School Success for Kids With Emotional and Behavioral Disorders

by Davis, Michelle

• ISBN13: 9781593634315
• ISBN10: 1593634315
• Format: Paperback
• Copyright: 2010-10-01
• Publisher: Prufrock Pr

Summary

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

Acknowledgements	p. ix
Introduction	p. xi
Background and Perspective
The Many Faces of Students With Challenging Behavior	p. 3
Prevalence	p. 5
How to Use This Book	p. 6
Who Are These Kids?	p. 7
Learning From History	p. 13
How Have Children With Challenging Behavior Historically Been Served in School?	p. 17
History of Definition	p. 29
School Culture and Perception of Challenging Behaviors	p. 33
Adult Perceptions	p. 35
Perceptions About Socioeconomic Status, Race, Gender, and Giftedness and School Intervention	p. 38
Family Factors	p. 45
School Culture	p. 46
Schools and Classrooms
Schoolwide and Classroom Supports: Universal and Secondary Prevention Programs	p. 51
Top 10 Critical Quality Indicators for Schoolwide and Classroom Interventions	p. 53
Schoolwide and Classwide Supports	p. 81
Discipline	p. 89
Negative Effects of Removal From School	p. 91
Suspension and Expulsion	p. 93
Alternative Schools	p. 95
Physical Restraint	p. 96
Students With Disabilities and Discipline	p. 101
The Individual Child
Evaluating Emotions and Behaviors	p. 109
What Is Evaluation?	p. 111
Formal Versus Informal Evaluation	p. 121
Functional Behavior Assessment	p. 129
Define the Behavior	p. 133
Develop the Hypothesis	p. 135
Conduct the Intervention With Fidelity	p. 139
Collect Data	p. 139
Reflection	p. 145
Revision	p. 145
Eligibility: Qualifying for Services	p. 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 Parents	p. 170
Individual Plans	p. 173
Relevant Factors	p. 175
The Individualized Education Program (IEP)	p. 176
The 504 Plan	p. 198
The Brain and Behavior	p. 207
Basic Assumptions	p. 210
Brain Structures	p. 211
Neuroimaging	p. 214
The Brain and Behavior	p. 216
Early Intervention	p. 218
School Success and Interventions	p. 225
Role of the Parent	p. 228
Diagnoses: What Do They Mean?	p. 231
The Laundry List	p. 233
A Problem Becomes a Disorder	p. 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 Conditions	p. 242
Giftedness and Behavior	p. 245
Medications	p. 249
To Medicate or Not: Factors	p. 252
Types of Prescribing Doctors	p. 254
Symptoms That May Respond to Medication	p. 257
Self-Determination and Self-Advocacy	p. 267
Self-Determination	p. 268
Factors of Successful Transitions to Post-K-12 Schooling	p. 270
Conclusion	p. 277
References	p. 279
About the Authors	p. 293
About the Contributor	p. 297
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