediation
Preventing and Reducing Aggression Through Mediation
Training of Peer Mediators
Homework Policy
Physical or Corporal Punishment
Accommodations and the 504 Plan
The Fairness Issue
Dealing With the Fairness Issue
Timed Tests
Summary
Discussion Questions
Chapter 11: Positive Behavioral Interventions and Supports
Overview
Case History
Orientation
Reinforcement Basics
Positive vs. Negative Reinforcement
Comment on Reinforcers
Type of Reinforcers
Vary the Types of Reinforcers
Classroom Reinforcement
Behavior Change
Developing New Behaviors
The Token Economy Point System
Comment on Token Point System for Ages 6-8
Alternatives to Punishment
Positive versus Negative Stimulus Events
Writing Instrumental Behavior Plans
Behavior Momentum
Implementation of Behavioral Momentum
Positive Response Program
Positive Behavioral Orientation
Contingency Contracting
Contract Goals
Defining Goals
Practicing with a Short Contract
Contract Considerations
Generalization
Response Generalization
Teaching for Generalization
Stimulus Generalization
Direct Instruction of Expectations and Routines
The Use of Punishment
Ignoring Behaviors
Monitoring Problem Behavior
Behavior Should Be Monitored
Specific Behavior Selected to Change
Record Selected Behavior
Time-Out Procedure for Misbehavior
Listing Behaviors for Time-Out
Developing a Time-Out Plan
Time-Out at Home and At School
Problems with Time-Out
Basic Time-Out Principles
Time-Out in the Classroom
Overcorrection
Restitutional Overcorrection
Positive Practice Overcorrection
Writing a Behavior Penalty Plan
Using Response-Cost and Behavior Penalty
Chapter 12: Specific Proactive Behavioral Interventions for Problematic Behaviors
Overview
Case History
Aggression
Defiance and Verbal Aggression
Hostile-Aggressive Behavior
Physical Restraint
Passive-Aggressive Behavior
Social Skill Problems
Sharing
Cooperation Problems
Inattention
Visual Attention
On-Task Behavior
Following Instructions
Self Monitoring
Impulsivity
Non-Compliance
Inappropriate Verbalizations
Case Study: Summary of FBS and BIP Procedures
Summary
Discussion Questions
Chapter 13: Teaching Students with Behavior Disorders
Overview
Case History
No Child Left Behind
Scientifically-Based Instruction
The Challenge
Scientifically-Based Research (SBR)
A New Vocabulary for SBR
Instructional Strategies that Work
Implementing Evidence-Based Practices in Schools
Accountability
Scaling Up
Essential Organizational Needs for Putting EBP in Schools
Comprehensive Meta-Analysis- Need I
Guidelines and Systematic Reviews- Need II
Research Infrastructure – Need III
Curriculum-Based Assessment
Using Effective Practices to Educate EBD Students
Opportunities To Respond
Academic Instruction
Direct Instruction
Precision Teaching
Reducing Problem Behaviors During Academic Management
The Morningside Model
Summary
Discussion Questions
Part V: School-Wide Management and Promising Directions
Chapter 14: Developing a School-Wide Behavioral Program
Overview
Case History
Punitive Disciplinary Strategies: Zero-Tolerance
Positive Disciplinary Strategies
Positive Behavioral Interventions and Supports in Schools
Discipline and Development Phases
School-Wide Behavioral Programs
Individual Program Support
Resilience Against Violence
Avoiding a Negative Behavioral Orientation
Corporal Punishment
Effective Discipline
Improving School and Classroom Environments
Understanding the Social Needs of Youth
Alternatives to Discipline and Punishment
Teaching a Social Curriculum
Current School Discipline Practices
Applying Discipline Fairly
Nondiscrimination Procedure
Special Education Students
Effectiveness of Current Discipline Practices
Improved Student Behavior
Alternatives to Disciplinary Removal
Litigation Issues
A Description of a School-Wide Behavioral Program
A Systems Approach
Steps in Developing SW-PBS
Primary Prevention (Intervention)
Implementation of Primary Prevention (Intervention)
Office Discipline Referrals
Secondary Prevention (Intervention)
Tertiary Prevention (Intervention)
Implementation of Tertiary Interventions (Preventions)
Effectiveness of the Behavioral Intervention Plan
Crisis Management
Developmental Considerations for Implementing SW-PBS
History and Development of SW-PBS
The PREPARE Model
The BEST Model
The PAR Model
The ACHIEVE Model
School-Wide Information System (SWIS) Program
The Wraparound Process
Background and Need
Defining and Describing Wraparound
Wraparound in Schools
Wraparound Special Education and IEP
School Features that Support Wraparound
Wraparound Process Features within SW-PBS
Decision Making on Academic and Behavioral Issues
Summary
Discussion Questions
Chapter 15: Partnerships
Overview
A Historical Emphasis on Families
A Program of Partnership
Developing an Action Plan
Types of Parents
Parent Involvement with School
Parents and Student Achievement
Parents and Student Attitudes and Behavior
Parents and School Rules
Family Involvement in Children’s Learning
Levels of Parent Involvement
Level I: Assessment
Level II: Intervention
Level III: Transition and Follow-Up
Parent Education
Relationship-Focused Early Intervention
Sibling Involvement
Sibling’s Areas of Concern
Overidentification
Embarrassment
Guilt
Shame
Isolation
Resentment
Increased Responsibilities
Pressure to Achieve
Sibshops Program
School – Family – Community Partnerships
Preparation of Teachers and Family Involvement
The Impact of Teacher Training
Summary
Discussion Questions
Chapter 16: Future Directions with E/BD Students
Overview
Case History
Early Intervention
Comprehensive Behavioral Programs
Extensive Support Network
School-Wide Behavioral Programs
Emphasis on Positive Behavioral Programs
Assessment
School-Wide Assessment
Individual Assessment
Concluding Thoughts
Teacher Education and Student Diversity
Future Directions on The Wraparound Process
The Future of Partnership Programs
Prevention of Behavior Disorders
Family Support and Integrated Services
Researched Intervention for Behavior Problems
Summary
Discussion Questions
Appendices
Resources
References
Name Index
Subject Index
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