Understanding and Managing Emotional and Behavior Disorders in the Classroom
Comprehensive and current, this new text will prepare future educators to successfully instruct students with emotional and behavior disorders in their classrooms. Readers will be given a sound introduction on the subject, from the foundations of the disorders, to a discussion of risk and protective factors, and also a general bio-psychosocial model. Several, particularly hard-to-manage disorders are featured in multiple chapters, and assessment is briefly addressed, including comparing Functional Behavior Assessment with regular assessment, the Behavior Intervention Plans, and Individual Education Plans. Behavior problems manifested and managed in the classroom is reviewed, with an emphasis on the development of positive behavioral interventions and supports. Also discussed are specific behavior interventions for problematic behavior, focusing on how such students are best taught, and how a positive school-wide program enhances the probability of program success. Families and siblings, along with promising future directions are also included, as well as thought-provoking case studies featured throughout the text. Special features of the text include: Overview and Discussion Questions at the beginning of every chapter, and a Summary and follow-up Discussion Questions at the conclusion, boxed features found throughout each chapter to clarify and further describe important content, including law-related issues, and thought-provoking case studies are dispersed throughout. The whole text will stimulate its readers to think about the behavior problems and issues they might address in the real classroom and how to best deal with each situation.
- Paperback | 528 pages
- 205.74 x 254 x 38.1mm | 1,043.26g
- 22 Mar 2010
- Pearson Education (US)
- Boston, MA, United States
Back cover copy
Comprehensive and current, this new text will prepare future educators to successfully instruct students with emotional and behavior disorders in their classrooms. Readers will be given a sound introduction on the subject, from the foundations of the disorders, to a discussion of risk and protective factors, and also a general bio-psychosocial model. The whole text will stimulate its readers to think about the behavior problems and issues they might address in the real classroom and how to best deal with each situation. Special features include: "Overview" and "Discussion Questions" at the beginning of every chapter, and a "Summary" and follow-up "Discussion Questions" at the conclusion will spark critical thinking in readers, and provide practice for material on tests.Case studies are featured in special boxes throughout the text-to prompt students to think of how behavior problems may be addressed. Every case ends with a question to the reader, "What would you do?"Boxed features found throughout each chapter-will clarify and further describe important content, including law-related issues. Discusses particularly hard-to-manage disorders in multiple chapters.Assessment measures are addressed, including comparing Functional Behavior Assessment with regular assessment, the Behavior Intervention Plans, and Individual Education Plans. Emphasizes the development of positive behavioral interventions and supports.Features specific behavior interventionsfor problematic behavior, focusing on how EBD students are best taught, and how a positive school-wide program enhances the probability of program success.Families and siblings, along with promising future directions are also included.
Table of contents
Understanding and Managing Emotional And Behavior Disorders in the Classroom Table of Contents About This Book Preface Audience AcknowledgementsPart I: Foundations of Behavior DisordersChapter 1: Behavior Disorders and Interventions in Today's ClassroomsOverviewCase HistoryIncidence of Emotional and Behavior DisordersCultural SimilarityRelated StatisticsAddressing Behavior ProblemsSpecial EducationStatistical TrendsDisability Categories Medical & Social Systems Models of Disabilities Focus on Emotional & Behavioral DisordersClassification of Disability Problems with Disability Classification Advantages of Labeling in Special Education Disadvantages of Labeling in Special EducationDSM IV - Diagnosis in Classification Problems with DSM IV Classifications Labeling: A New DirectionAn Alternative Classification System Dimensional versus Categorical Classification