Students with Emotional and Behavior Problems

Students with Emotional and Behavior Problems : Assessment, Management and Intervention Strategies

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This new text provides educators and paraprofessionals with the necessary skills and resources to target both low- and high-incidence emotional and behavioral problems encountered in general and special education environments across the lifespan of students-from early childhood to transition to adulthood. Drawn from direct experience in classroom and clinical settings, this resource provides all educators with practical, step-by-step information about how to implement specific interventions that work with the most challenging students, including those with ADHD, Oppositional Defiant Disorder (ODD), Pervasive Development Disorder (PDD), anxiety disorders, and early-onset schizophrenia. Aligned with the Council for Exceptional Children (CEC) standards for special educators as well as Praxis II content-area standards, features of this text also include a wide variety of pedagogy designed to provide additional connections to chapter content.show more

Product details

  • Paperback | 408 pages
  • 203.2 x 248.9 x 17.8mm | 703.08g
  • Pearson Education (US)
  • Prentice Hall
  • Upper Saddle River, United States
  • English
  • 0130394769
  • 9780130394767

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Students with Emotional and Behavioral Problems: Assessment, Management, and Intervention Strategies provides educators and paraprofessionals with the necessary skills and resources to target both low- and high-incidence emotional behavioral problems encountered in general and special education environments across the lifespan of students-- from early childhood to transition to adulthood. Drawn from direct experience in classroom and clinical settings, this resource provides all educators with practical, step-by-step information about how to implement specific interventions that work with the most challenging students, including those with ADHD, Oppositional Defiant Disorder (ODD), Pervasive Developmental Disorders (PDD), anxiety disorders, and earl-onset schizophrenia. Aligned with the Council for Exceptional Children (CEC) standards for special educators as well as Praxis II content-area standards, features of this text also include a wide variety of pedagogy designed to provide additional connections to chapter content such as advance organizers, four in-depth case studies interrelated to chapter content, multidiciplinary perspectives from professionals in special education and related fields, summary questions, a nd extension activities. Additional features include: Effective Classroom Practices-- covering the assessment of students for eligibility for special education services, instructional planning, and classroom management. These chapters offer best practices in the prevention and management of student problem behavior at the school, classroom, small group, and individual level (Chapters 3-6). Interventions for Specific Populations-- examining students with specific emotional and behavioral problems including information concerning characteristics and practical intervention strategies for addressing the unique needs of each diagnostic grouping (Chapters 7-11). Consultation and Collaboration--exploring the role of the teacher as collaborative partner, working with families, teachers, paraprofessionals, school counselors/psychologists, community agencies, and mental health professionals (Chapters 12-14). A chapter devoted to School-Based Crisis Intervention discussing the risk factors for school violence, suggesting guidelines for preventing it, and providing discipline and de-escalation strategies for dealing with out-of-hand situations (Chapter 14). To view the website that accompanies this text, please go to http: //www.prenhall.com/downing.show more

Table of contents

Preface SECTION I: FOUNDATIONS CHAPTER 1: Legal, Historical, and Cultural Perspectives [Linda M. Bigby] CHAPTER 2: Assessment for Diagnosis and Intervention [Judith K. Carlson] SECTION II: EFFECTIVE CLASSROOM PRACTICES CHAPTER 3: Translating Assessment Data into Individualized Instruction CHAPTER 4: Best Practices for Preventing Problem Behaviors: School-wide Strategies CHAPTER 5: Best Practices for Preventing Problem Behaviors: Class-wide Strategies and Interventions CHAPTER 6: Best Practices for Addressing Behavior Problems: Individual and Small Group Strategies and Interventions SECTION III: INTERVENTIONS FOR SPECIFIC POPULATIONS CHAPTER 7: Disorders of Attention CHAPTER 8: Disruptive Behavior Disorders CHAPTER 9: Pervasive Developmental Disorders [Theresa L. Earles-Vollrath; Katherine Tapscott Cook; and Jennifer B. Ganz] CHAPTER 10: Anxiety and Mood Disorders CHAPTER 11: Other Disorders of Childhood and Adolescence SECTION IV: CONSULTATION AND COLLABORATION CHAPTER 12: Communication and Collaboration Skills: Working with Parents and Other Professionals CHAPTER 13: School Partnerships with Mental Health and Medical Professionals [William J. McHenry, Jr.] CHAPTER 14: School-based Crisis Intervention: Planning and Implementation APPENDICES: A. CASE STUDIES #1: Early Childhood Reactive Attachment Disorder of Infancy or Early Childhood [Lynda Nelson Day] #2: Dual Diagnosis: Mental Retardation and Mental Illness [Jerry Neal] #3: Asperger Syndrome [Theresa Earles-Vollrath] #4: Bipolar Disorder [Jerry Neal] B. PUBLISHER INFORMATION FOR SELECTED ASSESSMENT MEASURES C. PROFESSIONAL STANDARDS COMPETENCY CROSSWALKshow more

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