Verfügbarkeit: Characteristics of emotional and behavioral disorders of children and youth

Characteristics of emotional and behavioral disorders of children and youth:

Gespeichert in:

Bibliographische Detailangaben
Hauptverfasser:	Kauffman, James M. (VerfasserIn), Landrum, Timothy J. (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Upper Saddle River, N.J. [u.a.] Pearson 2009
Ausgabe:	9. ed.
Schlagworte:	Behavior disorders in children Emotional problems of children Verhaltensstörung Didaktik Jugend > 14-17 Jahre Kind Kind > 0-14 Jahre Psychische Störung Geistige Behinderung Schüler
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	Includes bibliographical references and index
Beschreibung:	XVII, 501 S. Ill., graph. Darst.
ISBN:	9780132275149 0132275147

Internformat

MARC


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Datensatz im Suchindex

_version_	1804137632115982336
adam_text	CONTENTS PART 1 THE PROBLEM AND ITS HISTORY 1 CHAPTER 7 DEFINITION AND PREVALENCE: THE NATURE AND EXTENT OF THE PROBLEM 4 TERMINOLOGY 5 DEVELOPMENTAL NORMS VERSUS SOCIOCULTURAL EXPECTATIONS 6 BEHAVIOR SHAPED BY ITS SOCIAL CONTEXT (ECOLOGY) 7 TYPES OF DISORDERS AND CAUSES 8 EXAMPLES OF DISORDERED EMOTIONS AND BEHAVIOR 8 PROBLEMS OF DEFINITION 11 DIFFERENCES IN CONCEPTUAL MODELS 12 DIFFERING PURPOSES OF DEFINITIONS 12 DIFFICULTIES IN MEASURING EMOTIONS AND BEHAI *IOR 13 RANGE AND VARIABILITY OF NORMAL AND DEI IANT BEHAI IOR 14 RELATIONSHIPS AMONG EMOTIONAL OR BEHAVIORAL DISORDERS AND OTHER EXCEPTIONALITIES 15 TRANSIENCE OF MANY EMOTIONAL AND BEHAVIORAL PROBLEMS 15 DISADVANTAGES IN LABELING DEVIANCE 15 IMPORTANCE OF DEFINITION 16 CURRENT FEDERAL DEFINITION: ITS DERIVATION AND STATUS 17 PERSPECTIVES ON DEFINITION 19 AN EMERGING DEFINITION 20 PREVALENCE 21 WHO HAS A DISORDER? 22 THE MEANING OF PREVALENCE AND INCIDENCE 24 PREVALENCE AND INCIDENCE ESTIMATES: WHY SHOULD WE CARE? 24 PROBLEMS OF ESTIMATION 2 5 LACK OF A STANDARD DEFINITION 25 FALSE POSIT II REASONABLE ESTIMATES OF PREVALENCE 27 TRENDS IN PREVALENCE ESTIMATES AND PERCENTAGE OF STUDENTS SERVED BY SPECIAL EDUCATION 28 FACTORS AFFECTING PREVALENCE AND PLACEMENT FOR SERVICES 28 PRESUMED LINK BETWEEN CAUSES AND PREI RELUCTANCE TO IDENTIFY EBD 30 DISPROPORTIONALITY 30 SOCIAL POLICY AND ECONOMIC FACTORS 31 PREVALENCE AND INCIDENCE OF SPECIFIC DISORDERS 33 K CONTENTS SUMMARY 34 CASE FOR DISCUSSION 35 PERSONAL REFLECTIONS: DEFINITION AND PREVALENCE 36 CHAPTER 2 HISTORY OF THE PROBLEM: DEVELOPMENT OF THE FIELD AND CURRENT ISSUES 39 A BRIEF HISTORY OF THE FIELD 40 THE 19TH CENTURY 40 EARLY 20TH CENTURY: THE ESTABLISHMENT OF INTERVENTION PROGRAMS 41 MID- TO LATE-20TH CENTURY-. ELABORATION OF INTERVENTION PROGRAMS 42 CURRENT ISSUES 45 EARLY IDENTIFICATION AND PREVENTION 45 EDUCATION OF ANTISOCIAL AND VIOLENT STUDENTS 48 COMPREHENSIVE, COLLABORATIVE, COMMUNITY-BASED SERVICES 49 FOCUS ON ACADEMIC AND SOCIAL SKILLS 50 FUNCTIONAL BEHAVIORAL ASSESSMENT 51 CONTINUUM OF ALTERNATIVE PLACEMENTS 52 TRANSITION TO WORK OR FURTHER EDUCATION 54 MULTICULTURAL SPECIAL EDUCATION 55 LEGAL DEVELOPMENTS AND ISSUES 56 PL 94-142: EDUCATION FOR ALL HANDICAPPED CHILDREN ACT 56 INDIVIDUALS WITH DISABILITIES EDUCATION ACT (PL. 101-476) 57 INDIVIDUALS WITH DISABILITIES EDUCATION ACT AMENDMENTS OF 1997 (PL. 105-17) 58 INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT (IDEA 2004) 60 NO CHILD LEFT BEHIND ACT OF 2001 (NCLB; PL 107-110) 61 TRENDS IN LEGISLATION AND LITIGATION 62 IMPLICATIONS OF LEGISLATION AND LITIGATION 62 PAST AND FUTURE 63 SUMMARY 64 CASE