Understanding and Managing Emotional and Behavior Disorders in the Classroom / Edition 1

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Overview

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.

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Product Details

  • ISBN-13: 9780130417138
  • Publisher: Pearson
  • Publication date: 8/29/2008
  • Series: Pearson Custom Education Series
  • Edition number: 1
  • Pages: 528
  • Sales rank: 460,570
  • Product dimensions: 7.90 (w) x 9.90 (h) x 1.10 (d)

Meet the Author

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.
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Table of Contents

Understanding and Managing Emotional And

Behavior Disorders in the Classroom

Table of Contents

About This Book

Preface

Audience

Acknowledgements

Part I: Foundations of Behavior Disorders

Chapter 1: Behavior Disorders and Interventions in Today’s Classrooms

Overview

Case History

Incidence of Emotional and Behavior Disorders

Cultural Similarity

Related Statistics

Addressing Behavior Problems

Special Education

Statistical Trends

Disability Categories

Medical & Social Systems Models of Disabilities

Focus on Emotional & Behavioral Disorders

Classification of Disability

Problems with Disability Classification

Advantages of Labeling in Special Education

Disadvantages of Labeling in Special Education

DSM IV – Diagnosis in Classification

Problems with DSM IV Classifications

Labeling: A New Direction

An Alternative Classification System

Dimensional versus Categorical Classification

Etiological Versus Functional Classification

Multidimensional versus Unidimensional Classification

Providing Effective Intervention

Summary

Discussion Questions

Chapter 2: Understanding Emotional and Behavioral Disorders

Overview

Case History

Development of Behavior Problems

Origins of Emotional and Behavior Disorders

Risk Factors/Causes

Biological Influences

Psychosocial and Environmental Influences

Family and Genetic Risk Factors

Relationships Among Risk Factors and Protective Factors

Cognitive and Behavioral Development: Major Theories

Early Experiences

Social Relationships

Learning

Education of the Behaviorally Disordered

Theories of Child Development

Models for Emotional and Behavior Disorders

The Biopsychosocial Model

Developmental Issues

Deviant versus Normal Child Development

Developmental Psychopathology

Developmental Acquisition of Behavior Disorders

The Transactional Model

The Interaction Model

Dynamics of Emotional and Behavioral Problems

Hierarchy of Responses

The Constructivist Model

The Nature-Nurture Model

The Environmentalist Model

The Behavioral Model

Summary

Discussion Questions

Chapter 3: Educational Outcome of Students with Emotional and Behavioral Disorders

Overview

Case History

Praise & Opportunity to Respond (OTR)

Classroom Organization

Teacher Preparation

Improving Post-School Outcomes for EBD Students

Educational Outcomes

Current Employment

Current Social Relationships

A National Agenda for Education SED Students

President’s Commission on Excellence in Special Education

Models of service Delivery for Special Education

Full Inclusion Model

Conciliatory Model

Conservationist Model

Types of Classrooms

Learner Centered Classroom

Curriculum Centered Classroom

Researched Interventions for Behavior Problems

Summary

Discussion Questions

Part II: Recognizing Emotional and Behavior Disorders

Chapter 4: Externalizing Disorders

Overview

Case History

Attention Deficit Hyperactivity Disorder (ADHD)

Oppositional Defiant Disorder (ODD)

Conduct Disorder (CD)

Tics and Tourette’s Disorder

Summary

Discussion Questions

Chapter 5: Mood Disorders and Other Behavior Disorders

Overview

Case History

Mood Disorders

Depression

Bipolar Disorders

Activities and Strategies for Mood Disorders

Other Behavior Disorders

Traumatic Brain Injury (TBI)

Fragile-X Syndrome

Fetal Alcohol Syndrome (FAS)

Summary

Discussion Questions

Chapter 6: Pervasive Developmental Disorders (PDD) and Psychotic Disorders

Overview

Case History

Pervasive Developmental Disorders (PDD)

