Evidence Based Practices for Educating Students with Emotional and Behavioral Disorders
Published on 9. May 2008
Book
Paperback/Softback
484 pages
978-0-13-096823-4 (ISBN)
Description
This new text for Emotional and Behavioral Disorder Methods courses aids its readers to become the most effective teachers of students with emotional and behavioral disorders (EBD). The authors demonstrate how using only evidence-based educational practices will enable students with emotional and behavioral disorders to succeed in the classroom, becoming the best version of themselves. The text is a "how-to" for future teachers on planning, organizing, delivering individualized academic and behavior programming, and collecting data on their student's actual performance in the classroom to inform their future teaching and classroom decisions, all for the benefit of the EBD students they are privileged to teach.
Highlights of this First Edition...
An overview of the foundations of the field of Emotional and Behavioral Disorders equips students with the necessary background of the disorders to prepare them for the remaining content in the text and the experiences they will encounter in their future classrooms and work with EBD students. Content coverage in this section includes: the characteristics of students with EBD, assessment, the law, applied behavior analysis, positive behavior support, cognitive behavioral intentions, and social skills training.
Coverage of what it means to use evidence-based practices and strategies for behavior management will help readers understand and learn to implement these techniques for classroom success.
Discussion of the best academic interventions for students with EBD helps readers review the principles of effective instruction and gain knowledge of the most current research in the field of EBD. The authors emphasize the underlying focus of how important it is for teachers to plan instruction and to collect individual data for monitoring each students' progress in the classroom.
Throughout the text, readers will learn how the law affects and influences teaching strategy, aiding reader understanding that implementing only the best classroom practices, strategies, and procedures supported by current research is mandated by legislation, specifically No Child Left Behind and the Individuals with Disabilities Act.
Highlights of this First Edition...
An overview of the foundations of the field of Emotional and Behavioral Disorders equips students with the necessary background of the disorders to prepare them for the remaining content in the text and the experiences they will encounter in their future classrooms and work with EBD students. Content coverage in this section includes: the characteristics of students with EBD, assessment, the law, applied behavior analysis, positive behavior support, cognitive behavioral intentions, and social skills training.
Coverage of what it means to use evidence-based practices and strategies for behavior management will help readers understand and learn to implement these techniques for classroom success.
Discussion of the best academic interventions for students with EBD helps readers review the principles of effective instruction and gain knowledge of the most current research in the field of EBD. The authors emphasize the underlying focus of how important it is for teachers to plan instruction and to collect individual data for monitoring each students' progress in the classroom.
Throughout the text, readers will learn how the law affects and influences teaching strategy, aiding reader understanding that implementing only the best classroom practices, strategies, and procedures supported by current research is mandated by legislation, specifically No Child Left Behind and the Individuals with Disabilities Act.
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 204 mm
Width: 254 mm
Thickness: 17 mm
Weight
848 gr
ISBN-13
978-0-13-096823-4 (9780130968234)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Mitchell Yell | Nancy Meadows | Erik Drasgow
Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders
Loose-leaf edition
01/2013
2nd Edition
Pearson
€102.91
Article not available
Content
Chapter 1 Introduction to Emotional and Behavioral Disorders