FOR DISCUSSION 67 PERSONAL REFLECTIONS: HISTORY 68 CHAPTER J CONCEPTUAL MODELS: APPROACHES TO THE PROBLEM 71 TRADITIONAL EXPOSITION OF CONCEPTUAL MODELS 73 BIOLOGICAL MODEL 74 PSYCHOEDUCATIONAL MODEL 75 ECOLOGICAL MODEL 75 BEHAVIORAL MODEL 76 COMPARING AND CHOOSING MODELS 76 CONTENTS XJ DEVELOPING AN INTEGRATED MODEL: A SOCIAL-COGNITIVE APPROACH 78 STRUCTURE FOR DISCUSSION 80 SUMMARY 81 CASE FOR DISCUSSION 82 PERSONAL REFLECTIONS: CONCEPTUAL MODELS 83 PART 2 ASSESSMENT 87 CHAPTER 4 SCREENING, ELIGIBILITY, AND CLASSIFICATION 90 GENERAL RULES FOR EVALUATION FOR SPECIAL EDUCATION 91 PARENTS MUST PARTICIPATE 92 MULTIPLE DISCIPLINES MUST BE INVOH ED 92 ALL KNOWN OR SUSPECTED DISABILITIES MUST BE ASSESSED ACCURATELY AND FAIRLY 92 ASSESSMENT RESULTS MUST BE CONFIDENTIAL 92 PARENTS HAVE A RIGHT TO MEDIATION OR A DUE PROCESS HEARING 93 PERIODIC REEVALUATION IS REQUIRED 93 TRANSITION PLANNING MUST BE PART OF THE LEPFOR STUDENTS AGED 16 OR OLDER 93 STUDENTS WITH EBD MUST BE INCLUDED IN GENERAL ASSESSMENTS OF EDUCATIONAL PROGRESS 93 POSITIVE BEHAVIOR INTERVENTION PLANS BASED ON A FUNCTIONAL BEHAVIORAL ASSESSMENT MUST BE INCLUDED IN IEPS 94 EVALUATION FOR ELIGIBILITY 95 GENERAL CRITERIA FOR ACCEPTABLE ASSESSMENTS 97 RELIABILITY OF ASSESSMENT 97 VALIDITY OF ASSESSMENT 100 THE IMPORTANCE OF RELIABLE AND VALID MEASURES FOR STUDENTS WITH EBD 101 SCREENING 102 EARLY IDENTIFICATION AND PREVENTION 102 SCREENING AS CONVERGENCE AND CONFIRMATION OF CONCERNS 107 USING FUNCTIONAL BEHAVIORAL ASSESSMENT IN SCREENING 108 PREREFERRAL STRATEGIES AND RESPONSE TO INTERVENTION 110 CLASSIFICATION 112 PSYCHIATRIC CLASSIFICATION 112 BEHAVIORAL DIMENSIONS 114 MULTIPLE CLASSIFICATIONS AND THE ISSUE OF COMORBIDITY 119 CLASSIFICATION OF SEVERE DISORDERS 119 NECESSITY OF CLASSIFICATION 120 COMPLEXITY AND AMBIGUITY 120 SUMMARY 121 CASE FOR DISCUSSION 122 PERSONAL REFLECTIONS: SCREENING AND DETECTION OF BEHAVIOR DISORDERS 123 XII CONTENTS CHAPTER 5 EVALUATION FOR INSTRUCTION 126 CURRENT TRENDS IN EDUCATIONAL ASSESSMENT FOR INSTRUCTION 127 EVALUATION FOR INSTRUCTION AND OTHER INTERVENTIONS 128 STANDARDIZED, NORM-REFERENCED TESTS OF INTELLIGENCE AND ACHIEVEMENT 129 BEHAVIOR RATINGS 132 DIRECT OBSERVATION AND MEASUREMENT 133 INTERVIEWS 134 ASSESSMENT OF PEER RELATIONS 135 SELF-REPORTS 135 CURRICULUM-BASED EI VALUATION 136 MANIFESTATION DETERMINATION 138 FUNCTIONAL BEHAVIORAL ASSESSMENT 139 POSITIVE BEHAVIOR INTERVENTION PLAN 139 ASSESSMENT AS AN INSTRUCTIONAL PROBLEM.- PRECORRECTION AS A POSITIVE BIP 140 ADAPTATIONS FOR INCLUSION IN GENERAL EDUCATION ASSESSMENTS 141 EVALUATION AND SOCIAL VALIDATION 143 USE OF EVALUATION DATA IN WRITING INDIVIDUALIZED EDUCATION PROGRAMS 143 NOTES ON THE IBP 144 THE IEP AND PLACEMENT 150 SUMMARY 150 CASE FOR DISCUSSION 151 PERSONAL REFLECTIONS: EVALUATION FOR INSTRUCTION 152 PART 3 CAUSAL FACTORS 155 CHAPTER 6 BIOLOGICAL FACTORS 158 APPEAL OF BIOLOGICAL FACTORS AS CAUSAL EXPLANATIONS 159 GENETICS 160 IMPLICATIONS OF GENETIC FACTORS 163 BRAIN DAMAGE OR DYSFUNCTION 163 TRAUMATIC BRAIN INJURY 164 MALNUTRITION, ALLERGIES, AND OTHER HEALTH-RELATED ISSUES 166 TEMPERAMENT 167 IMPLICATIONS FOR EDUCATORS 170 SUMMARY 172 CASE FOR DISCUSSION 173 PERSONAL REFLECTIONS: BIOLOGICAL FACTORS 174 CHAPTER 7 FAMILY FACTORS 178 APPEAL OF FAMILY FACTORS AS CAUSAL EXPLANATIONS 179 FAMILY DEFINITION AND STRUCTURE 181 CONTENTS XIII SINGLE-PARENT FAMILIES 182 SUBSTITUTE CARE 183 FAMILY INTERACTION 184 CHILD MANAGEMENT 184 CHILD ABUSE 188 FAMILY INFLUENCES ON SCHOOL SUCCESS AND FAILURE 190 EXTERNAL PRESSURES