Emotional and Behavioral Disorders:Theory and Practice - Jo Webber - 9780205410668 - Education - Special Education - Pearson Schweiz AG - Der Fachverlag fuer Bildungsmedien - 978-0-2054-1066-8

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Emotional and Behavioral Disorders:Theory and Practice

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title:   Emotional and Behavioral Disorders:Theory and Practice
series:   Prentice Hall
author:   Jo Webber / Cynthia A. Plotts
publisher:   Pearson
cover:   Hardcover
edition:   5
language:   English
total pages:   480
pub.-date:   Juni 2007
ISBN13:   9780205410668
ISBN10:   0-20541-066-9
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Emotional and Behavioral Disorders:Theory and Practice

Description

This text presents diagnostic, assessment, and educational applications for children and youth with emotional and behavioral disorders through five theoretical models, clearly linking the theories to practice.   The theme of this text remains an ecological/systems perspective of emotional and behavioral disorders in children and youth, reflected in the examples used and the references cited.


Features

  • Covers five primary theoretical models pertaining to EBD in children and youth, each directly connected to school and clinic applications.
  • The ecological systems approach is emphasized, as school personnel must be prepared to view and address student characteristics in relation to the larger context including school systems, families, communities, and governmental entities.
  • Contains chapters on definition and characteristics, history, identification and assessment, internalizing and externalizing disorders, adolescents, and issues in the schools to address critical components and information regarding the education of students with EBD.
  • Numerous “Case Studies” and “Applied Examples” help the reader understand the practical implications and applications of the text discussion.
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New to this Edition

  • Includes a new chapter specifically addressing definition and characteristics of children and youth with EBD including prevalence and demographic information.
  • Contains an update on the impact of the No Child Left Behind Act and the 2004 reauthorization of IDEA and its regulations on educational programs for students with EBD.
  • Presents an expanded chapter on the identification and assessment of students with EBD, including updated assessment instruments and techniques.
  • Five revised chapters clearly explaining the specific theoretical models and linking current research to recommended research-based practices:
      • Ch. 4 - Biophysical Model
      • Ch. 5 - Psychodynamic Model
      • Ch. 6 - Cognitive Model
      • Ch. 7 - Behavioral Model
      • Ch. 8 - Ecological/Systems Model
  • A greatly revised chapter, Issues in the Schools, with in-depth sections on School Violence, Positive Behavior Supports (PBS), Academic Instruction for students with EBD, and Inclusion issues to acquaint readers with the most pressing school issues pertaining to this population.
  • New information regarding depression, anxiety, and expanded discussion on ADHD and conduct disorders provides new references and perspectives on the four most common childhood psychological disorders.
  • New sections in each chapter: Questions to Consider to prepare readers for the information to follow in the chapter and Homework Questions to facilitate comprehension of text content.
  • Expanded lists of readings and resources to include pertinent websites and materials for further information and discussions and additional case studies, descriptions, and figures to enhance concepts and illustrate practical applications in schools.
  • New companion web site with syllabus manager and materials and resources to accompany the book
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Table of Contents

Preface  xv

Contributors  xvii

 

Chapter 1

Definition and characteristics

Questions to Consider

Orientation

Overview

Defining Emotional/Behavioral Disorders

Factors Influencing Concepts of Deviance

Sociological Parameters of Behavior

Concomitant Disorders

Defining and Classifying Emotional/Behavioral Disorders

A Conceptual Framework of EBD Characteristics

Dimensions of Emotional/Behavioral Disorders

Demographics

Social ad Behavioral Characteristics

Intellectual and Academic Functioning

Language Characteristics

School Outcomes

Teacher Characteristics

Prevalence

Conclusions

Key Points

Homework Questions

Additional Readings and Resources

 

Chapter 2

A Historical Perspective 

Questions to Consider

Orientation 

Overview 

Ancient Views: Greeks and Romans 

Early Middle Ages to the 1600s (Segregation Phase) 

1700s to 1800s (Transition Phase)

Early 1900s (Service Phase)

Mid-1900s 

Research and Emergence of Model Programs 

National Trends 

1960 to 1980 

Model Programs and Research 

Legislation and Litigation 

1980s to 1990's

Political Climate and Legislation

2000 to Present  

Political Trends and Legislation

Status of Services for Students with EBD

Model Programs

Interagency Collaboration

Conclusions

Key Points

Homework Questions

Additional Readings and Resources

           

Chapter 3

Identification and Assessment

Questions to Consider

Orientation 

Overview 

Federal Law Definition

Procedural Requirements Under IDEA

Comorbidity of Other Disorders with Emotional/Behavioral Disorders

National Association of School Psychologists Guidelines

Assessment Procedures

Prereferral Interventions

Tests and Techniques for Assessment of Emotional/Behavioral Disorders

Systematic Screening for Emotional/Behavioral Disorders 

Role of the Special Education Teacher in Identification 

Linking Assessment to Intervention

Multicultural Considerations

Conclusions 

Key Points 

Homework Questions

Additional Readings and Resources

           

Chapter 4

Biophysical Model 

Questions to Consider

Orientation 

Overview 

Definition and Basic View 

Etiology and Development of Disordered Behavior 

Typical Evaluation Procedures

Educational Applications

Summary

Conclusions 

Key Points

Homework

Additional Readings  and Resources

           

Chapter 5

Psychodynamic Model 

Questions to Consider

Orientation 

Overview 

Definition and Basic View 

Etiology and Development of Disordered Behavior 

The Psychodynamic Goal: Healthy Development 

Typical Evaluation Procedures 

Educational Applications 

Summary 

Conclusions 

Key Points 

Homework Questions

Additional Readings and Resources

           

