Characteristics of Emotional and Behavioral Disorders of Children and Youth, Enhanced Pearson eText -- Access Card

Examining emotional and behavioral disorders and the challenges they pose for teachers.
Characteristics of Emotional and Behavioral Disorders of Children and Youth provides a comprehensive view of emotional and behavioral disorders (EBD) and related challenges for students with EBD and their teachers. Case studies and reflective activities help you think critically about behavior and its contexts.

For courses in Characteristics of Emotional and Behavioral Disorders.

Pearson eText is an easy-to-use digital textbook that you can purchase on your own or instructors can assign for their course. The mobile app lets you keep on learning, no matter where your day takes you, even offline. You can also add highlights, bookmarks, and notes in your Pearson eText to study how you like.

NOTE: This ISBN is for the Pearson eText access card. Pearson eText is a fully digital delivery of Pearson content. Before purchasing, check that you have the correct ISBN. To register for and use Pearson eText, you may also need a course invite link, which your instructor will provide. Follow the instructions provided on the access card to learn more.

James M. Kauffman is Professor Emeritus of education at the University of Virginia, where he was a faculty member for more than 30 years. He is also a former teacher of special education for students with emotional and behavioral disorders. He is the author, co-author, and co-editor of many publications in special education.

Brief Table of Contents

PART I: POINTS OF DEPARTURE

1. Beginning Point: Basic Assumptions

2. What We’re About: The Problem and Its Size

3. Where We Started and Where We’re Going: Past, Present, Future

PART II:  POSSIBLE CAUSES

4. Biology

5. Culture

6. Family

7. School

PART III: TYPES OF DISORDERED BEHAVIOR

8. Attention and Activity Disorders

9. Conduct Disorders

10. Anxiety and Related Disorders

11. Depression and Suicidal Behavior

12. Disorders of Thinking, Communication, and Stereotypical Behavior

13. Special Problems of Adolescents

PART IV: ASSESSMENT

14. Measurement Issues, Screening, and Identification

15. Assessment for Instruction

Detailed Table of Contents

PART I: POINTS OF DEPARTURE

1. Beginning Point: Basic Assumptions

Thinking about the Problem

Brief Descriptions of Four Conceptual Models

Choosing Models

An Integrated, Social-Cognitive Model

Good Teaching

Interrelationships Among Causes, Types of Behavior, Assessment, and Intervention

Summary

Cases for Discussion

Questions About the Cases

2. What We’re About: The Problem and Its Size

Common Terminology

Definition

Importance of Definition

Prevalence

Factors Affecting Prevalence

Summary

Case for Discussion

Questions About the Case

3. Where We Started and Where We’re Going: Past, Present, Future

A Brief History of the Field

Issues of the 21st Century

Legal Developments and Issues

Past and Future

Summary                     

Case for Discussion     

Questions About the Case

PART II:  POSSIBLE CAUSES

4. Biology

The Appeal of Biological Factors as Causal Explanations

Genetics

Brain Damage or Dysfunction

Nutrition, Allergies, and Other Health Factors

Implications for Educators

Summary

Case for Discussion

Questions About the Case

5. Culture

The Appeal of Cultural Factors as Causal Explanations

Conflicting Cultural Values and Standards

Multicultural Perspective

Problems in Evaluating Cultural Factors             

Implications for Educators

Summary

Case for Discussion

Questions About the Case

6. Family

The Appeal of Family Factors as Causal Explanations

Family Definition and Structure

Family Interaction

External Pressures Affecting Families

Implications for Educators

7. School

The Appeal of School Factors as Causal Explanations

Intelligence

Academic Achievement

Social Skills

Intelligence, Achievement, and Antisocial Behavior

Schools’ Contribution to Emotional and Behavioral Disorders

Implications for Educators

Biology, Culture, Family, and School: A Tangled Web

Summary

Case for Discussion

Questions About the Case

PART III: TYPES OF DISORDERED BEHAVIOR

8. Attention and Activity Disorders

Definition and Prevalence

Causal Factors and Prevention

Assessment

Intervention and Education

A Perspective on Intervention

Summary

Personal Reflections

Questions for Further Reflection

9. Conduct Disorders

Definition, Prevalence, and Classification

Aggression and Violence in Social Context

Causal Factors

Assessment

Intervention and Education

Summary

Personal Reflections

Questions for Further Reflection

10. Anxiety and Related Disorders

Anxiety Disorders

Eating Disorders

Elimination Disorders

Sexual Problems

Social Isolation and Ineptitude

Causal Factors and Prevention

Assessment

Intervention and Education

Summary

Personal Reflections

Questions for Further Reflection

11. Depression and Suicidal Behavior

Depression

Suicidal Behavior

Summary

Personal Reflections

Questions for Further Reflection

12. Disorders of Thinking, Communication, and Stereotypical Behavior

Schizophrenia

Socialization Problems

Communication Disorders

Stereotypy (Abnormal Repetitive Movement)

Summary

Personal Reflections

Questions for Further Reflection

13. Special Problems of Adolescents

Problem Behaviors in Adolescence and Early Childhood

Juvenile Delinquency

Substance Abuse

Early Sexual Activity and Teen Parenthood

Summary

Personal Reflections

Questions for Further Reflection

PART IV: ASSESSMENT

14. Measurement Issues, Screening, and Identification

General Rules for Evaluation for Special Education

General Criteria for Acceptable Assessments

Prereferral Strategies and Response to Intervention

Evaluation for Eligibility

Summary

15. Assessment for Instruction

Assessment for Instruction

Current Trends in Educational Assessment for Instruction

Evaluation for Instruction and Other Interventions

Manifestation Determination

Functional Behavioral Assessment

Adaptations for Inclusion in General Education Assessments

Evaluation and Social Validation

Use of Evaluation Data in Writing Individual Education Programs

Classification

Necessity of Classification

Summary

Case for Discussion

Questions About the Case

Personal Reflections

Questions for Further Reflection

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.