AFFECTING FAMILIES 191 IMPLICATIONS FOR EDUCATORS 192 SUMMARY 193 CASE FOR DISCUSSION 194 PERSONAL REFLECTIONS: FAMILY FACTORS 195 CHAPTER 8 SCHOOL FACTORS 198 THE APPEAL OF SCHOOL FACTORS AS CAUSAL EXPLANATIONS 199 INTELLIGENCE 199 INTELLIGENCE OF STUDENTS WITH EMOTIONAL OR BEHAVIORAL DISORDERS 200 IMPLICATIONS OF LOW IQ 201 ACADEMIC ACHIEVEMENT 201 ACHIEVEMENT OF STUDENTS WITH EMOTIONAL OR BEHAVIORAL DISORDERS 202 IMPLICATIONS OF ACADEMIC UNDERACHIEVEMENT 202 SOCIAL SKILLS 202 BEHAVIOR PREDICT! I SCHOOL FAILURE AND LATER ADJUSTMENT 205 INTELLIGENCE, ACHIEVEMENT, AND ANTISOCIAL BEHAVIOR 206 SCHOOL S CONTRIBUTION TO EMOTIONAL AND BEHAVIORAL DISORDERS 207 INSENSITIVITY TO STUDENTS INDIVIDUALITY 208 INAPPROPRIATE EXPECTATIONS FOR STUDENTS 210 INCONSISTENT MANAGEMENT OF BEHAVIOR 212 INSTRUCTION IN NONFUNCTIONAL AND IRRELEVANT SKILLS 213 INEFFECTIVE INSTRUCTION IN CRITICAL SKILLS 213 DESTRUCTIVE CONTINGENCIES OF REINFORCEMENT 215 UNDESIRABLE MODELS OF SCHOOL CONDUCT 217 IMPLICATIONS FOR EDUCATORS 218 SUMMARY 220 CASE FOR DISCUSSION 220 PERSONAL REFLECTIONS: SCHOOL FACTORS 222 CHAPTER Q CULTURAL FACTORS 226 APPEAL OF CULTURAL FACTORS AS CAUSAL EXPLANATIONS 227 CONFLICTING CULTURAL VALUES AND STANDARDS 228 MULTICULTURAL PERSPECTIVE 229 XIV CONTENTS PROBLEMS IN EVALUATING THE EFFECTS OF CULTURAL FACTORS 230 BIOLOGY, FAMILY, SCHOOL, AND CULTURE: A TANGLED WEB OF CAUSAL INFLUENCES 231 MASS MEDIA 233 PEER GROUP 235 NEIGHBORHOOD AND URBANIZATION 239 ETHNICITY 241 SOCIAL CLASS AND POT IMPLICATIONS FOR EDUCATORS 243 A FINAL NOTE ON CAUSAL FACTORS 245 SUMMARY 246 CASE FOR DISCUSSION 247 PERSONAL REFLECTIONS: CULTURAL FACTORS 249 PART 4 FACETS OF DISORDERED BEHAVIOR 253 CHAPTER IQ ATTENTION AND ACTIVITY DISORDERS 255 DEFINITION AND PREVALENCE 256 RELATIONSHIP TO OTHER DISORDERS 258 PREVALENCE 260 CAUSAL FACTORS AND PREVENTION 260 ASSESSMENT 262 INTERVENTION AND EDUCATION 263 MEDICATION 263 PSYCHOSOCIAL TRAINING INVOLVING PARENTS AND TEACHERS 264 A PERSPECTIVE ON INTERVENTION 270 SUMMARY 271 PERSONAL REFLECTIONS: ATTENTION AND ACTIVITY DISORDERS 272 CHAPTER Y Y CONDUCT DISORDER: OVERT AGGRESSION AND COVERT ANTISOCIAL BEHAVIOR 275 DEFINITION, PREVALENCE, AND CLASSIFICATION 276 DEFINITION 276 PREVALENCE 278 CLASSIFICATION 279 AGGRESSION AND VIOLENCE IN SOCIAL CONTEXT 279 AGGRESSION AS A MULTICULTURAL ISSUE 280 AGGRESSION IN THE CONTEXT OF SCHOOL 281 CAUSAL FACTORS 282 GENERAL CONCLUSIONS FROM SOCIAL LEARNING RESEARCH 285 PERSONAL FACTORS 288 PEER GROUP FACTORS 288 CONTENTS XV FAMILY FACTORS 288 SCHOOL FACTORS 289 ASSESSMENT 291 INTERVENTION AND EDUCATION 292 PREVENTION 292 MAJOR FEATURES OF SOCIAL LEARNING LNTEN IS 295 THE USES AND MISUSES OF PUNISHMENT 298 THE ACTING-OUT BEHAVIOR CYCLE AND PRECORRECTION 300 SCHOOL VIOLENCE AND SCHOOHVIDE DISCIPLINE 304 INTERVENTIONS SPECIFIC TO COVERT ANTISOCIAL BEHAVIOR 305 SUMMARY 310 PERSONAL REFLECTIONS: AGGRESSIVE CONDUCT DISORDER 312 CHAPTER 2 PROBLEM BEHAVIORS OF ADOLESCENCE: DELINQUENCY, SUBSTANCE ABUSE, AND EARLY SEXUAL ACTIVITY 315 PROBLEM BEHAVIORS IN ADOLESCENCE AND EARLY ADULTHOOD 316 JUVENILE DELINQUENCY 317 DEFINITION 317 TYPES OF DELINQUENTS 318 PREVALENCE 319 CAUSAL FACTORS AND PREVENTION 319 DELINQUENCY, DISABLING CONDITIONS, AND THE NEED FOR SPECIAL EDUCATION 322 INTERVENTION IN JUVENILE DELINQUENCY 323 STREET GANGS 327 THE PROBLEMS OF OVERREACTION AND PUNITIVE RESPONSES 330 SUBSTANCE ABUSE 330 DEFINITION AND PREVALENCE 331 CAUSAL FACTORS AND PREVENTION 335 INTERVENTION AND EDUCATION 337 EARLY SEXUAL ACTIVITY AND TEEN PARENTHOOD 342 