Characteristics of Emotional and Behavioral Disorders of Children and Youth

by Kauffman, James M.

• ISBN13: 9780131118171
• ISBN10: 013111817X
• Edition: 8th
• Format: Hardcover
• Copyright: 2005-01-01
• Publisher: Prentice Hall

Summary

"Characteristics of Emotional and Behavioral Disorders of Children and Youth," Seventh Edition, focuses on clear descriptions of emotional and behavioral disorders and interpretation of research on the factors implicated in their development. Features of the seventh edition: -- Integrates child development literature and shows its relevance to children with disorders. -- Addresses how emotional and behavioral development can be influenced for the better by educators. -- Discusses the 1997 Amendments to IDEA, and provides information regarding functional behavioral assessments and IEPs. -- New: in each chapter on a specific type of disorder, an actual interview with the student has been added, to help bring the student to life for the reader.

Table of Contents

PART 1
CHAPTER 1 Definition: The Nature of the Problem	4	(22)
Terminology	5	(1)
Developmental Norms Versus Sociocultural Expectations	6	(1)
Behavior Shaped by Its Social Context (Ecology)	7	(1)
Types of Disorders and Causes	8	(3)
Examples of Disordered Emotions and Behavior	8	(3)
Problems of Definition	11	(7)
Differences in Conceptual Models	12	(1)
Differing Purposes of Definitions	12	(1)
Difficulties in Measuring Emotions and Behavior	13	(1)
Range and Variability of Normal and Deviant Behavior	14	(1)
Relationships Among Emotional or Behavioral Disorders and Other Exceptionalities	14	(1)
Transience of Many Emotional and Behavioral Problems	15	(1)
Disadvantages in Labeling Deviance	15	(1)
Importance of Definition	16	(1)
The Current Federal Definition: Its Derivation and Status	16	(2)
Perspectives on Definition	18	(8)
An Emerging Definition	19	(7)
CHAPTER 2 Prevalence: The Extent of the Problem	26	(17)
Who Has a Disorder?	28	(1)
The Meaning of Prevalence and Incidence	29	(6)
Prevalence and Incidence Estimates: Why Should We Care?	30	(1)
Problems of Estimation	30	(2)
Reasonable Estimates of Prevalence	32	(1)
Trends in Prevalence Estimates and Percentage of Students Served by Special Education	33	(2)
Factors Affecting Prevalence and Placement for Services	35	(8)
Prevalence and Incidence of Specific Disorders	37	(6)
CHAPTER 3 The History of the Problem: Development of the Field and Current Issues	43	(28)
A Brief History of the Field	44	(5)
The 19th Century	44	(1)
Early Twentieth Century: The Establishment of Intervention Programs	45	(1)
Mid- to Late-20th Century: Elaboration of Intervention Programs	46	(3)
Current Issues	49	(12)
Early Identification and Prevention	49	(3)
Education of Antisocial and Violent Students	52	(1)
Comprehensive, Collaborative, Community-Based Services	53	(2)
Focus on Academic and Social Skills	55	(1)
Functional Behavioral Assessment	56	(1)
Continuum of Alternative Placements	57	(2)
Transition to Work or Further Education	59	(1)
Multicultural Special Education	60	(1)
Past and Future	61	(10)
CHAPTER 4 Conceptual Models: Approaches to the Problem	71	(18)
Traditional Exposition of Conceptual Models	74	(3)
Psychodynamic Approach	74	(1)
Humanistic Approach	75	(1)
Biogenic Approach	75	(1)
Psychoeducational Approach	76	(1)
Ecological Approach	76	(1)
Behavioral Approach	77	(1)
Comparing and Eliminating Models	77	(2)
Developing an Integrated Model	79	(4)
Selection and Use of Conceptual Models	80	(1)
A Social-Cognitive Approach	81	(2)
Structure for Discussion	83	(6)
PART 2	89	(72)
CHAPTER 5 Screening and Classification	92	(33)
General Criteria for Acceptable Assessments	93	(6)
Reliability in Assessment	94	(3)
Validity	97	(1)
The Importance of Reliable and Valid Measures for Students with EBDs	98	(1)
Screening	99	(9)
Early Identification and Prevention	99	(8)
