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Bringing together leading researchers, this book integrates current knowledge on EBD in the school setting. Reviewed are a range of evidence-based approaches to identifying, assessing, and intervening with this difficult-to-teach population. School practitioners and educators gain essential tools for developing and evaluating programs to improve student behavior, boost self-control and social skills, and maximize academic achievement. Findings on early intervention and prevention are presented, and implications for policy discussed. Broad in coverage, the volume also emphasizes the importance of interdisciplinary collaboration in service provision and delineates best-practice guidelines for research.

Tabla de contenidos provista por Syndetics

• 1 Overview of Foundations, Assessment, Characteristics, Interventions, and Methodology in Emotional and Behavioral Disorders Research
• I Foundations and Research
• Introduction
• 2 Historical to Contemporary Perspectives on the Field of Emotional and Behavioral Disorders
• 3 Classification and Definition of Emotional and Behavioral Disorders
• 4 Cultural and Linguistic Competency and Disproportionate Representation
• 5 Linking Prevention Research with Policy: Examining the Costs and Outcomes of the Failure to Prevent Emotional and Behavioral Disorders
• 6 How Research Informs Practice in the Field of Emotional and Behavioral Disorders
• II Assessment and Evaluation
• Introduction
• 7 Assessment and Evaluation of Students' Behavior and Intervention Outcomes: The Utility of Rating Scale Methods
• 8 Functional Behavioral Assessment
• 9 Psychiatric and Psychological Assessment of Emotional and Behavioral Disorders during School Mental Health Consultation
• 10 Curriculum-Based Measurement of Students with Emotional and Behavioral Disorders: Assessment for Data-Based Decision Making
• 11 Early Identification and Prevention of Emotional and Behavioral Disorders
• 12 Accountability and Assessment for Students with Emotional and Behavioral Disorders
• III Characteristics of Emotional and Behavioral Disorders
• Introduction
• 13 Externalizing Behaviors of Aggression and Violence and the School Context
• 14 Internalizing Behavior Problems in Children and Adolescents
• 15 Youth Delinquency: Prevention and Intervention
• 16 Research Issues in Autism Spectrum Disorders
• IV Intervention and Treatment Research
• Introduction
• 17 Early Intervention for Emotional and Behavioral Disorders
• 18 Psychopharmacology in the Treatment of Emotional and Behavioral Disorders
• 19 The School-to-Community Transition of Adolescents with Emotional and Behavioral Disorders
• 20 Teaching Alternative Behaviors to Students with Emotional and Behavioral Disorders
• 21 Informed Practice in Teaching Self-Control to Children with Emotional and Behavioral Disorders
• 22 Instruction and Classroom Management: Prevention and Intervention Research
• 23 Social Skills Training and Teaching Social Behavior to Students with Emotional and Behavioral Disorders
• 24 Academic Instruction and Tutoring Interventions for Students with Emotional and Behavioral Disorders: 1990 to the Present
• 25 Schoolwide Systems of Behavior Support: Maximizing Student Success in Schools
• 26 Collaboration with Other Agencies: Wraparound and Systems of Care for Children and Youths with Emotional and Behavioral Disorders
• V Research Methodology
• Introduction
• 27 Applied Behavior Analysis and the Education and Treatment of Students with Emotional and Behavioral Disorders
• 28 Experimental Research Designs in the Study of Children and Youth with Emotional and Behavioral Disorders
• 29 Qualitative Research and Its Contributions to the Knowledge of Emotional and Behavioral Disorders
• 30 Data Collection in Research and Applications Involving Students with Emotional and Behavioral Disorders

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CHOICE Review

Within the field of education the area of emotional and behavioral disorders has always been, and continues to be, one of the most challenging and exciting areas of study. While much has been learned about this area of special education, new theories related to cause and treatments continue to emerge. Thanks to the contributing authors and the masterful editing of Rutherford, Magee Quinn, and Mather, this volume provides a summary of the present knowledge available to assist individuals interested in this field. The text is divided into five sections providing concisely written chapters about foundational areas of research, assessment and evaluation, characteristics, intervention and treatment, and research methodology. The volume is intended for the reader with a background in the field and, as noted in its introduction, seeks "to make certain that the most rigorous scientific evidence available is used in guiding interventions." While accomplishment of that goal depends on the skills of the reader, this volume can serve as a vital tool in making this a reality. Its no-nonsense approach and understandable style of summarizing the current research makes this a clear choice for the professional's collection and a necessity for institutional libraries. ^BSumming Up: Essential. Upper-division undergraduates and above. R. Ludy Buena Vista University

Notas de autor provistas por Syndetics

Robert B. Rutherford Jr., PhD (deceased), was Professor of Special Education and Director of Graduate Programs and Research in Curriculum and Instruction at Arizona State University. Dr. Rutherford was the past president of both the Council for Children with Behavioral Disorders (CCBD) and Teacher Educators for Children with Behavioral Disorders (TECBD). He was the former editor of Behavioral Disorders and the coeditor of the CCBD/TECBD Monograph Series on Severe Behavior Disorders of Children and Youth, published annually in Education and Treatment of Children .
Mary Magee Quinn, PhD, is Principal Research Scientist at the American Institutes for Research. She is currently the Project Director of the Alternative Schools Project, the Systems Improvement Activities to Enhance Children's Mental Health Service Project, and the Linking Assessment Policy and Practice Project; Codirector of the Center for Effective Collaboration and Practice; and an Associate Director of the National Center on Education, Disability, and Juvenile Justice. She is the past president of Teacher Educators for Children with Behavioral Disorders.

Sarup R. Mathur, PhD, is Clinical Professor, Cluster Chair, and Initial Teacher Certification Coordinator for Special Education in Curriculum and Instruction at Arizona State University. Dr. Mathur is the coeditor of the CCBD/TECBD Monograph Series on Severe Behavior Disorders of Children and Youth and the coauthor of Teacher-Mediated Behavior Management Strategies for Children with EBD and Effective Strategies for Teaching Appropriate Behaviors to Children with EBD . She is former secretary and current president of the Council for Children with Behavioral Disorders and the past president of Teacher Educators for Children with Behavioral Disorders.