
Emotional and Behavioral Problems
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Content
- Intro
- Title Page
- Copyright
- Contents
- Preface
- Acknowledgments
- About the Authors
- Part One: Understanding Emotional and Behavioral Disorders
- 1. Introduction to Emotional Disturbance and Behavioral Disorders
- By Any Other Name: Emotional and Behavioral Disorders
- Possible Causes of Emotional Disturbance and Behavioral Disorders
- Incidence
- Serious Emotional Disturbance or Behavioral Disorders or EBD: What's the Difference?
- What Are Informal Labels?
- How Professionals View Labels
- Identification of EBD
- Behaviors That Fit Into Educational Stages
- Characteristics of Emotionally Disturbed or Behaviorally Disordered Children and Youth
- Summary
- 2. Major Types of Emotional and Behavioral Disorders
- Externalizing Behaviors
- Attention Deficit Hyperactivity Disorder (ADHD)
- Aggressive and Violent Behaviors
- Oppositional Defiant Disorder (ODD)
- Juvenile Delinquency
- Internalizing Behaviors
- Depression
- Anxiety Disorders
- Substance Abuse
- Withdrawn Behaviors
- Function Disorders
- Anorexia Nervosa
- Bulimia Nervosa
- Enuresis
- Encopresis
- Other Physical Manifestations of EBD
- Childhood Schizophrenia
- Summary
- 3. Causes of Emotional and Behavioral Disorders
- Understanding Factors Related to the Development of EBD
- Understanding Potential Causes of EBD
- Biological Causes of EBD
- Environmental Causes
- Family Stressors
- Variance Within Environmental Situations
- The Community
- Summary
- 4. Evaluating and Assessing Students Who Have Emotional and Behavioral Disorders
- The Purpose of Evaluation
- An Overview of EBD Evaluation
- Specific Aspects of the Evaluation Process as They Relate to EBD
- Screening and Child Find
- Referral for Special Education Evaluation
- Decisions About Eligibility
- Evaluation Techniques Used to Determine Eligibility
- Intellectual-Cognitive Ability
- Environmental-Ecological Assessment
- Medical and Physical Developmental History
- Emotional and Behavioral Functioning
- Decisions About Eligibility
- Summary
- 5. Violence and Aggression in Schools
- Violence and Aggression in the Schools
- The Roots of Violent and Aggressive Behaviors in Children and Adolescents
- Violence, Aggression, and EBD
- Responses to School Violence and Aggression
- A National Perspective
- A Local Perspective
- Reducing and Preventing Violence and Aggression in the Schools
- Early Intervention
- Student Connectedness
- Summary
- 6. Adolescents Who Have Emotional and Behavioral Disorders and the Juvenile Justice System
- Background Information on EBD and the Juvenile Justice System
- Perplexing Issues of Ethnicity, Mental Health, and Juvenile Justice in the United States
- Addressing Issues of Ethnicity and Bias in Juvenile Justice Agencies
- Addressing the Mental Health Needs of All Youth in the Juvenile Justice System
- Special Education and the Juvenile Justice System
- Funding of Educational Programs in Correctional Institutions
- Youth Who Have EBD, FERPA Rights, and the Juvenile Justice System
- Principles of IDEA in Correctional Facilities
- Juvenile Justice and Youth Who Have EBD: Intervention and Reintegration Strategies
- Effective Intervention Services and Strategies
- Effective Reintegration Services and Strategies
- Summary
- Part Two: Helping Students Who Have Emotional and Behavioral Disorders
- 7. Treatment of Emotional and Behavioral Disorders
- Behavior Modification
- Behavior Modification With Children and Adolescents
- Identifying, Defining, and Measuring a Behavior for Change
- Identifying Events That May Promote or Maintain a Problem Behavior
- Intervention Procedures and How They Are Used With Children and Adolescents
- Examples of Two Behavior Modification Programs
- Example 1. Positive Reinforcement
- Example 2. Punishment Program: Response Cost
- Schoolwide Discipline: Positive Behavioral Supports
- Counseling-Psychotherapy
- Counseling-Psychotherapy and Psychoanalysis
- The History and Theory of Psychoanalysis
- Counseling-Psychotherapy in Schools
- Cognitive Behavior Therapy
- School Implications for the Treatment of Behavior and Emotions
- Positive Behavioral Supports
- Keeping a Watchful Eye
- Summary
- 8. School-Based Placements
- After Identification
- Determining Appropriate Educational Goals
- The Least Restrictive Environment
- The Continuum of Services: Placement Options
- The General Education Classroom
- Part-Time Placement in the Special Education Classroom
- Full-Time Special Classroom
- Public or Private Special Day School
- Homebound Instruction
- Detention or Correction Facilities
- Mental Health Clinics
- An Important Caveat About Placements
- Possible Parental Reactions to Placement Options
- Changing Placements Because of Behavior
- A Few Words About Inclusion
- Summary
- 9. Supporting Students With Emotional and Behavioral Disorders Outside the Public School Setting
- Medications for Emotional and Behavioral Disorders: Psychopharmacology
- Guidelines for Medication Use With Children and Youth Who Have EBD
- Types of Medications Used, Side Effects, and Benefits
- Adolescent Medication Treatment Issues
- The Role of Psychiatric and Juvenile Justice Professionals on the IEP Team
- The Psychiatric Consultant
- Collaborative Efforts Between Mental Health Agencies and the Educational System
- Systems of Care
- Insurance, Managed Care, Medicare, and Systems of Care
- Cultural Competence and Systems of Care
- Systems of Care: Implementation Guidelines
- Summary
- 10. The Role of Families in Supporting Children With Emotional and Behavioral Concerns
- Parents as Referral Agents
- Contact With Medical Personnel
- Contact With Teachers
- Teachers as Referral Agents
- Parents as Advocates for Their Children With Emotional and Behavioral Concerns
- The Importance of Being a Support Agent
- Implementing Changes at Home
- Suggestions to Provide to Parents That Are Designed to Improve the Parent-Child Relationship
- Suggestions to Provide to Parents for Improving Communication Skills
- An Example of Supportive Communication From Parent to Child
- Exercises for Improving Communication
- Ideas to Improve Discipline Strategies at Home
- The Importance of Rules
- Methods of Addressing Individual Behavioral Problems
- Finding Ways to Relieve Stress
- Tips for Professionals Working With Parents of Children Who Have EBD
- Summary
- 11. What Lies Ahead: Postschool Transition
- Critical Concepts About EBD
- EBD Is a Disability
- Least Restrictive Environment Versus Inclusion
- Behavior Is a Shared Responsibility
- Postschool Success
- Transition Planning
- Transition: Law or Concept?
- Curriculum Considerations for School
- Individualized Transition Plans
- Planning Programs Around People, Not Schools
- Self-Advocacy, Self-Responsibility, Self-Direction, and Self-Awareness: The Essential Transition Elements
- Transition-Related Programming Specific to Youth Who Have EBD
- Mental Health for All
- Summary
- Resources for Professionals and Parents
- Resources in Print
- Internet Resources
- Clearinghouses
- Organizations
- Index
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