School Success for Kids With Emotional and Behavioral Disorders

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  • Format: Paperback
  • Copyright: 10/1/2010
  • Publisher: Sourcebooks Inc
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School Success for Kids With Emotional and Behavioral Disorders gives parents and teachers of students with Conduct Disorder, Oppositional Defiant Disorder, mood disorders, or other emotional and behavioral disorders the strategies they need to help these kids overcome their struggles and find success in school. Based on the experiences of psychologists and educators working with kids with these disorders, this book provides help for children needing to control their emotional outbursts and strategies to teach kids to monitor, review, and change their behaviors. The chapters cover topics such as managing the classroom, dealing with struggles with homework, choosing from options such as time out or restraint to control behavior, helping kids develop self-advocacy strategies and independence, and planning services and accommodations for these disorders. The book also includes multiple tools for parents and teachers to reproduce and use immediately to help their students with emotional and behavioral problems overcome their challenges.

Author Biography

Michelle R. Davis, Vincent P. Culotta, Ph.D., Eric A. Levine, Ed.D., and Elisabeth Hess Rice, Ed.D., are experts representing the education, medicine, neuropsychology, and research domains of children with challenging behaviors. Their much-sought-after services in evaluation, treatment, and education of children with emotional and behavioral disorders, in the Washington, DC, area aim to increase school success among this population.

Table of Contents

Acknowledgementsp. ix
Introductionp. xi
Background and Perspective
The Many Faces of Students With Challenging Behaviorp. 3
Prevalencep. 5
How to Use This Bookp. 6
Who Are These Kids?p. 7
Learning From Historyp. 13
How Have Children With Challenging Behavior Historically Been Served in School?p. 17
History of Definitionp. 29
School Culture and Perception of Challenging Behaviorsp. 33
Adult Perceptionsp. 35
Perceptions About Socioeconomic Status, Race, Gender, and Giftedness and School Interventionp. 38
Family Factorsp. 45
School Culturep. 46
Schools and Classrooms
Schoolwide and Classroom Supports: Universal and Secondary Prevention Programsp. 51
Top 10 Critical Quality Indicators for Schoolwide and Classroom Interventionsp. 53
Schoolwide and Classwide Supportsp. 81
Disciplinep. 89
Negative Effects of Removal From Schoolp. 91
Suspension and Expulsionp. 93
Alternative Schoolsp. 95
Physical Restraintp. 96
Students With Disabilities and Disciplinep. 101
The Individual Child
Evaluating Emotions and Behaviorsp. 109
What Is Evaluation?p. 111
Formal Versus Informal Evaluationp. 121
Functional Behavior Assessmentp. 129
Define the Behaviorp. 133
Develop the Hypothesisp. 135
Conduct the Intervention With Fidelityp. 139
Collect Datap. 139
Reflectionp. 145
Revisionp. 145
Eligibility: Qualifying for Servicesp. 155
What Is Eligibility and Why Is It Important?p. 156
What Laws Govern Eligibility Decisions?p. 157
What if the Team Determines the Child Is Not Eligible?p. 168
Involving Parentsp. 170
Individual Plansp. 173
Relevant Factorsp. 175
The Individualized Education Program (IEP)p. 176
The 504 Planp. 198
The Brain and Behaviorp. 207
Basic Assumptionsp. 210
Brain Structuresp. 211
Neuroimagingp. 214
The Brain and Behaviorp. 216
Early Interventionp. 218
School Success and Interventionsp. 225
Role of the Parentp. 228
Diagnoses: What Do They Mean?p. 231
The Laundry Listp. 233
A Problem Becomes a Disorderp. 235
What Is the DSM-IV-TR?p. 239
What Is Oppositional Defiant Disorder?p. 240
What Is a Conduct Disorder?p. 241
Common Co-Occurring Conditionsp. 242
Giftedness and Behaviorp. 245
Medicationsp. 249
To Medicate or Not: Factorsp. 252
Types of Prescribing Doctorsp. 254
Symptoms That May Respond to Medicationp. 257
Self-Determination and Self-Advocacyp. 267
Self-Determinationp. 268
Factors of Successful Transitions to Post-K-12 Schoolingp. 270
Conclusionp. 277
Referencesp. 279
About the Authorsp. 293
About the Contributorp. 297
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