Evidence Based Practices for Educating Students with Emotional and Behavioral Disorders

Evidence Based Practices for Educating Students with Emotional and Behavioral Disorders

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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.
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Product details

  • Paperback | 484 pages
  • 200.66 x 251.46 x 22.86mm | 748.42g
  • Pearson
  • Upper Saddle River, NJ, United States
  • English
  • 0130968234
  • 9780130968234

Back cover copy

"Evidence Based Practices for Educating Students with Emotional and Behavioral Disorders, "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 EBD to succeed in the classroom. 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, collectively to inform their future teaching decisions, all for the benefit of the EBD students they are privileged to teach. Special Features of this new text include: - 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. - 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- 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."
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Table of contents

Chapter 1 Introduction to Emotional and Behavioral DisordersDefinition of EBDClassification of Students with EBDPrevalence of EBDCharacteristics of Students with EBDHistory and Development of the FieldConceptual ModelsCausal and Risk FactorsInterventions for Students with EBDPlacement Options for Students with EBDAlternative Education ProgramsJuvenile JusticeMental HealthChapter 2 Legal Issues in Educating Students with Emotional and Behavioral DisordersThe Individuals with Disabilities Education ActDisciplining Students with EBDManaging Student RecordsReporting Suspected Child Abuse and NeglectTeacher Liability for Student Injury and MisconductChapter 3 Assessment of Students with Emotional and Behavioral DisordersThe Individuals with Disabilities Education Act and AssessmentAssessing Students in Special EducationAssessment and InterventionAccountability in Special EducationChapter 4 Applied Behavior AnalysisHistory of ABACharacteristics of ABAPrinciples of BehaviorApplying the Principlies of BehaviorDefining and Describing BehaviorAssessing BehaviorRecording SystemsGraphing Data and Making Instructional DecisionsUsing Positive Reinforcement to Change BehaviorProgramming for GeneralizationChapter 5 Functional Behavior Assessments and Behavior Intervention PlansThe Basis of FBA and Behavior Intervention PlansFBAGeneric Methods for Completing an FBAExperimental MethodsPositive Behavior Support and Behavior Intervention PlansCharacteristics of Behavior Intervention PlansBuilding Positive Behavior Intervention PlansImplementation FidelityData CollectionCrisis ManagementChapter 6 Cognitive Behavioral InterventionsCognitive Behavioral InterventionsEffectiveness of Cognitive Behavioral InterventionsProcedures of Cognitive Behavioral InterventionsSelf Management Based InterventionsVerbal Mediation Based InterventionsImplementing Cognitive Behavioral InterventionsGeneralization of Cognitive Behavioral InterventionsChapter 7 Social Skills InstructionFormal Instruction of Social SkillsSocial Skills AssessmentInformal Instruction of Social SkillsSocial Competence and Social SkillsSocial Competence and Students with EBDEncouraging Proscocial Behaviors Through Informal ProceduresChapter 8 Meeting the Needs of Students with EBD Through Collaborative TeamingCollaboration and Teaming: What Is It?Types of Collaborative TeamsCollaborative Teaming: Why Do It?Collaborative Teaming: How Do You Create an Effective Collaborative Team?Collaborative Teaming: Who Is Involved?Family and School CollaborationChapter 9 Developing Educationally Meaningful and Legally Sound Individualized Education ProgramsLegal RequirementsProblems in IEP DevelopmentThe IEP Planning ProcessImplementing the IEPReviewing and Revising the IEPDeveloping Educationally Meaningful and Legally Sound IEPsChapter 10 School-Wide Positive Behavior SupportThe Need of School-Wide Positive Behavior SupportThe Components of School-Wide Positive Behavior SupportPositive Behavior Support and the Total School SystemImplementing a System of School-Wide Positive Behavior SupportSchool-Wide Positive Behavior Support and Academic AchievementSchool-Wide Positive Behavior Support and the LawChapter 11 Classroom and Behavior Management I: Preventing Problem Behavior in the ClassroomThe Classroom Management ProblemPrevention and Classroom ManagementProactive vs. Reactive Classroom ManagementThe Primary Components of a Proactive Classroom Management SystemDeveloping and Implementing a Proactive Classroom Management SystemChapter 12 Classroom and Behavior Management II: Responding to Problem BehaviorThe Nature of Problem BehaviorIneffective Responding to Problem BehaviorPrinciples to Follow When Responding to Problem BehaviorLevels of Responding to Problem BehaviorDeveloping Crisis Management PlansAn Algorithm for Responding to Problem BehaviorChapter 13 Classroom and Behavior Management III: Intervening with Problem BehaviorConsideration When Intervening to Address Problem BehaviorBehavior Enhancement InterventionsBehavior Reduction InterventionsChapter 14 Teaching Students with Emotional and Behavioral DisordersI: Effective TeachingDo Teachers of Students with EBD Use Effective Instructional Strategies?Principles of Effective InstructionMaintaining EffectivenessChapter 15 Teaching Students with Emotional and Behavioral Disorders II: Evidence-Based Instructional Procedures and Students with EBDTeaching ReadingTeaching WritingTeaching MathematicsTeaching Study SkillsChapter 16 Teaching Students with Emotional and Behavioral Disorders III: Planning Instruction and Monitoring Student PerformanceThe Nature of Instructional PlanningPlanning What to TeachPlanning How to TeachMonitoring Student Performance
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15 ratings
3.8 out of 5 stars
5 20% (3)
4 53% (8)
3 20% (3)
2 0% (0)
1 7% (1)
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