SUMMARY 344 PERSONAL REFLECTIONS: PROBLEM BEHAVIORS OF ADOLESCENCE 346 CHAPTER 7 2 ANXIETY AND RELATED DISORERS 353 ANXIETY DISORDERS 354 OBSESSIVE-COMPULSIVE DISORDERS 358 POSTTRAUMATIC STRESS DISORDER 359 STEREOTYPED MOVEMENT DISORDERS 360 SELECTIVE MUTISM 362 EATING DISORDERS 363 ELIMINATION DISORDERS 365 XVI CONTENTS SEXUAL PROBLEMS 366 SOCIAL ISOLATION AND INEPTITUDE 367 CAUSAL FACTORS AND PREI MENTION 368 ASSESSMENT 369 INTERVENTION AND EDUCATION 369 SUMMARY 371 PERSONAL REFLECTIONS: ANXIETY AND RELATED DISORDERS 373 CHAPTER 14 DEPRESSION AND SUICIDAL BEHAVIOR 375 DEPRESSION 376 DEFINITION AND PREVALENCE 376 ASSESSMENT 378 CAUSAL FACTORS, RELATIONSHIP TO OTHER DISORDERS, AND PREVENTION 379 INTERVENTION AND EDUCATION 381 SUICIDAL BEHAVIOR 382 DEFINITION AND PREVALENCE 382 CAUSAL FACTORS AND PREVENTION 383 ASSESSMENT 384 INTERVENTION AND EDUCATION 385 SUMMARY 386 PERSONAL REFLECTIONS: DEPRESSION AND SUICIDAL BEHAVIOR 388 CHAPTER IFF SCHIZOPHRENIA AND OTHER SEVERE DISORDERS 395 SCHIZOPHRENIA 397 DEFINITION, PREVALENCE, AND CHARACTERISTICS 397 CAUSES AND PREVENTION 400 EDUCATION AND RELATED INTERVENTIONS 400 SOCIALIZATION PROBLEMS 401 COMMUNICATION DISORDERS 401 STEREOTYPY (ABNORMAL REPETITIVE MOVEMENT) 403 SELF-STIMULATION 403 SELF-INJURY 404 SUMMARY 406 PERSONAL REFLECTIONS: SCHIZOPHRENIA AND OTHER SEVERE DISORDERS 408 PART 5 IMPLICATIONS: A BEGINNING POINT 411 CHAPTER 16 A PERSONAL STATEMENT 413 SETTING EXPECTATIONS 4L4 UNDERSTANDING CAUSAL FACTORS AND THE ROLE OF THE TEACHER 415 DEFINING AND MEASURING BEHAVIOR 417 CONTENTS XVII HELPING STUDENTS EXPERIENCE WORK, PLAY, LOVE, AND FUN 419 COMMUNICATING DIRECTLY AND HONESTLY 421 MODELING AND TEACHING SELF-CONTROL 422 RESPECTING AND VALUING CULTURAL DIFFERENCES 423 REFOCUSING ON THE BUSINESS OF EDUCATION: INSTRUCTION 425 THINKING ABOUT REAL PEOPLE 425 REMEMBERING THE PAST WHEN THINKING ABOUT THE FUTURE 426 GLOSSARY 428 REFERENCES 436 AUTHOR INDEX 479 SUBJECT INDEX 491 NOTE: EVERY EFFORT HAS BEEN MADE TO PROVIDE ACCURATE AND CURRENT INTERNET INFORMATION IN THIS BOOK. HOWEVER, THE INTERNET AND INFORMATION POSTED ON IT ARE CONSTANTLY CHANGING, SO IT IS INEVITABLE THAT SOME OF THE INTERNET ADDRESSES LISTED IN THIS TEXTBOOK WILL CHANGE.
adam_txt	CONTENTS PART 1 THE PROBLEM AND ITS HISTORY 1 CHAPTER 7 DEFINITION AND PREVALENCE: THE NATURE AND EXTENT OF THE PROBLEM 4 TERMINOLOGY 5 DEVELOPMENTAL NORMS VERSUS SOCIOCULTURAL EXPECTATIONS 6 BEHAVIOR SHAPED BY ITS SOCIAL CONTEXT (ECOLOGY) 7 TYPES OF DISORDERS AND CAUSES 8 EXAMPLES OF DISORDERED EMOTIONS AND BEHAVIOR 8 PROBLEMS OF DEFINITION 11 DIFFERENCES IN CONCEPTUAL MODELS 12 DIFFERING PURPOSES OF DEFINITIONS 12 DIFFICULTIES IN MEASURING EMOTIONS AND BEHAI *IOR 13 RANGE AND VARIABILITY OF NORMAL AND DEI IANT BEHAI 'IOR 14 RELATIONSHIPS AMONG EMOTIONAL OR BEHAVIORAL DISORDERS AND OTHER EXCEPTIONALITIES 15 TRANSIENCE OF MANY EMOTIONAL AND BEHAVIORAL PROBLEMS 15 DISADVANTAGES IN LABELING DEVIANCE 15 IMPORTANCE OF DEFINITION 16 CURRENT FEDERAL DEFINITION: ITS DERIVATION AND STATUS 17 PERSPECTIVES ON DEFINITION 19 AN EMERGING DEFINITION 20 PREVALENCE 21 WHO HAS A DISORDER? 