Learners with Emotional and Behavioral Disorders : An Introduction

by Bauer, Anne M.; Shea, Thomas M.

• ISBN13: 9780132413732
• ISBN10: 0132413736
• Format: Paperback
• Copyright: 1999-01-01
• Publisher: Pearson College Div

Summary

Introduces Special Education teachers and School Psychologists to a new, integrated perspective for understanding and working with students who exhibit emotional/behavior disorders -- one that is student-centered and grounded in the ecological basis of child development. Describes existing theoretical perspectives and the developmental contexts in which learners develop and act. Discusses the individual and his or her developmental contexts (e.g., biological and temperamental aspects, learning and interactional styles, family factors, cultural diversity and gender, and classroom factors). Explores how learners are identified and placed in special education and related services. Provides information regarding behavior change intervention of individuals and groups. Considers prevention and issues related to learners considered "at risk." For Special Education teachers and School Psychologists who deal with behavioral disorders or characteristics of children with emotional/behavioral disorders.

Table of Contents

An Introduction to Emotional/Behavioral Disorders	1	(29)
Who Are the Learners Identified as Emotionally/Behaviorally Disordered?	3	(5)
They Are More Likely to Be Boys than Girls	3	(1)
They Usually Have Difficulty Achieving in School	4	(1)
They May Have Learning Problems or Communication Disorders	5	(1)
Their Social Skills and Interactions Vary from Those of Their Peers	6	(1)
They Are Less Likely to Live with Both Parents	7	(1)
Other Demographic Characteristics	7	(1)
How Are Learners Identified as Emotionally/Behaviorally Disordered Classified?	8	(4)
How Did Services for These Learners Evolve?	12	(4)
What Are the Current Definitions of Emotional/Behavioral Disorders?	16	(3)
The ``Exclusion Clause''	18	(1)
How Many Learners Are Identified as Emotionally/Behaviorally Disordered?	19	(1)
Where Are Learners Identified as Emotionally/Behaviorally Disordered Served?	20	(1)
What Is The Situational Nature of Emotional/Behavioral Disorders?	21	(1)
Summary Points	22	(1)
Self-Evaluation	22	(8)
Theoretical Perspectives of Emotional/Behavioral Disorders	30	(20)
What Is the Relationship Between Ideas, Actions, and Outcomes in Work with Learners Identified as Emotionally/Behaviorally Disordered?	33	(1)
What Are the Various Conceptual Models Regarding Learners Identified as Emotionally/Behaviorally Disordered?	34	(8)
The Psychodynamic Perspective	34	(3)
The Biophysical Perspective	37	(3)
The Behavioral Perspective	40	(2)
The Ecological Perspective	42	(1)
What Is the Integrated Perspective?	42	(3)
What Are the Assumptions of the Integrated Perspective?	43	(2)
Summary Points	45	(1)
Self-Evaluation	45	(5)
The Social Systems Perspective and Developmental Context	50	(18)
What Is The Social Systems Perspective?	53	(8)
Self	56	(1)
One-to-One Relationships	57	(1)
Interactions Between Contexts	58	(1)
The Community, Work, and School	59	(1)
Society	60	(1)
What Is the Transactional Nature of Development?	61	(1)
What Are the Assumptions Regarding Emotional/Behavioral Disorders that Emerge Through a Social Systems Perspective?	62	(1)
Summary Points	63	(1)
Self-Evaluation	63	(5)
Biological Factors and Temperament	68	(26)
What Are Some of the Biological Issues Related to Emotional/Behavioral Disorders?	71	(4)
Risk Factors	71	(1)
Genetic Predisposition	71	(1)
Psychoneurology	72	(3)
What Are Some of the Issues Related to Temperament and Emotional/Behavioral Disorders?	75	(1)
What Are Some of the More Common Biological Disorders with Which Learners May Be Identified as Emotionally/Behaviorally Disordered?	76	(4)
Tourette's Disorder	77	(1)
Attention Deficit Hyperactivity Disorder	77	(1)
Depression	78	(1)
Obsessive Compulsive Disorder	78	(1)
Children Prenatally Exposed to Drugs and Alcohol	79	(1)
What Are Interventions Related to the Biological Bases of Emotional/Behavioral Disorders?	80	(4)
Medication	80	(4)
Diet	84	(1)
What Is The Role of the Teacher in Biological Intervention?	84	(3)
Summary Points	87	(1)
Self-Evaluation	87	(7)
Learning and Interactional Styles	94	(20)
What Are the Issues Related to Learning Styles and Identification as Emotionally/Behaviorally Disordered?	97	(3)
The Issue of Choice	97	(1)
Responses to Interactions	97	(2)
Multiple Intelligences	99	(1)
What Interpersonal Interactions and Social Skills Do Learners Identified as Emotionally/Behaviorally Disordered Demonstrate?	100	(6)
Aggression	102	(1)
Passive Aggression	103	(1)
Social Skills	103	(1)
Effect of Behavior	104	(2)
What Is the Relationship Between Communicative Competence and Emotional/Behavioral Disorders?	106	(1)
Summary Points	107	(1)
Self-Evaluation	107	(7)
Family Factors	114	(48)
What Family Factors Are Related to Identification of Learners as Emotionally/Behaviorally Disordered?	117	(4)
Family Composition	117	(2)