Autism

Asperger’s Disorder

Psychotic Disorders

Childhood Schizophrenia

Summary

Discussion Questions

Part III: Identifying and Assessing Behavior Disorders

Chapter 7: Assessment of Behavior Disorders

Overview

Case History

Introduction to Assessment

Arriving at a Differential Diagnosis

Background and Developmental History

Behavior Observations

Basic Psychological Tests

Psychometric Terminology

Psychological/Neuropsychological Assessment

Rationale for Neuropsychological Assessment

Symptom Overlap

The Neuropsychological Diagnostic Approach

Specific Tests versus Test Batteries

A Multidisciplinary Evaluation

Components of the Neuropsychological Assessment

The Diagnostic Process

Interpretation of Test Data

Functional Impairment

Summary

Discussion Questions

Chapter 8: Functional Behavioral Assessment

Overview

Case History

The FBA and BIP Process

Defining the Problem Behavior

Identifying Specific Events, Times and Situations

Obtaining Background Information

Identify the Consequences

Developing a Theory or Hypothesis

Understanding the Function of Behavior

The Basic Functions of Behavior

Primary Functions of Problem Behavior

The Functional Behavioral Assessment

Conducting a Functional Behavioral Assessment

The Methods and Tools Needed to Conduct an FBA

The Goals of Intervention

Meeting the Intervention Goals

Replacing Behavior Problems

Selecting Positive Interventions and Individual Reinforcers

Failure to Show Appropriate Behavior

Skill Deficits

Performance Deficits

Comprehensive Intervention Plans

Family Involvement

Formal Assessment versus Functional Behavioral Assessment

Functional Behavioral Assessment Model: Assessment

Type of Problem Behavior

Dimensions of Behavior

Assessment Methods

Quality of Data

Social Validity

Using Functional Assessment to Change Behavior

Development of a Positive Function-Based Support Plan

Summary

Discussion Questions

Chapter 9: The Behavioral Intervention Plan and Development of the IEP

Overview

Case History

IDEA 2004 and Behavior Disorders

Developing a Behavioral Intervention Plan (BIP)

BIP Components

Evaluating and Monitoring the BIP

Effectiveness of the FBA and BIP

Positive Behavioral Intervention Plan

Using Extraordinary Discipline Procedures

Managing Dangerous Behavior

Motivational Considerations

Manifestation Determination

Decision-Making Guidelines

Alternative Manifestation Determination

Overview of the Individual Educational Program (IEP)

Special Education Process Under IDEA

Writing 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 IEP

OSEP Monitoring

Summary

Discussion Questions

Part IV: Managing Behavior Problems in the Classroom

Chapter 10: Establishing an Effective Classroom Environment

Overview

Case History

The Physical Environment of the Classroom

Seating Arrangement

Class Size

Least Restrictive Environment (LRE)

Effective Teachers

Transitions

Type of Instruction

Direct Instruction

Small Group Instruction

Communication

Classroom Rules

Conflicts in the Classroom

Peer Mediation

Preventing and Reducing Aggression Through Mediation

Training of Peer Mediators

Homework Policy

Physical or Corporal Punishment

Accommodations and the 504 Plan

The Fairness Issue

Dealing With the Fairness Issue

Timed Tests

Summary

Discussion Questions

Chapter 11: Positive Behavioral Interventions and Supports

Overview

Case History

Orientation

Reinforcement Basics

Positive vs. Negative Reinforcement

Comment on Reinforcers

Type of Reinforcers

Vary the Types of Reinforcers

Classroom Reinforcement

Behavior Change

Developing New Behaviors

The Token Economy Point System

Comment on Token Point System for Ages 6-8

Alternatives to Punishment

Positive versus Negative Stimulus Events

Writing Instrumental Behavior Plans

Behavior Momentum

Implementation of Behavioral Momentum

Positive Response Program

Positive Behavioral Orientation

Contingency Contracting

Contract Goals

Defining Goals

Practicing with a Short Contract

Contract Considerations

Generalization

Response Generalization

Teaching for Generalization

Stimulus Generalization

Direct Instruction of Expectations and Routines

The Use of Punishment

Ignoring Behaviors

Monitoring 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 Classroom

Overcorrection

Restitutional Overcorrection

Positive Practice Overcorrection

Writing a Behavior Penalty Plan

Using Response-Cost and Behavior Penalty

Chapter 12: Specific Proactive Behavioral Interventions for Problematic Behaviors