22 THE MEANING OF PREVALENCE AND INCIDENCE 24 PREVALENCE AND INCIDENCE ESTIMATES: WHY SHOULD WE CARE? 24 PROBLEMS OF ESTIMATION 2 5 LACK OF A STANDARD DEFINITION 25 FALSE POSIT II REASONABLE ESTIMATES OF PREVALENCE 27 TRENDS IN PREVALENCE ESTIMATES AND PERCENTAGE OF STUDENTS SERVED BY SPECIAL EDUCATION 28 FACTORS AFFECTING PREVALENCE AND PLACEMENT FOR SERVICES 28 PRESUMED LINK BETWEEN CAUSES AND PREI RELUCTANCE TO IDENTIFY EBD 30 DISPROPORTIONALITY 30 SOCIAL POLICY AND ECONOMIC FACTORS 31 PREVALENCE AND INCIDENCE OF SPECIFIC DISORDERS 33 K CONTENTS SUMMARY 34 CASE FOR DISCUSSION 35 PERSONAL REFLECTIONS: DEFINITION AND PREVALENCE 36 CHAPTER 2 HISTORY OF THE PROBLEM: DEVELOPMENT OF THE FIELD AND CURRENT ISSUES 39 A BRIEF HISTORY OF THE FIELD 40 THE 19TH CENTURY 40 EARLY 20TH CENTURY: THE ESTABLISHMENT OF INTERVENTION PROGRAMS 41 MID- TO LATE-20TH CENTURY-. ELABORATION OF INTERVENTION PROGRAMS 42 CURRENT ISSUES 45 EARLY IDENTIFICATION AND PREVENTION 45 EDUCATION OF ANTISOCIAL AND VIOLENT STUDENTS 48 COMPREHENSIVE, COLLABORATIVE, COMMUNITY-BASED SERVICES 49 FOCUS ON ACADEMIC AND SOCIAL SKILLS 50 FUNCTIONAL BEHAVIORAL ASSESSMENT 51 CONTINUUM OF ALTERNATIVE PLACEMENTS 52 TRANSITION TO WORK OR FURTHER EDUCATION 54 MULTICULTURAL SPECIAL EDUCATION 55 LEGAL DEVELOPMENTS AND ISSUES 56 PL 94-142: EDUCATION FOR ALL HANDICAPPED CHILDREN ACT 56 INDIVIDUALS WITH DISABILITIES EDUCATION ACT (PL. 101-476) 57 INDIVIDUALS WITH DISABILITIES EDUCATION ACT AMENDMENTS OF 1997 (PL. 105-17) 58 INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT (IDEA 2004) 60 NO CHILD LEFT BEHIND ACT OF 2001 (NCLB; PL 107-110) 61 TRENDS IN LEGISLATION AND LITIGATION 62 IMPLICATIONS OF LEGISLATION AND LITIGATION 62 PAST AND FUTURE 63 SUMMARY 64 CASE FOR DISCUSSION 67 PERSONAL REFLECTIONS: HISTORY 68 CHAPTER J CONCEPTUAL MODELS: APPROACHES TO THE PROBLEM 71 TRADITIONAL EXPOSITION OF CONCEPTUAL MODELS 73 BIOLOGICAL MODEL 74 PSYCHOEDUCATIONAL MODEL 75 ECOLOGICAL MODEL 75 BEHAVIORAL MODEL 76 COMPARING AND CHOOSING MODELS 76 CONTENTS XJ DEVELOPING AN INTEGRATED MODEL: A SOCIAL-COGNITIVE APPROACH 78 STRUCTURE FOR DISCUSSION 80 SUMMARY 81 CASE FOR DISCUSSION 82 PERSONAL REFLECTIONS: CONCEPTUAL MODELS 83 PART 2 ASSESSMENT 87 CHAPTER 4 SCREENING, ELIGIBILITY, AND CLASSIFICATION 90 GENERAL RULES FOR EVALUATION FOR SPECIAL EDUCATION 91 PARENTS MUST PARTICIPATE 92 MULTIPLE DISCIPLINES MUST BE INVOH ED 92 ALL KNOWN OR SUSPECTED DISABILITIES MUST BE ASSESSED ACCURATELY AND FAIRLY 92 ASSESSMENT RESULTS MUST BE CONFIDENTIAL 92 PARENTS HAVE A RIGHT TO MEDIATION OR A DUE PROCESS HEARING 93 PERIODIC REEVALUATION IS REQUIRED 93 TRANSITION PLANNING MUST BE PART OF THE LEPFOR STUDENTS AGED 16 OR OLDER 93 STUDENTS WITH EBD MUST BE INCLUDED IN GENERAL ASSESSMENTS OF EDUCATIONAL PROGRESS 93 POSITIVE BEHAVIOR INTERVENTION PLANS BASED ON A FUNCTIONAL BEHAVIORAL ASSESSMENT MUST BE INCLUDED IN IEPS 94 EVALUATION FOR ELIGIBILITY 95 GENERAL CRITERIA FOR ACCEPTABLE ASSESSMENTS 97 RELIABILITY OF ASSESSMENT 97 VALIDITY OF ASSESSMENT 100 THE IMPORTANCE OF RELIABLE AND VALID MEASURES FOR STUDENTS WITH EBD 101 SCREENING 102 EARLY IDENTIFICATION AND PREVENTION 102 SCREENING AS CONVERGENCE AND CONFIRMATION OF CONCERNS 107 USING FUNCTIONAL BEHAVIORAL ASSESSMENT IN SCREENING 108 PREREFERRAL STRATEGIES AND RESPONSE TO INTERVENTION 110 CLASSIFICATION 112 PSYCHIATRIC CLASSIFICATION 112 BEHAVIORAL DIMENSIONS 114 MULTIPLE CLASSIFICATIONS AND THE ISSUE OF COMORBIDITY 119 CLASSIFICATION OF SEVERE DISORDERS 119 NECESSITY OF CLASSIFICATION 120 COMPLEXITY AND AMBIGUITY 120 SUMMARY 121 CASE FOR DISCUSSION 122 PERSONAL REFLECTIONS: SCREENING AND DETECTION OF BEHAVIOR DISORDERS 123 XII CONTENTS CHAPTER 5 EVALUATION FOR INSTRUCTION 126 CURRENT TRENDS IN EDUCATIONAL ASSESSMENT FOR INSTRUCTION 127 EVALUATION FOR INSTRUCTION AND OTHER INTERVENTIONS 128 STANDARDIZED, NORM-REFERENCED TESTS OF INTELLIGENCE AND ACHIEVEMENT 129 BEHAVIOR RATINGS 132 DIRECT OBSERVATION AND MEASUREMENT 133 INTERVIEWS 134 ASSESSMENT OF PEER RELATIONS 135 SELF-REPORTS 135 CURRICULUM-BASED EI VALUATION 136 MANIFESTATION DETERMINATION 138 FUNCTIONAL BEHAVIORAL ASSESSMENT 139 POSITIVE BEHAVIOR INTERVENTION PLAN 139 ASSESSMENT AS AN INSTRUCTIONAL PROBLEM.