Understanding and Managing Emotional and Behavior Disorders in the Classroom

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  • Format: Paperback
  • Copyright: 2010-02-24
  • Publisher: Pearson
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Comprehensive and current, this new text will prepare future educators to successfully instruct students with emotional and behavior disorders in their classrooms. Readers will be given a sound introduction on the subject, from the foundations of the disorders, to a discussion of risk and protective factors, and also a general bio-psychosocial model. Several, particularly hard-to-manage disorders are featured in multiple chapters, and assessment is briefly addressed, including comparing Functional Behavior Assessment with regular assessment, the Behavior Intervention Plans, and Individual Education Plans. Behavior problems manifested and managed in the classroom is reviewed, with an emphasis on the development of positive behavioral interventions and supports. Also discussed are specific behavior interventions for problematic behavior, focusing on how such students are best taught, and how a positive school-wide program enhances the probability of program success. Families and siblings, along with promising future directions are also included, as well as thought-provoking case studies featured throughout the text. Special features of the text include: Overviewand Discussion Questionsat the beginning of every chapter, and a Summaryand follow-up Discussion Questionsat the conclusion, boxed features found throughout each chapter to clarify and further describe important content, including law-related issues, and thought-provoking case studies are dispersed throughout. The whole text will stimulate its readers to think about the behavior problems and issues they might address in the real classroom and how to best deal with each situation.

Author Biography

Grad L. Flick received his Ph.D. in Clinical Psychology from the University of Miami in 1969 with an APA-approved internship at the University of Florida Medical Center.  A licensed psychologist since 1971, he has specializations in neuropsychology and biofeedback, along with certification as a biiofeedback therapist. He has also been certified in stress management, in employee assistance and has Fellow and Diplomate status from the American Board of Medical Psychotherapists.  He has held positions in psychology at the University of New Orleans and Louisiana State University School of Medicine and has served as consultant to sereral hospitals in the New Orleans and Gulf Coast area.  Since 1971, he has been in private practice and is currently director of Seacoast Psychological Associates, Inc., in association with his wife Alma L. Flick, Ph.D.; they specialized in the evaluation and treatment of children, adolescents and adults with Attention Deficit Hyperactivity Disorder (ADHD), learning and behavioral problems.  Dr. Grad Flick is also Director of the ADD Clinic for children, adolescents and adults with ADHD where behavioral and cognitive-behavioral therapies are offered as well as traditional psychotherapy, play therapy and various group therapies.     Dr.Grad Flick has had numverous scientific presentations and publication credits, conducted many workshops for both parents and teachers on ADHD, and has given lectures to various parent and teacher organizations on ADHD and Child Management.  His is author of Power Parenting for Children with ADD/ADHD: A Practical Parent's Guide for Managing Difficult Behaviors (1996); ADD/ADHD Behavior Change Resource Kit (1998) and How to Reach & Teach Teenagers with ADHD (2000); with all books published by Jossey-Bass. He has over 37 years experience in both research and clinical practice with children wo present attentional, learning and/or behavioral problems.  Grad and Alma have also parented a child with a learning disability and Attention Deficit Hyperactivity Disorder.

Table of Contents

Classification and the Physiological Approach
Classification Systems of Autism Spectrum Disorders
What Causes Autism Spectrum Disorders?
Physiological Interventions
Working in Collaboration with Specialists
Screening Instruments
Diagnostic Processes
Assessments for Educational Planning and Intervention
Curriculum-Based Assessment and Monitoring Progress
Identifying Evidence-Based Educational Practices
Why Implement Educational Strategies?
When Should Intervention Begin?
What Does the Law State About When, Who, Where, What and How?
Evolution of Education Legislation
Who Participates on the Individual Education Plan/Individualized Family Services Plan Team?
Where Should Instruction Take Place?
What Should Be Taught?
How Do We Teach Effectively Using Evidence-Based Practices?
Evolution of Facilitated Communication: A Strategy Without Evidence of Support
Applied Behavior Analysis: Increasing Skills
Theoretical Basis for Applied Behavior Analysis
History of Applied Behavior Analysis and Autism
Ethical Applications
Key Concepts
Operational Target Behaviors
Strategies Based on Key Concepts
Key Concepts Put into Practice
Research Support for Practice
Applied Behavior Analysis: Replacing Behavior
Evolution of Applied Behavior Analysis to Decrease Behavior
Selecting Socially Important Behaviors
Motivating Operations
Stimulus-Response-Consequence or Antecedent-Behavior-Consequence
Observation and Measurement
Strategies Based on Key Concepts
Functional Analysis and Assessment
Implementation of Functional Assessments in Collaboration with Families
Implementation of Functional Assessments by Educators
Token Economics
Combinations of Strategies
Key Concepts Put into Practice
Research Using Applied Behavior Analysis to Decrease and Replace Behaviors
Developmental and Social-Relational Approaches
Theoretical Basis for the Developmental and Social-Relational Approahces
The DIR/Floortime Approach
Evolution of the DIR/Floortime Approach
History of Responsive Teaching with Individuals with Autism Spectrum Disorders
History of Relationship Development Intervention (rdi) with Individuals with Autism Spectrum Disorders
History of the Denver Model with Individuals with Autism Spectrum Disorders
Pivotal Response Treatment with Individuals with Autism Spectrum Disorders
History of SCERTS with Individuals with Autism Spectrum Disorders
Key Concepts of the Developmental and Social-Relational Approaches Put Into Practice
Research on the Developmental and Social-Relational Approaches
Cultural Approaches
Theoretical Basis for the TEACCH Approach
History of Structured Teaching
Key Concepts
Strategies Based on Key Concepts
Key Concepts Put into Practice
Research on Structured Teaching and the TEACCH Approach
Working in Collaboration with Families from Diverse Cultures
Teaching in a Manner That is Culturally Responsive
Encouraging Identity Development as an Educational Goal
Research Support for Practice Focusing on Culture
Focus on Communication
Theories of Language Development
Understanding Typical Communication Development
Communication Issues and Delays in Autism
The Importance of Communication
Enhancing Educator Skills as Communication Partners
Focusing on Oral Language
Using Augmentation and Alternative Communication (ACC) Systems
Table of Contents provided by Publisher. All Rights Reserved.

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