Overview

Case History

Aggression

Defiance and Verbal Aggression

Hostile-Aggressive Behavior

Physical Restraint

Passive-Aggressive Behavior

Social Skill Problems

Sharing

Cooperation Problems

Inattention

Visual Attention

On-Task Behavior

Following Instructions

Self Monitoring

Impulsivity

Non-Compliance

Inappropriate Verbalizations

Case Study: Summary of FBS and BIP Procedures

Summary

Discussion Questions

Chapter 13: Teaching Students with Behavior Disorders

Overview

Case History

No Child Left Behind

Scientifically-Based Instruction

The Challenge

Scientifically-Based Research (SBR)

A New Vocabulary for SBR

Instructional Strategies that Work

Implementing Evidence-Based Practices in Schools

Accountability

Scaling Up

Essential Organizational Needs for Putting EBP in Schools

Comprehensive Meta-Analysis- Need I

Guidelines and Systematic Reviews- Need II

Research Infrastructure – Need III

Curriculum-Based Assessment

Using Effective Practices to Educate EBD Students

Opportunities To Respond

Academic Instruction

Direct Instruction

Precision Teaching

Reducing Problem Behaviors During Academic Management

The Morningside Model

Summary

Discussion Questions

Part V: School-Wide Management and Promising Directions

Chapter 14: Developing a School-Wide Behavioral Program

Overview

Case History

Punitive Disciplinary Strategies: Zero-Tolerance

Positive Disciplinary Strategies

Positive Behavioral Interventions and Supports in Schools

Discipline and Development Phases

School-Wide Behavioral Programs

Individual Program Support

Resilience Against Violence

Avoiding a Negative Behavioral Orientation

Corporal Punishment

Effective Discipline

Improving School and Classroom Environments

Understanding the Social Needs of Youth

Alternatives to Discipline and Punishment

Teaching a Social Curriculum

Current School Discipline Practices

Applying Discipline Fairly

Nondiscrimination Procedure

Special Education Students

Effectiveness of Current Discipline Practices

Improved Student Behavior

Alternatives to Disciplinary Removal

Litigation Issues

A Description of a School-Wide Behavioral Program

A Systems Approach

Steps in Developing SW-PBS

Primary Prevention (Intervention)

Implementation of Primary Prevention (Intervention)

Office Discipline Referrals

Secondary Prevention (Intervention)

Tertiary Prevention (Intervention)

Implementation of Tertiary Interventions (Preventions)

Effectiveness of the Behavioral Intervention Plan

Crisis Management

Developmental Considerations for Implementing SW-PBS

History and Development of SW-PBS

The PREPARE Model

The BEST Model

The PAR Model

The ACHIEVE Model

School-Wide Information System (SWIS) Program

The 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 Issues

Summary

Discussion Questions

Chapter 15: Partnerships

Overview

A Historical Emphasis on Families

A Program of Partnership

Developing an Action Plan

Types of Parents

Parent Involvement with School

Parents and Student Achievement

Parents and Student Attitudes and Behavior

Parents and School Rules

Family Involvement in Children’s Learning

Levels of Parent Involvement

Level I: Assessment

Level II: Intervention

Level III: Transition and Follow-Up

Parent Education

Relationship-Focused Early Intervention

Sibling Involvement

Sibling’s Areas of Concern

Overidentification

Embarrassment

Guilt

Shame

Isolation

Resentment

Increased Responsibilities

Pressure to Achieve

Sibshops Program

School – Family – Community Partnerships

Preparation of Teachers and Family Involvement

The Impact of Teacher Training

Summary

Discussion Questions

Chapter 16: Future Directions with E/BD Students

Overview

Case History

Early Intervention

Comprehensive Behavioral Programs

Extensive Support Network

School-Wide Behavioral Programs

Emphasis on Positive Behavioral Programs

Assessment

School-Wide Assessment

Individual Assessment

Concluding 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 Problems

Summary

Discussion Questions

Appendices

Resources

References

Name Index

Subject Index

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