Etiological Versus Functional Classification Multidimensional versus Unidimensional Classification Providing Effective InterventionSummaryDiscussion Questions Chapter 2: Understanding Emotional and Behavioral DisordersOverviewCase HistoryDevelopment of Behavior ProblemsOrigins of Emotional and Behavior DisordersRisk Factors/Causes Biological Influences Psychosocial and Environmental Influences Family and Genetic Risk FactorsRelationships Among Risk Factors and Protective FactorsCognitive and Behavioral Development: Major Theories Early Experiences Social Relationships LearningEducation of the Behaviorally DisorderedTheories of Child DevelopmentModels for Emotional and Behavior Disorders The Biopsychosocial ModelDevelopmental Issues Deviant versus Normal Child Development Developmental PsychopathologyDevelopmental Acquisition of Behavior DisordersThe Transactional ModelThe Interaction ModelDynamics of Emotional and Behavioral Problems Hierarchy of ResponsesThe Constructivist ModelThe Nature-Nurture ModelThe Environmentalist ModelThe Behavioral ModelSummaryDiscussion Questions Chapter 3: Educational Outcome of Students with Emotional and Behavioral DisordersOverviewCase HistoryPraise & Opportunity to Respond (OTR)Classroom OrganizationTeacher PreparationImproving Post-School Outcomes for EBD Students Educational Outcomes Current Employment Current Social RelationshipsA National Agenda for Education SED StudentsPresident's Commission on Excellence in Special EducationModels of service Delivery for Special Education Full Inclusion Model Conciliatory Model Conservationist ModelTypes of Classrooms Learner Centered Classroom Curriculum Centered ClassroomResearched Interventions for Behavior ProblemsSummaryDiscussion Questions Part II: Recognizing Emotional and Behavior Disorders Chapter 4: Externalizing DisordersOverviewCase HistoryAttention Deficit Hyperactivity Disorder (ADHD)Oppositional Defiant Disorder (ODD)Conduct Disorder (CD)Tics and Tourette's DisorderSummaryDiscussion Questions Chapter 5: Mood Disorders and Other Behavior DisordersOverviewCase HistoryMood Disorders Depression Bipolar Disorders Activities and Strategies for Mood DisordersOther Behavior Disorders Traumatic Brain Injury (TBI) Fragile-X Syndrome Fetal Alcohol Syndrome (FAS)SummaryDiscussion Questions Chapter 6: Pervasive Developmental Disorders (PDD) and Psychotic DisordersOverviewCase HistoryPervasive Developmental Disorders (PDD) Autism Asperger's DisorderPsychotic Disorders Childhood SchizophreniaSummaryDiscussion Questions Part III: Identifying and Assessing Behavior DisordersChapter 7: Assessment of Behavior DisordersOverviewCase HistoryIntroduction to AssessmentArriving at a Differential Diagnosis Background and Developmental History Behavior Observations Basic Psychological Tests Psychometric Terminology Psychological/Neuropsychological Assessment Rationale for Neuropsychological AssessmentSymptom OverlapThe Neuropsychological Diagnostic ApproachSpecific Tests versus Test BatteriesA Multidisciplinary Evaluation Components of the Neuropsychological Assessment The Diagnostic ProcessInterpretation of Test DataFunctional ImpairmentSummaryDiscussion Questions Chapter 8: Functional Behavioral AssessmentOverviewCase HistoryThe FBA and BIP Process Defining the Problem Behavior Identifying Specific Events, Times and Situations Obtaining Background Information Identify the Consequences Developing a Theory or HypothesisUnderstanding the Function of Behavior The Basic Functions of Behavior Primary Functions of Problem BehaviorThe Functional Behavioral Assessment Conducting a Functional Behavioral Assessment The Methods and Tools Needed to Conduct an FBAThe Goals of Intervention Meeting the Intervention Goals Replacing Behavior Problems Selecting Positive Interventions and Individual ReinforcersFailure to Show Appropriate Behavior Skill Deficits Performance DeficitsComprehensive Intervention Plans Family InvolvementFormal Assessment versus Functional Behavioral AssessmentFunctional Behavioral Assessment Model: Assessment Type of Problem Behavior Dimensions of Behavior Assessment Methods Quality of Data Social ValidityUsing Functional Assessment to Change BehaviorDevelopment of a Positive Function-Based Support PlanSummaryDiscussion Questions Chapter 9: The Behavioral Intervention Plan and Development of the IEPOverviewCase HistoryIDEA 2004 and Behavior DisordersDeveloping a Behavioral Intervention Plan (BIP) BIP ComponentsEvaluating and Monitoring