Definition of EBD
Classification of Students with EBD
Prevalence of EBD
Characteristics of Students with EBD
History and Development of the Field
Conceptual Models
Causal and Risk Factors
Interventions for Students with EBD
Placement Options for Students with EBD
Alternative Education Programs
Juvenile Justice
Mental Health
Chapter 2 Legal Issues in Educating Students with Emotional and Behavioral Disorders
The Individuals with Disabilities Education Act
Disciplining Students with EBD
Managing Student Records
Reporting Suspected Child Abuse and Neglect
Teacher Liability for Student Injury and Misconduct
Chapter 3 Assessment of Students with Emotional and Behavioral Disorders
The Individuals with Disabilities Education Act and Assessment
Assessing Students in Special Education
Assessment and Intervention
Accountability in Special Education
Chapter 4 Applied Behavior Analysis
History of ABA
Characteristics of ABA
Principles of Behavior
Applying the Principlies of Behavior
Defining and Describing Behavior
Assessing Behavior
Recording Systems
Graphing Data and Making Instructional Decisions
Using Positive Reinforcement to Change Behavior
Programming for Generalization
Chapter 5 Functional Behavior Assessments and Behavior Intervention Plans
The Basis of FBA and Behavior Intervention Plans
FBA
Generic Methods for Completing an FBA
Experimental Methods
Positive Behavior Support and Behavior Intervention Plans
Characteristics of Behavior Intervention Plans
Building Positive Behavior Intervention Plans
Implementation Fidelity
Data Collection
Crisis Management
Chapter 6 Cognitive Behavioral Interventions
Cognitive Behavioral Interventions
Effectiveness of Cognitive Behavioral Interventions
Procedures of Cognitive Behavioral Interventions
Self Management Based Interventions
Verbal Mediation Based Interventions
Implementing Cognitive Behavioral Interventions
Generalization of Cognitive Behavioral Interventions
Chapter 7 Social Skills Instruction
Formal Instruction of Social Skills
Social Skills Assessment
Informal Instruction of Social Skills
Social Competence and Social Skills
Social Competence and Students with EBD
Encouraging Proscocial Behaviors Through Informal Procedures
Chapter 8 Meeting the Needs of Students with EBD Through Collaborative Teaming
Collaboration and Teaming: What Is It?
Types of Collaborative Teams
Collaborative Teaming: Why Do It?
Collaborative Teaming: How Do You Create an Effective Collaborative Team?
Collaborative Teaming: Who Is Involved?
Family and School Collaboration
Chapter 9 Developing Educationally Meaningful and Legally Sound Individualized Education Programs
Legal Requirements
Problems in IEP Development
The IEP Planning Process
Implementing the IEP
Reviewing and Revising the IEP
Developing Educationally Meaningful and Legally Sound IEPs
Chapter 10 School-Wide Positive Behavior Support
The Need of School-Wide Positive Behavior Support
The Components of School-Wide Positive Behavior Support
Positive Behavior Support and the Total School System
Implementing a System of School-Wide Positive Behavior Support
School-Wide Positive Behavior Support and Academic Achievement
School-Wide Positive Behavior Support and the Law
Chapter 11 Classroom and Behavior Management I: Preventing Problem Behavior in the Classroom
The Classroom Management Problem
Prevention and Classroom Management
Proactive vs. Reactive Classroom Management
The Primary Components of a Proactive Classroom Management System
Developing and Implementing a Proactive Classroom Management System
Chapter 12 Classroom and Behavior Management II: Responding to Problem Behavior
The Nature of Problem Behavior
Ineffective Responding to Problem Behavior
Principles to Follow When Responding to Problem Behavior
Levels of Responding to Problem Behavior
Developing Crisis Management Plans
An Algorithm for Responding to Problem Behavior
Chapter 13 Classroom and Behavior Management III: Intervening with Problem Behavior
Consideration When Intervening to Address Problem Behavior
Behavior Enhancement Interventions
Behavior Reduction Interventions
Chapter 14 Teaching Students with Emotional and Behavioral DisordersI: Effective Teaching
Do Teachers of Students with EBD Use Effective Instructional Strategies?