Using Functional Behavioral Assessment in Screening	107	(1)
Prereferral Strategies	108	(1)
Classification	109	(10)
Psychiatric Classification	110	(1)
Behavioral Dimensions	111	(4)
Multiple Classifications and the Issue of Comorbidity	115	(2)
Classification of Severe Disorders	117	(2)
Necessity of Classification	119	(6)
Complexity and Ambiguity of Classification	120	(5)
CHAPTER 6 Evaluation for Instruction	125	(36)
Current Trends in Educational Assessment	126	(1)
What General Rules Apply to Evaluation for Special Education?	127	(4)
Parent Participation	128	(3)
Evaluation for Eligibility	131	(2)
Evaluation for Intervention	133	(6)
Standardized, Norm-Referenced Tests of Intelligence and Achievement	134	(2)
Behavior Ratings	136	(1)
Direct Observation and Measurement	137	(1)
Interviews	138	(1)
Assessment of Peer Relations	139	(6)
Self-Reports	140	(1)
Curriculum-Based Evaluation	140	(2)
Manifestation Determination	142	(1)
Functional Behavioral Assessment	143	(1)
Positive Behavior Intervention Plan	144	(1)
Assessment as an Instructional Problem: Precorrection as a Positive BIP	144	(1)
Adaptations for Inclusion in General Education Assessments	145	(2)
Evaluation and Social Validation	147	(1)
Use of Evaluation Data in Writing Individualized Education Programs	148	(2)
The IEP and Placement	150	(11)
PART 3	161	(100)
CHAPTER 7 Biological Factors	164	(21)
Appeal of Biological Factors as Causal Explanations	165	(1)
Genetics	166	(3)
Implications of Genetic Factors	169	(1)
Brain Damage or Dysfunction	169	(3)
Traumatic Brain Injury	170	(2)
Autistic Spectrum Disorder	172	(1)
Malnutrition, Allergies, and Other Health-Related Issues	173	(1)
Temperament	174	(3)
Implications for Educators	177	(8)
CHAPTER 8 Family Factors	185	(20)
Appeal of Family Factors as Causal Explanations	186	(2)
Family Definition and Structure	188	(3)
Single-Parent Families	189	(1)
Substitute Care	190	(1)
Family Interaction	191	(6)
Child Management	191	(4)
Child Abuse	195	(2)
Family Influences on School Success and Failure	197	(1)
External Pressures Affecting Families	198	(1)
Implications for Educators	199	(6)
CHAPTER 9 School Factors	205	(30)
The Appeal of School Factors as Causal Explanations	206	(1)
Intelligence	206	(3)
Intelligence of Students with Mild or Moderate Disorders	207	(1)
Intelligence of Students with Autism and Schizophrenia	207	(2)
Implications of Low IQ	209	(1)
Academic Achievement	209	(2)
Achievement of Most Students with Emotional or Behavioral Disorders	209	(1)
Achievement of Students with Pervasive Developmental Disorders	210	(1)
Implications of Academic Underachievement	210	(1)
Social Skills	211	(3)
Behavior Predictive of School Success and Failure	212	(1)
School Failure and Later Adjustment	213	(1)
Intelligence, Achievement, and Antisocial Behavior	214	(1)
School's Contribution to Emotional and Behavioral Disorders	215	(12)
Insensitivity to Students' Individuality	216	(2)
Inappropriate Expectations, for Students	218	(3)
Inconsistent Management of Behavior	221	(1)
Instruction in Nonfunctional and Irrelevant Skills	222	(1)
Ineffective Instruction in Critical Skills	222	(1)
Destructive Contingencies of Reinforcements	223	(3)
Undesirable Models of School Conduct	226	(1)
Implications for Educators	227	(8)
CHAPTER 10 Cultural Factors	235	(26)
Appeal of Cultural Factors as Causal Explanations	236	(1)
Conflicting Cultural Values and Standards	237	(1)
Multicultural Perspective	238	(1)
Problems in Evaluating the Effects of Cultural Factors	239	(12)
Biology, Family, School, and Culture: A Tangled Web of Causal Influences	240	(2)
Mass Media	242	(2)
Peer Group	244	(3)
Neighborhood and Urbanization	247	(2)
Ethnicity	249	(1)
Social Class and Poverty	250	(1)
Implications for Educators	251	(10)
PART 4	261	(172)
CHAPTER 11 Attention and Activity Disorders	263	(21)
Definition and Prevalence	264	(4)
Relationship to Other Disorders	266	(2)
Prevalence	268	(1)