the BIPEffectiveness of the FBA and BIPPositive Behavioral Intervention PlanUsing Extraordinary Discipline Procedures Managing Dangerous BehaviorMotivational ConsiderationsManifestation DeterminationDecision-Making GuidelinesAlternative Manifestation DeterminationOverview of the Individual Educational Program (IEP) Special Education Process Under IDEAWriting the IEP Special Factors to Consider Placement Decision Distributing the Written IEP Implementation of the IEP Reviewing and Revising the IEP Parental Disagreement with the IEPOSEP MonitoringSummaryDiscussion Questions Part IV: Managing Behavior Problems in the Classroom Chapter 10: Establishing an Effective Classroom EnvironmentOverviewCase History The Physical Environment of the Classroom Seating Arrangement Class Size Least Restrictive Environment (LRE)Effective TeachersTransitionsType of Instruction Direct Instruction Small Group InstructionCommunicationClassroom RulesConflicts in the ClassroomPeer Mediation Preventing and Reducing Aggression Through Mediation Training of Peer MediatorsHomework PolicyPhysical or Corporal PunishmentAccommodations and the 504 Plan The Fairness Issue Dealing With the Fairness Issue Timed TestsSummaryDiscussion Questions Chapter 11: Positive Behavioral Interventions and SupportsOverviewCase HistoryOrientationReinforcement Basics Positive vs. Negative Reinforcement Comment on Reinforcers Type of Reinforcers Vary the Types of Reinforcers Classroom ReinforcementBehavior Change Developing New Behaviors The Token Economy Point System Comment on Token Point System for Ages 6-8 Alternatives to PunishmentPositive versus Negative Stimulus EventsWriting Instrumental Behavior PlansBehavior Momentum Implementation of Behavioral MomentumPositive Response Program Positive Behavioral OrientationContingency Contracting Contract Goals Defining Goals Practicing with a Short Contract Contract ConsiderationsGeneralization Response Generalization Teaching for Generalization Stimulus GeneralizationDirect Instruction of Expectations and RoutinesThe Use of Punishment Ignoring BehaviorsMonitoring Problem Behavior Behavior Should Be Monitored Specific Behavior Selected to Change Record Selected Behavior Time-Out Procedure for Misbehavior Listing Behaviors for Time-Out Developing a Time-Out Plan Time-Out at Home and At School Problems with Time-Out Basic Time-Out Principles Time-Out in the ClassroomOvercorrection Restitutional Overcorrection Positive Practice OvercorrectionWriting a Behavior Penalty Plan Using Response-Cost and Behavior Penalty Chapter 12: Specific Proactive Behavioral Interventions for Problematic BehaviorsOverviewCase HistoryAggression Defianceand Verbal Aggression Hostile-Aggressive Behavior Physical Restraint Passive-Aggressive BehaviorSocial Skill Problems Sharing Cooperation ProblemsInattention Visual Attention On-Task BehaviorFollowing InstructionsSelf MonitoringImpulsivityNon-ComplianceInappropriate VerbalizationsCase Study: Summary of FBS and BIP ProceduresSummaryDiscussion Questions Chapter 13: Teaching Students with Behavior DisordersOverviewCase HistoryNo Child Left Behind Scientifically-Based Instruction The Challenge Scientifically-Based Research (SBR) A New Vocabulary for SBRInstructional Strategies that WorkImplementing Evidence-Based Practices in Schools Accountability Scaling UpEssential Organizational Needs for Putting EBP in Schools Comprehensive Meta-Analysis- Need I Guidelines and Systematic Reviews- Need II Research Infrastructure - Need III Curriculum-Based AssessmentUsing Effective Practices to Educate EBD Students Opportunities To RespondAcademic Instruction Direct Instruction Precision TeachingReducing Problem Behaviors During Academic ManagementThe Morningside ModelSummaryDiscussion Questions Part V: School-Wide Management and Promising Directions Chapter 14: Developing a School-Wide Behavioral ProgramOverviewCase HistoryPunitive Disciplinary Strategies: Zero-TolerancePositive Disciplinary StrategiesPositive Behavioral Interventions and Supports in SchoolsDiscipline and Development PhasesSchool-Wide Behavioral ProgramsIndividual Program SupportResilience Against ViolenceAvoiding a Negative Behavioral Orientation Corporal Punishment Effective DisciplineImproving School and Classroom EnvironmentsUnderstanding the Social Needs of Youth Alternatives to Discipline and PunishmentTeaching a Social CurriculumCurrentSchoolDiscipline Practices Applying Discipline Fairly Nondiscrimination Procedure Special