- PRECORRECTION AS A POSITIVE BIP 140 ADAPTATIONS FOR INCLUSION IN GENERAL EDUCATION ASSESSMENTS 141 EVALUATION AND SOCIAL VALIDATION 143 USE OF EVALUATION DATA IN WRITING INDIVIDUALIZED EDUCATION PROGRAMS 143 NOTES ON THE IBP 144 THE IEP AND PLACEMENT 150 SUMMARY 150 CASE FOR DISCUSSION 151 PERSONAL REFLECTIONS: EVALUATION FOR INSTRUCTION 152 PART 3 CAUSAL FACTORS 155 CHAPTER 6 BIOLOGICAL FACTORS 158 APPEAL OF BIOLOGICAL FACTORS AS CAUSAL EXPLANATIONS 159 GENETICS 160 IMPLICATIONS OF GENETIC FACTORS 163 BRAIN DAMAGE OR DYSFUNCTION 163 TRAUMATIC BRAIN INJURY 164 MALNUTRITION, ALLERGIES, AND OTHER HEALTH-RELATED ISSUES 166 TEMPERAMENT 167 IMPLICATIONS FOR EDUCATORS 170 SUMMARY 172 CASE FOR DISCUSSION 173 PERSONAL REFLECTIONS: BIOLOGICAL FACTORS 174 CHAPTER 7 FAMILY FACTORS 178 APPEAL OF FAMILY FACTORS AS CAUSAL EXPLANATIONS 179 FAMILY DEFINITION AND STRUCTURE 181 CONTENTS XIII SINGLE-PARENT FAMILIES 182 SUBSTITUTE CARE 183 FAMILY INTERACTION 184 CHILD MANAGEMENT 184 CHILD ABUSE 188 FAMILY INFLUENCES ON SCHOOL SUCCESS AND FAILURE 190 EXTERNAL PRESSURES AFFECTING FAMILIES 191 IMPLICATIONS FOR EDUCATORS 192 SUMMARY 193 CASE FOR DISCUSSION 194 PERSONAL REFLECTIONS: FAMILY FACTORS 195 CHAPTER 8 SCHOOL FACTORS 198 THE APPEAL OF SCHOOL FACTORS AS CAUSAL EXPLANATIONS 199 INTELLIGENCE 199 INTELLIGENCE OF STUDENTS WITH EMOTIONAL OR BEHAVIORAL DISORDERS 200 IMPLICATIONS OF LOW IQ 201 ACADEMIC ACHIEVEMENT 201 ACHIEVEMENT OF STUDENTS WITH EMOTIONAL OR BEHAVIORAL DISORDERS 202 IMPLICATIONS OF ACADEMIC UNDERACHIEVEMENT 202 SOCIAL SKILLS 202 BEHAVIOR PREDICT! I SCHOOL FAILURE AND LATER ADJUSTMENT 205 INTELLIGENCE, ACHIEVEMENT, AND ANTISOCIAL BEHAVIOR 206 SCHOOL'S CONTRIBUTION TO EMOTIONAL AND BEHAVIORAL DISORDERS 207 INSENSITIVITY TO STUDENTS' INDIVIDUALITY 208 INAPPROPRIATE EXPECTATIONS FOR STUDENTS 210 INCONSISTENT MANAGEMENT OF BEHAVIOR 212 INSTRUCTION IN NONFUNCTIONAL AND IRRELEVANT SKILLS 213 INEFFECTIVE INSTRUCTION IN CRITICAL SKILLS 213 DESTRUCTIVE CONTINGENCIES OF REINFORCEMENT 215 UNDESIRABLE MODELS OF SCHOOL CONDUCT 217 IMPLICATIONS FOR EDUCATORS 218 SUMMARY 220 CASE FOR DISCUSSION 220 PERSONAL REFLECTIONS: SCHOOL FACTORS 222 CHAPTER Q CULTURAL FACTORS 226 APPEAL OF CULTURAL FACTORS AS CAUSAL EXPLANATIONS 227 CONFLICTING CULTURAL VALUES AND STANDARDS 228 MULTICULTURAL PERSPECTIVE 229 XIV CONTENTS PROBLEMS IN EVALUATING THE EFFECTS OF CULTURAL FACTORS 230 BIOLOGY, FAMILY, SCHOOL, AND CULTURE: A TANGLED WEB OF CAUSAL INFLUENCES 231 MASS MEDIA 233 PEER GROUP 235 NEIGHBORHOOD AND URBANIZATION 239 ETHNICITY 241 SOCIAL CLASS AND POT IMPLICATIONS FOR EDUCATORS 243 A FINAL NOTE ON CAUSAL FACTORS 245 SUMMARY 246 CASE FOR DISCUSSION 247 PERSONAL REFLECTIONS: CULTURAL FACTORS 249 PART 4 FACETS OF DISORDERED BEHAVIOR 253 CHAPTER "IQ ATTENTION AND ACTIVITY DISORDERS 255 DEFINITION AND PREVALENCE 256 RELATIONSHIP TO OTHER DISORDERS 258 PREVALENCE 260 CAUSAL FACTORS AND PREVENTION 260 ASSESSMENT 262 INTERVENTION AND EDUCATION 263 MEDICATION 263 PSYCHOSOCIAL TRAINING INVOLVING PARENTS AND TEACHERS 264 A PERSPECTIVE ON INTERVENTION 270 SUMMARY 271 PERSONAL REFLECTIONS: ATTENTION AND ACTIVITY DISORDERS 272 CHAPTER Y Y CONDUCT DISORDER: OVERT AGGRESSION AND COVERT ANTISOCIAL BEHAVIOR 275 DEFINITION, PREVALENCE, AND CLASSIFICATION 276 DEFINITION 276 PREVALENCE 