Causal Factors and Prevention	268	(2)
Assessment	270	(1)
Intervention and Education	271	(8)
Medication	271	(1)
Psychosocial Training Involving Parents and Teachers	272	(7)
A Perspective on Intervention	279	(5)
CHAPTER 12 Conduct Disorder: Overt Aggression	284	(33)
Definition, Prevalence, and Classification	285	(2)
Definition	285	(1)
Prevalence	286	(1)
Classification	286	(1)
Aggression and Violence in Social Context	287	(3)
Aggression as a Multicultural Issue	287	(2)
Aggression in the Context of School	289	(1)
Causal Factors and Prevention	290	(8)
General Conclusions from Social Learning Research	292	(3)
Personal Factors	295	(1)
Peer Group	295	(1)
Family Factors	295	(1)
School Factors	296	(2)
Assessment	298	(1)
Intervention and Education	299	(8)
Prevention	299	(3)
Major Features of Social Learning Interventions	302	(3)
The Uses and Misuses of Punishment	305	(2)
The Acting-Out Behavior Cycle and Precorrection	307	(10)
School Violence and Schoolwide Discipline	309	(8)
CHAPTER 13 Conduct Disorder: Covert Antisocial Behavior	317	(16)
Definition and Prevalence of Covert Antisocial Behavior	318	(1)
Causal Factors and Prevention	319	(1)
Assessment	320	(1)
Intervention and Education	320	(13)
Stealing	321	(2)
Lying	323	(1)
Fire Setting	323	(2)
Vandalism	325	(1)
Truancy	325	(8)
CHAPTER 14 Problem Behaviors of Adolescence: Delinquency, Substance Abuse, and Early Sexual Activity	333	(36)
Problem Behaviors in Adolescence and Early Adulthood	334	(1)
Juvenile Delinquency	335	(13)
Definition and Prevalence	335	(1)
Types of Delinquents	336	(1)
Prevalence of Delinquency	337	(1)
Causal Factors and Prevention	337	(3)
Delinquency, Disabling Conditions, and the Need for Special Education	340	(1)
Intervention in Juvenile Delinquency	341	(4)
Street Gangs	345	(3)
Substance Abuse	348	(10)
Definition and Prevalence	348	(4)
Causal Factors and Prevention	352	(2)
Intervention and Education	354	(4)
Early Sexual Activity and Teen Parenthood	358	(11)
CHAPTER 15 Anxiety and Related Disorders	369	(23)
Anxiety Disorders	370	(9)
Obsessive-Compulsive Disorders	374	(1)
Posttraumatic Stress Disorder	375	(1)
Stereotyped Movement Disorders	376	(2)
Selective Mutism	378	(1)
Eating Disorders	379	(1)
Elimination Disorders	380	(2)
Sexual Problems	382	(1)
Social Isolation and Ineptitude	383	(1)
Causal Factors and Prevention	384	(1)
Assessment	384	(8)
Intervention and Education	385	(7)
CHAPTER 16 Depression and Suicidal Behavior	392	(19)
Depression	393	(6)
Definition and Prevalence	393	(2)
Assessment	395	(1)
Causal Factors, Relationship to Other Disorders, and Prevention	396	(2)
Intervention and Education	398	(1)
Suicidal Behavior	399	(12)
Definition and Prevalence	399	(1)
Causal Factors and Prevention	400	(1)
Assessment	401	(1)
Intervention and Education	402	(9)
CHAPTER 17 Schizophrenia and Pervasive Developmental Disorders	411	(22)
Schizophrenia	412	(4)
Definition and Prevalence	412	(1)
Causes and Prevention	413	(3)
Education and Related Interventions	416	(1)
Autism	416	(4)
Definition and Prevalence	416	(2)
Causes and Prevention	418	(1)
Education and Related Interventions	419	(1)
Asperger Syndrome	420	(1)
Definition and Education	420	(1)
Socialization Problems	421	(1)
Communication Disorders	422	(2)
Stereotypy	424	(11)
Self-Stimulation	424	(1)
Self-Injury	425	(8)
PART 5	433	(16)
CHAPTER 18 A Personal Statement	435	(14)
Setting Expectations	436	(1)
Understanding Causal Factors and the Role of the Teacher	437	(2)
Defining and Measuring Behavior	439	(1)
Helping Students Experience Work, Play, Love, and Fun	440	(3)
Communicating Directly and Honestly	443	(1)
Modeling and Teaching Self-control	444	(1)
Instruction: Refocusing on the Business of Education	445	(1)
Thinking About Real People	445	(1)
Remembering the Past When Thinking About the Future	446	(3)
Glossary	449	(8)
References	457	(45)
Author Index	502	(13)
Subject Index	515