Education StudentsEffectiveness of Current Discipline Practices Improved Student Behavior Alternatives to Disciplinary Removal Litigation IssuesA Description of a School-Wide Behavioral Program A Systems Approach Steps in Developing SW-PBSPrimary Prevention (Intervention) Implementation of Primary Prevention (Intervention) Office Discipline ReferralsSecondary Prevention (Intervention)Tertiary Prevention (Intervention) Implementation of Tertiary Interventions (Preventions) Effectiveness of the Behavioral Intervention Plan Crisis ManagementDevelopmental Considerations for Implementing SW-PBSHistory and Development of SW-PBS The PREPARE Model The BEST Model The PAR Model The ACHIEVE ModelSchool-Wide Information System (SWIS) ProgramThe Wraparound Process Background and Need Defining and Describing Wraparound Wraparound in Schools Wraparound Special Education and IEP School Features that Support Wraparound Wraparound Process Features within SW-PBS Decision Making on Academic and Behavioral IssuesSummaryDiscussion Questions Chapter 15: PartnershipsOverviewA Historical Emphasis on FamiliesA Program of Partnership Developing an Action Plan Types of ParentsParent Involvement with School Parents and Student Achievement Parents and Student Attitudes and Behavior Parents and School Rules Family Involvement in Children's LearningLevels of Parent Involvement Level I: Assessment Level II: Intervention Level III: Transition and Follow-UpParent EducationRelationship-Focused Early InterventionSibling InvolvementSibling's Areas of Concern Overidentification Embarrassment Guilt Shame Isolation Resentment Increased Responsibilities Pressure to AchieveSibshops ProgramSchool - Family - Community Partnerships Preparation of Teachers and Family Involvement The Impact of Teacher TrainingSummaryDiscussion Questions Chapter 16: Future Directions with E/BD StudentsOverviewCase HistoryEarly InterventionComprehensive Behavioral ProgramsExtensive Support Network School-Wide Behavioral Programs Emphasis on Positive Behavioral ProgramsAssessment School-Wide Assessment Individual AssessmentConcluding Thoughts Teacher Education and Student Diversity Future Directions on The Wraparound Process The Future of Partnership Programs Prevention of Behavior Disorders Family Support and Integrated Services Researched Intervention for Behavior ProblemsSummaryDiscussion QuestionsAppendicesResourcesReferencesName IndexSubject Index
About Grad L. Flick
Grad L. Flick received his Ph.D. in Clinical Psychology from the University of Miami in 1969 with an APA-approved internship at the University of Florida Medical Center. A licensed psychologist since 1971, he has specializations in neuropsychology and biofeedback, along with certification as a biiofeedback therapist. He has also been certified in stress management, in employee assistance and has Fellow and Diplomate status from the American Board of Medical Psychotherapists. He has held positions in psychology at the University of New Orleans and Louisiana State University School of Medicine and has served as consultant to sereral hospitals in the New Orleans and Gulf Coast area. Since 1971, he has been in private practice and is currently director of Seacoast Psychological Associates, Inc., in association with his wife Alma L. Flick, Ph.D.; they specialized in the evaluation and treatment of children, adolescents and adults with Attention Deficit Hyperactivity Disorder (ADHD), learning and behavioral problems. Dr. Grad Flick is also Director of the ADD Clinic for children, adolescents and adults with ADHD where behavioral and cognitive-behavioral therapies are offered as well as traditional psychotherapy, play therapy and various group therapies. Dr.Grad Flick has had numverous scientific presentations and publication credits, conducted many workshops for both parents and teachers on ADHD, and has given lectures to various parent and teacher organizations on ADHD and Child Management. His is author of Power Parenting for Children with ADD/ADHD: A Practical Parent's Guide for Managing Difficult Behaviors (1996); ADD/ADHD Behavior Change Resource Kit (1998) and How to Reach & Teach Teenagers with ADHD (2000); with all books published by Jossey-Bass. He has over 37 years experience in both research and clinical practice with children wo present attentional, learning and/or behavioral problems. Grad and Alma have also parented a child with a learning disability and Attention Deficit Hyperactivity Disorder.