278 CLASSIFICATION 279 AGGRESSION AND VIOLENCE IN SOCIAL CONTEXT 279 AGGRESSION AS A MULTICULTURAL ISSUE 280 AGGRESSION IN THE CONTEXT OF SCHOOL 281 CAUSAL FACTORS 282 GENERAL CONCLUSIONS FROM SOCIAL LEARNING RESEARCH 285 PERSONAL FACTORS 288 PEER GROUP FACTORS 288 CONTENTS XV FAMILY FACTORS 288 SCHOOL FACTORS 289 ASSESSMENT 291 INTERVENTION AND EDUCATION 292 PREVENTION 292 MAJOR FEATURES OF SOCIAL LEARNING LNTEN IS 295 THE USES AND MISUSES OF PUNISHMENT 298 THE ACTING-OUT BEHAVIOR CYCLE AND PRECORRECTION 300 SCHOOL VIOLENCE AND SCHOOHVIDE DISCIPLINE 304 INTERVENTIONS SPECIFIC TO COVERT ANTISOCIAL BEHAVIOR 305 SUMMARY 310 PERSONAL REFLECTIONS: AGGRESSIVE CONDUCT DISORDER 312 CHAPTER "\2 PROBLEM BEHAVIORS OF ADOLESCENCE: DELINQUENCY, SUBSTANCE ABUSE, AND EARLY SEXUAL ACTIVITY 315 PROBLEM BEHAVIORS IN ADOLESCENCE AND EARLY ADULTHOOD 316 JUVENILE DELINQUENCY 317 DEFINITION 317 TYPES OF DELINQUENTS 318 PREVALENCE 319 CAUSAL FACTORS AND PREVENTION 319 DELINQUENCY, DISABLING CONDITIONS, AND THE NEED FOR SPECIAL EDUCATION 322 INTERVENTION IN JUVENILE DELINQUENCY 323 STREET GANGS 327 THE PROBLEMS OF OVERREACTION AND PUNITIVE RESPONSES 330 SUBSTANCE ABUSE 330 DEFINITION AND PREVALENCE 331 CAUSAL FACTORS AND PREVENTION 335 INTERVENTION AND EDUCATION 337 EARLY SEXUAL ACTIVITY AND TEEN PARENTHOOD 342 SUMMARY 344 PERSONAL REFLECTIONS: PROBLEM BEHAVIORS OF ADOLESCENCE 346 CHAPTER 7 2 ANXIETY AND RELATED DISORERS 353 ANXIETY DISORDERS 354 OBSESSIVE-COMPULSIVE DISORDERS 358 POSTTRAUMATIC STRESS DISORDER 359 STEREOTYPED MOVEMENT DISORDERS 360 SELECTIVE MUTISM 362 EATING DISORDERS 363 ELIMINATION DISORDERS 365 XVI CONTENTS SEXUAL PROBLEMS 366 SOCIAL ISOLATION AND INEPTITUDE 367 CAUSAL FACTORS AND PREI MENTION 368 ASSESSMENT 369 INTERVENTION AND EDUCATION 369 SUMMARY 371 PERSONAL REFLECTIONS: ANXIETY AND RELATED DISORDERS 373 CHAPTER "14 DEPRESSION AND SUICIDAL BEHAVIOR 375 DEPRESSION 376 DEFINITION AND PREVALENCE 376 ASSESSMENT 378 CAUSAL FACTORS, RELATIONSHIP TO OTHER DISORDERS, AND PREVENTION 379 INTERVENTION AND EDUCATION 381 SUICIDAL BEHAVIOR 382 DEFINITION AND PREVALENCE 382 CAUSAL FACTORS AND PREVENTION 383 ASSESSMENT 384 INTERVENTION AND EDUCATION 385 SUMMARY 386 PERSONAL REFLECTIONS: DEPRESSION AND SUICIDAL BEHAVIOR 388 CHAPTER "IFF SCHIZOPHRENIA AND OTHER SEVERE DISORDERS 395 SCHIZOPHRENIA 397 DEFINITION, PREVALENCE, AND CHARACTERISTICS 397 CAUSES AND PREVENTION 400 EDUCATION AND RELATED INTERVENTIONS 400 SOCIALIZATION PROBLEMS 401 COMMUNICATION DISORDERS 401 STEREOTYPY (ABNORMAL REPETITIVE MOVEMENT) 403 SELF-STIMULATION 403 SELF-INJURY 404 SUMMARY 406 PERSONAL REFLECTIONS: SCHIZOPHRENIA AND OTHER SEVERE DISORDERS 408 PART 5 IMPLICATIONS: A BEGINNING POINT 411 CHAPTER 16 A PERSONAL STATEMENT 413 SETTING EXPECTATIONS 4L4 UNDERSTANDING CAUSAL FACTORS AND THE ROLE OF THE TEACHER 415 DEFINING AND MEASURING BEHAVIOR 417 CONTENTS XVII HELPING STUDENTS EXPERIENCE WORK, PLAY, LOVE, AND FUN 419 COMMUNICATING DIRECTLY AND HONESTLY 421 MODELING AND TEACHING SELF-CONTROL 422 RESPECTING AND VALUING CULTURAL DIFFERENCES 423 REFOCUSING ON THE BUSINESS OF EDUCATION: INSTRUCTION 425 THINKING ABOUT REAL PEOPLE 425 REMEMBERING THE PAST WHEN THINKING ABOUT THE FUTURE 426 GLOSSARY 428 REFERENCES 436 AUTHOR INDEX 479 SUBJECT INDEX 491 NOTE: EVERY EFFORT HAS BEEN MADE TO PROVIDE ACCURATE AND CURRENT INTERNET INFORMATION IN THIS BOOK. HOWEVER, THE INTERNET AND INFORMATION POSTED ON IT ARE CONSTANTLY CHANGING, SO IT IS INEVITABLE THAT SOME OF THE INTERNET ADDRESSES LISTED IN THIS TEXTBOOK WILL CHANGE.