Principles of Effective Instruction
Maintaining Effectiveness
Chapter 15 Teaching Students with Emotional and Behavioral Disorders II: Evidence-Based Instructional Procedures and Students with EBD
Teaching Reading
Teaching Writing
Teaching Mathematics
Teaching Study Skills
Chapter 16 Teaching Students with Emotional and Behavioral Disorders III: Planning Instruction and Monitoring Student Performance
The Nature of Instructional Planning
Planning What to Teach
Planning How to Teach
Monitoring Student Performance
Definition of EBD
Classification of Students with EBD
Prevalence of EBD
Characteristics of Students with EBD
History and Development of the Field
Conceptual Models
Causal and Risk Factors
Interventions for Students with EBD
Placement Options for Students with EBD
Alternative Education Programs
Juvenile Justice
Mental Health
Chapter 2 Legal Issues in Educating Students with Emotional and Behavioral Disorders
The Individuals with Disabilities Education Act
Disciplining Students with EBD
Managing Student Records
Reporting Suspected Child Abuse and Neglect
Teacher Liability for Student Injury and Misconduct
Chapter 3 Assessment of Students with Emotional and Behavioral Disorders
The Individuals with Disabilities Education Act and Assessment
Assessing Students in Special Education
Assessment and Intervention
Accountability in Special Education
Chapter 4 Applied Behavior Analysis
History of ABA
Characteristics of ABA
Principles of Behavior
Applying the Principlies of Behavior
Defining and Describing Behavior
Assessing Behavior
Recording Systems
Graphing Data and Making Instructional Decisions
Using Positive Reinforcement to Change Behavior
Programming for Generalization
Chapter 5 Functional Behavior Assessments and Behavior Intervention Plans
The Basis of FBA and Behavior Intervention Plans
FBA
Generic Methods for Completing an FBA
Experimental Methods
Positive Behavior Support and Behavior Intervention Plans
Characteristics of Behavior Intervention Plans
Building Positive Behavior Intervention Plans
Implementation Fidelity
Data Collection
Crisis Management
Chapter 6 Cognitive Behavioral Interventions
Cognitive Behavioral Interventions
Effectiveness of Cognitive Behavioral Interventions
Procedures of Cognitive Behavioral Interventions
Self Management Based Interventions
Verbal Mediation Based Interventions
Implementing Cognitive Behavioral Interventions
Generalization of Cognitive Behavioral Interventions
Chapter 7 Social Skills Instruction
Formal Instruction of Social Skills
Social Skills Assessment
Informal Instruction of Social Skills
Social Competence and Social Skills
Social Competence and Students with EBD
Encouraging Proscocial Behaviors Through Informal Procedures
Chapter 8 Meeting the Needs of Students with EBD Through Collaborative Teaming
Collaboration and Teaming: What Is It?
Types of Collaborative Teams
Collaborative Teaming: Why Do It?
Collaborative Teaming: How Do You Create an Effective Collaborative Team?
Collaborative Teaming: Who Is Involved?
Family and School Collaboration
Chapter 9 Developing Educationally Meaningful and Legally Sound Individualized Education Programs
Legal Requirements
Problems in IEP Development
The IEP Planning Process
Implementing the IEP
Reviewing and Revising the IEP
Developing Educationally Meaningful and Legally Sound IEPs
Chapter 10 School-Wide Positive Behavior Support
The Need of School-Wide Positive Behavior Support
The Components of School-Wide Positive Behavior Support
Positive Behavior Support and the Total School System
Implementing a System of School-Wide Positive Behavior Support
School-Wide Positive Behavior Support and Academic Achievement
School-Wide Positive Behavior Support and the Law
Chapter 11 Classroom and Behavior Management I: Preventing Problem Behavior in the Classroom
The Classroom Management Problem
Prevention and Classroom Management
Proactive vs. Reactive Classroom Management
The Primary Components of a Proactive Classroom Management System
Developing and Implementing a Proactive Classroom Management System
Chapter 12 Classroom and Behavior Management II: Responding to Problem Behavior
The Nature of Problem Behavior
Ineffective Responding to Problem Behavior
Principles to Follow When Responding to Problem Behavior
Levels of Responding to Problem Behavior
Developing Crisis Management Plans
An Algorithm for Responding to Problem Behavior
Chapter 13 Classroom and Behavior Management III: Intervening with Problem Behavior
Consideration When Intervening to Address Problem Behavior
Behavior Enhancement Interventions
Behavior Reduction Interventions
Chapter 14 Teaching Students with Emotional and Behavioral DisordersI: Effective Teaching
Do Teachers of Students with EBD Use Effective Instructional Strategies?
Principles of Effective Instruction
Maintaining Effectiveness
Chapter 15 Teaching Students with Emotional and Behavioral Disorders II: Evidence-Based Instructional Procedures and Students with EBD
Teaching Reading
Teaching Writing
Teaching Mathematics
Teaching Study Skills
Chapter 16 Teaching Students with Emotional and Behavioral Disorders III: Planning Instruction and Monitoring Student Performance
The Nature of Instructional Planning
Planning What to Teach
Planning How to Teach
Monitoring Student Performance