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Vance Austin has spent 27 in the field of special education as a teacher, counselor, professor, and administrator. While his principal occupation is that of college professor preparing teachers for the classroom, he continues to work part time at a special school for students with emotional and behavioral disorders. He serves as a member on the NYS Panel for Child Specific Intervention Reviews relative to students with serious emotional disturbance (SED). He has written manuscripts and research articles related to working with students with disabilities as well as a chapter contribution to a text for general educators working with this population.
Daniel T. Sciarra, PhD, LCMHC, NCC, is professor of Counselor Education. Fluently in Spanish, he sees Latino children, adolescents, and families through the Stamford Child Guidance Center in Stamford, CT. In addition to numerous articles and book chapters on the subject of multicultural counseling, Dr. Sciarra is the author of two books, Multiculturalism in Counseling (Peacock, 1999) and School Counseling: Foundations and Contemporary Issues (Brook/Cole, 2004). A former school counselor with the New York City Board of Education, Sciarra holds a doctorate in Counseling Psychology from Fordham University, a master’s degree in counseling from Boston College, and a bachelor’s degree in English education from Fairfield University. He is a licensed psychologist, licensed clinical mental health counselor (LCMHC), and a national certified counselor (NCC).
| Introduction | |
| Introduction Focus Questions Defining Emotional and Behavioral | |
| Disorders Implications of includingsocially maladaptivestudents | |
| A Growing Field Profile of an EBD Child | |
| The Functional Behavioral Assessment and its Applications Developing an Effective | |
| Intervention Plan Typical Non-Therapeutic | |
| Teacher-Caregiver Responses Developing the Right Attitude | |
| Some Tips for Avoiding Conflict and Building | |
| Community Focus Questions Revisited From the Field | |
| References Tables and Figures | |
| Section One: Students with Disruptive Disorders | |
| Conduct Disorder Focus Questions | |
| Introduction Case Example | |
| Michael Characteristics Prevalence Etiology | |
| Assessment Treatment Strategies | |
| School-based Interventions Assessing the Problem Developing an Effective | |
| Intervention Plan Summary | |
| Tips for Teachers Focus Questions Revisited From the Field | |
| References Tables and Figures | |
| Oppositional Defiance Disorder | |
| Focus Questions Introduction Case Example | |
| Jack Straw Characteristics Prevalence Etiology Assessment and Diagnosis Treatment Strategies | |
| School-based Interventions: Jack Straw | |
| Assessing the Problem | |
| Developing an Effective Intervention Plan Summary Tips for Teachers Focus Questions Revisited From the Field | |
| References | |
| Table and Figures | |
| Attention Deficit Hyperactivity Disorder Focus Questions | |
| Introduction | |
| A Brief Explanation | |
| ADHD Introduced Case Example: Vincent, ADHD Predominantly Hyperactive-Impulsive Type | |
| Case Example: Brett, ADHD Predominantly Inattentive Type Characteristics | |
| ADHD Predominantly Inattentive Type | |
| ADHD Predominantly Hyperactive-Impulsive Type | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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