Chapter 6

Cognitive Model

Questions to Consider

Orientation 

Overview 

Definition and Basic View

Etiology and Development of Disordered Behavior

Short-term Cognitive Processes

Long-term Cognitive Processes

Cognitive Interventions

Cognitive Evaluation Procedures

Questionnaires

Educational Applications

Rational Emotive Behavior Therapy

Interpersonal Problem Solving

Self-management or Self-regulation

Additional Cognitive Strategies

Summary 

Conclusions 

Key Points

Homework Questions

Additional Readings and Resources

           

Chapter 7

Behavioral Model

Questions to Consider

Orientation 

Overview 

Definition and Basic View 

Etiology and Development of Disordered Behavior 

Typical Evaluation Procedures 

Educational Applications

Behavior Management and Behavioral Principles

Summary 

Conclusions 

Key Points

Homework Questions

Additional Readings and Resources

           

Chapter 8

Ecological/Systems Model

Questions to Consider

Orientation 

Overview 

Definition and Basic View 

Etiology and Development of Disordered Behavior 

Typical Evaluation Procedures 

Ecological/Systems Units and Their Educational Applications

Systems of Care: The Child and Adolescent Service system Program

Summary 

Conclusions 

Key Points

Homework Questions

Additional Readings and Resources

           

Chapter 9

Internalizing Disorders 

Questions to Consider

Orientation 

Overview 

A Developmental Framework for Internalizing Disorders 

Depression 

Definition and Prevalence 

Characteristics and Symptoms 

Related Conditions

Etiology and Development 

Predisposing Factors 

Intervention and Treatment 

Implications for Teachers

Anxiety Disorders 

Prevalence 

Etiology of Anxious and Fearful Behavior 

Separation Anxiety Disorder 

Fears and Specific Phobias 

School-related Fears and Phobias 

School Phobia versus Separation Anxiety Disorder 

Generalized Anxiety Disorder

Posttraumatic Stress Disorder 

Obsessive-Compulsive Disorder 

Panic Disorder 

Comorbidity 

Implications for Teachers 

Conclusions 

Key Points 

Homework Questions

Additional Readings and Resources

           

Chapter 10

Externalizing Disorders 

Questions to Consider

Orientation 

Overview 

Attention-deficit Hyperactivity Disorder 

Definition and Prevalence 

Characteristics and Symptoms 

Assessment  Procedures 

Etiology and Development 

Intervention and Treatment 

Conduct Disorders and Aggression 

Definition and Prevalence 

Etiology 

Intervention and Treatment 

Conclusions 

Key Points 

Homework Questions

Additional Readings and Resources

           

Chapter 11

Adolescence 

Questions to Consider

Orientation 

Overview 

Defining Adolescence and Emotional/Behavioral Disorders in Adolescence 

Developmental Changes 

The Adolescent with Emotional/Behavioral Disorders 

Dealing with Adolescent Issues in the Schools 

Dropping Out 

Sex-related Problems 

Sex Education 

Social Rejection

Substance Abuse 

Substance Abuse Education 

Gangs, Delinquency, and the Juvenile Offender

with Emotional/Behavioral Disorders 

Self-Destructive Behavior 

Troubled Girls 

Interventions for Adolescents with Emotional/Behavioral Disorders 

Transition Planning 

Behavioral Interventions 

Counseling Techniques and Classroom Groups 

Conclusions 

Key Points 

Homework Questions

Additional Readings and Resources

           

Chapter 12

Special Issues  In the Schools

Questions to Consider

Orientation 

Overview 

Youth Violence 

Positive Behavioral Intervention and Supports

Academic Instruction and Students with EBD

Inclusion

Conclusions 

Key Points

Homework Questions

Additional Readings 

References 

Index 

 

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Back Cover

Emotional and Behavioral Disorders: Theory and Practice, 5/e

Jo  Webber
Cynthia A. Plotts

 

“The authors have produced an excellent introductory text.”

-Sarup R. Mathur, Arizona State University

 

 

Now in its fifth edition, Emotional and Behavioral Disorders presents diagnostic, assessment, and educational applications for children and youth with emotional and behavioral disorders (EBD) through five theoretical models. Webber and Plotts maintain an emphasis on ecological systems, as school personnel must be prepared to view and address student characteristics in relation to the large context, including school systems, families, communities, and governmental entities.

 

 

New features to this edition include:

  • A new chapter that specifically addresses the definition and characteristics of children and youth with EBD, including prevalence and demographic information.
  • An update on the impact of the No Child Left Behind Act of 2004 reauthorization of IDEA and its regulations on educational programs for students with EBD.
  • An expanded chapter on the identification and assessment of students with EBD, including updated assessment instruments and techniques.
  • New information regarding depression, anxiety, and expanded discussion of ADHD and conduct disorders that provide new references and perspectives on the four most common childhood psychological disorders.
  • Five revised chapters that clearly explain the specific theoretical models and link current research to recommend research-based practices:
    • Ch. 4 - Biophysical Model
    • Ch. 5 - Psychodynamic Model
    • Ch. 6 - Cognitive Model
    • Ch. 7 - Behavioral Model
    • Ch. 8 - Ecological/Systems Model
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Reader Review(s)

“In all, the authors have produced an excellent introductory text that provides an excellent introductory text that provides a knowledge base for beginning teachers.” -Sarup R. Mathur, Arizona State University

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