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author	Kauffman, James M. Landrum, Timothy J.
author_GND	(DE-588)1135734704 (DE-588)1173838104
author_facet	Kauffman, James M. Landrum, Timothy J.
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author_sort	Kauffman, James M.
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callnumber-first	R - Medicine
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callnumber-search	RJ506.B44
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callnumber-subject	RJ - Pediatrics
classification_rvk	CU 5000 DT 3000 DT 7100
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dewey-full	618.92/89
dewey-hundreds	600 - Technology (Applied sciences)
dewey-ones	618 - Gynecology, obstetrics, pediatrics, geriatrics
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dewey-search	618.92/89
dewey-sort	3618.92 289
dewey-tens	610 - Medicine and health
discipline	Pädagogik Psychologie Medizin
discipline_str_mv	Pädagogik Psychologie Medizin
edition	9. ed.
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spelling	Kauffman, James M. Verfasser (DE-588)1135734704 aut Characteristics of emotional and behavioral disorders of children and youth James M. Kauffman, Timothy J. Landrum 9. ed. Upper Saddle River, N.J. [u.a.] Pearson 2009 XVII, 501 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Behavior disorders in children Emotional problems of children Verhaltensstörung (DE-588)4062872-3 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf Jugend 14-17 Jahre (DE-588)4560268-2 gnd rswk-swf Kind (DE-588)4030550-8 gnd rswk-swf Kind 0-14 Jahre (DE-588)4594293-6 gnd rswk-swf Psychische Störung (DE-588)4047686-8 gnd rswk-swf Geistige Behinderung (DE-588)4019852-2 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Kind (DE-588)4030550-8 s Verhaltensstörung (DE-588)4062872-3 s Geistige Behinderung (DE-588)4019852-2 s DE-604 Schüler (DE-588)4053369-4 s Didaktik (DE-588)4070463-4 s 1\p DE-604 Psychische Störung (DE-588)4047686-8 s Kind 0-14 Jahre (DE-588)4594293-6 s Jugend 14-17 Jahre (DE-588)4560268-2 s 2\p DE-604 Landrum, Timothy J. Verfasser (DE-588)1173838104 aut SWBplus Fremddatenuebernahme application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016487113&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk
spellingShingle	Kauffman, James M. Landrum, Timothy J. Characteristics of emotional and behavioral disorders of children and youth Behavior disorders in children Emotional problems of children Verhaltensstörung (DE-588)4062872-3 gnd Didaktik (DE-588)4070463-4 gnd Jugend 14-17 Jahre (DE-588)4560268-2 gnd Kind (DE-588)4030550-8 gnd Kind 0-14 Jahre (DE-588)4594293-6 gnd Psychische Störung (DE-588)4047686-8 gnd Geistige Behinderung (DE-588)4019852-2 gnd Schüler (DE-588)4053369-4 gnd
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title	Characteristics of emotional and behavioral disorders of children and youth
title_auth	Characteristics of emotional and behavioral disorders of children and youth
title_exact_search	Characteristics of emotional and behavioral disorders of children and youth
title_exact_search_txtP	Characteristics of emotional and behavioral disorders of children and youth
title_full	Characteristics of emotional and behavioral disorders of children and youth James M. Kauffman, Timothy J. Landrum
title_fullStr	Characteristics of emotional and behavioral disorders of children and youth James M. Kauffman, Timothy J. Landrum
title_full_unstemmed	Characteristics of emotional and behavioral disorders of children and youth James M. Kauffman, Timothy J. Landrum
title_short	Characteristics of emotional and behavioral disorders of children and youth
title_sort	characteristics of emotional and behavioral disorders of children and youth
topic	Behavior disorders in children Emotional problems of children Verhaltensstörung (DE-588)4062872-3 gnd Didaktik (DE-588)4070463-4 gnd Jugend 14-17 Jahre (DE-588)4560268-2 gnd Kind (DE-588)4030550-8 gnd Kind 0-14 Jahre (DE-588)4594293-6 gnd Psychische Störung (DE-588)4047686-8 gnd Geistige Behinderung (DE-588)4019852-2 gnd Schüler (DE-588)4053369-4 gnd
topic_facet	Behavior disorders in children Emotional problems of children Verhaltensstörung Didaktik Jugend 14-17 Jahre Kind Kind 0-14 Jahre Psychische Störung Geistige Behinderung Schüler
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016487113&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT kauffmanjamesm characteristicsofemotionalandbehavioraldisordersofchildrenandyouth AT landrumtimothyj characteristicsofemotionalandbehavioraldisordersofchildrenandyouth

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