Child Maltreatment	119	(2)
What Family Interaction Patterns May Be Related to Emotional/Behavioral Disorders?	121	(3)
What Are Needs of Parents of Learners Identified as Emotionally/Behaviorally Disordered?	124	(1)
What Are Issues Related to Family Engagement in the Education of Their Child Identified as Emotionally/Behaviorally Disordered?	125	(3)
Cultural Diversity and Parent Engagement	127	(1)
What Social Services Are Available to Families of Children Identified as Emotionally/Behaviorally Disordered?	128	(4)
Poverty	129	(1)
Substitute Care	130	(1)
Head Start	131	(2)
The Legal-Correctional System	133
Summary Points	132	(1)
Self-Evaluation	133	(9)
Classroom Factors
What Are the Classroom Issues Related to Learners Identified as Emotionally/Behaviorally Disordered	142	(9)
Teacher-Student Relationships	142	(3)
Peer Relationships	145	(1)
Teacher Interaction and Instruction	146	(2)
Curriculum	148	(3)
What Educational Services Are Available for Learners Identified as Emotionally/Behaviorally Disordered?	151	(4)
Placement Decisions for Learners Identified as Emotionally/Behaviorally Disordered	151	(1)
Inclusive Education	151	(2)
Cascade of Services	153	(1)
Learners from Diverse Ethnic, Cultural, or Linguistic Groups	154	(1)
Summary Points	155	(1)
Self-Evaluation	156	(6)
Cultural Diversity and Gender	162	(22)
What Are the Issues Related to Cultural Diversity and Identification of Learners as Emotionally/Behaviorally Disordered?	165	(10)
African American Learners	166	(2)
Hispanic American Learners	168	(1)
Native American Learners	169	(1)
Asian American Learners	170	(1)
Assessment	171	(2)
Interactions in the Classroom	173	(2)
What Are Issues Related to Gender and Emotional/Behavioral Disorders?	175	(2)
Summary Points	177	(1)
Self-Evaluation	177	(7)
Screening to Placement	184	(24)
What Is the Role of Screening in the Identification of Learners as Emotionally/Behaviorally Disordered?	186	(3)
Rating Scales	188	(1)
What Are Prereferral Activities for Learners at Risk for Emotional/Behavioral Disorders?	189	(4)
What Are the Referral Processes Used with Learners Identified as Emotionally/Behaviorally Disordered?	193	(1)
What Are the Assessment Processes Used with Learners Identified as Emotionally/Behaviorally Disordered?	194	(4)
The Nature of Assessment	195	(3)
What Are the Special Education Eligibility and Placement Processes Applied with Learners Identified as Emotionally/Behaviorally Disordered?	198
What Are the Individualized Education Plan, the Individualized Family Service Plan, and How Are These Applied in Services for Learners Identified as Emotionally/Behaviorally Disordered?	197	(5)
Summary Points	202	(2)
Self-Evaluation	204	(4)
Behavior Change: Individual Interventions	208	(32)
What Are the Components of an Intervention Plan?	211	(9)
PASSKey	216	(4)
What Are Several Behavior Management Strategies that Are Grounded in the Principles of Reinforcement and How Are These Applied with Learners Identified as Emotionally/Behaviorally Disordered?	220	(6)
Positive Reinforcement	220	(1)
Extinction	221	(1)
Punishment	221	(1)
Differential Reinforcement	222	(1)
Shaping	223	(1)
Contingency Contracting	223	(1)
Timeout	223	(2)
Token Economy	225	(1)
Modeling	226	(1)
What Are Several Crisis Intervention Strategies and How Are These Applied with Learners Identified as Emotionally/Behaviorally Disordered?	226	(5)
Life-space Interview	227	(1)
Classroom Conference	228	(1)
Behavior Influence Techniques	229	(2)
What Are Scaffolds, Scripts, and Self-regulation Strategies and How Are These Applied with Learners Identified as Emotionally/Behaviorally Disordered?	231	(2)
Summary Points	233	(1)
Self-Evaluation	234	(6)
Supporting Behavior Change: Group Interventions	240	(30)
What Are the Characteristics of Teacher Stance that Prevent and Ameliorate Emotional/Behavioral Disorders?	243	(1)
What Classroom Structures and Management Strategies Are Effective with Learners Identified as Emotionally/Behaviorally Disordered?	244	(16)
Social Skills Curricula	244	(4)
Levels Systems	248	(1)
Cooperative Learning Structures	249	(1)
Learning Environment	250	(10)
What Strategies Facilitate Inclusion for Learners Identified as Emotionally/Behaviorally Disordered?	260	(2)
Summary Points	262	(1)
Self-Evaluation	263	(7)
Preventing Emotional/Behavioral Disorders	270	(21)
What Is Prevention?	273	(1)
What Is the Role of Early Intervention in the Prevention of Emotional/Behavioral Disorders?	274	(3)
What Is the Role of Conflict Resolution in the Prevention of Emotional/Behavioral Disorders?	277	(1)
What Is the Role of Family Interventions in the Prevention of Emotional/Behavioral Disorders	278	(2)
What Is the Role of Violence Prevention in the Schools?	280	(1)
In What Preventive Efforts Can Teachers Engage to Mitigate the Impact of contemporary Social Problems on Children and Youth?	281	(4)
Suicide	283	(1)
Drug and Alcohol Use and Abuse	284	(1)
Adolescent Pregnancy	285	(1)
Summary Points	285	(1)
Self-Evaluation	286	(5)
Answer Key	291	(2)
Name Index	293	(6)
Subject Index	299