| |
| |
| |
Social, Legal, and Historical Context | |
| |
| |
| |
Emotional and Behavior Disorder in Society and School | |
| |
| |
Needed: Resourceful and Knowledgeable Teachers | |
| |
| |
Defining E&B Disorder | |
| |
| |
Authoritative Definitions | |
| |
| |
Administrative Definitions | |
| |
| |
Some Common Ground | |
| |
| |
Prevalence | |
| |
| |
Prevalence of Mental Disorders | |
| |
| |
Prevalence of ED | |
| |
| |
Why Serve These Children? | |
| |
| |
To Help the Children | |
| |
| |
To Help Society | |
| |
| |
To Meet Lawful Obligations | |
| |
| |
Who Serves These Children? | |
| |
| |
Responding to the Challenge | |
| |
| |
Chapter Summary | |
| |
| |
| |
Roots of Current Perspectives | |
| |
| |
Before the Twentieth Century | |
| |
| |
Prehistoric Viewpoints | |
| |
| |
Early Western Civilization | |
| |
| |
The Middle Ages | |
| |
| |
Renaissance Thinking | |
| |
| |
The Late 18th and 19th Centuries | |
| |
| |
The 20th Century and Beyond | |
| |
| |
Scientific Study of Children | |
| |
| |
Child Mental Health | |
| |
| |
The Profession of Special Education | |
| |
| |
Legal Developments | |
| |
| |
Criticism of Society's Responses to Children with E&B Disorder | |
| |
| |
Psychological Models | |
| |
| |
Psychodynamic Model | |
| |
| |
Behavioral Model | |
| |
| |
Chapter Summary | |
| |
| |
| |
Assessment and Characteristics | |
| |
| |
| |
Assessment and Classification | |
| |
| |
Basic Concepts of Measurement | |
| |
| |
Operational Definitions | |
| |
| |
Reliability | |
| |
| |
Validity | |
| |
| |
Norms | |
| |
| |
Measurement and the Practice of Special Education | |
| |
| |
Measurement Methods | |
| |
| |
Reported Functioning | |
| |
| |
Actual Functioning | |
| |
| |
Multifaceted Measurement Systems | |
| |
| |
Measurement of Environments | |
| |
| |
Purposes of Assessment | |
| |
| |
Selecting Candidates | |
| |
| |
Deciding Eligibility for ED | |
| |
| |
Determining Services | |
| |
| |
Monitoring Outcomes | |
| |
| |
Program Evaluation and Research | |
| |
| |
Classification | |
| |
| |
Purposes of Classification | |
| |
| |
Existing Classification Systems | |
| |
| |
Evaluating Classification | |
| |
| |
Chapter Summary | |
| |
| |
| |
Patterns of Emotional and Behavior Disorder | |
| |
| |
Determining Patterns | |
| |
| |
Key Information | |
| |
| |
Description | |
| |
| |
Relation of Classification and Definition | |
| |
| |
Measurement | |
| |
| |
Prevalence | |
| |
| |
Course | |
| |
| |
Other Considerations | |
| |
| |
Patterns of E&B Disorder | |
| |
| |
Aggression | |
| |
| |
Anxiety | |
| |
| |
Depression | |
| |
| |
Impulsiveness | |
| |
| |
Relationship Problem | |
| |
| |
Linkages Between and Among Patterns of E&B Disorder | |
| |
| |
Connected Problems | |
| |
| |
Law-Breaking Behavior | |
| |
| |
Learning Difficulty | |
| |
| |
Substance Misuse | |
| |
| |
Suicidality | |
| |
| |
Chapter Summary | |
| |
| |
| |
Extreme Emotional and Behavior Disorder | |
| |
| |
Background | |
| |
| |
One-Disorder Perspectives | |
| |
| |
Two-Disorder Perspective | |
| |
| |
Children's Extreme E&B Disorder | |
| |
| |
Extreme E&B Disorder and Education | |
| |
| |
Key Information | |
| |
| |
Mood Disorders | |
| |
| |
Description | |
| |
| |
Relation to Classification and Definition | |
| |
| |
Prevalence | |
| |
| |
Course | |
| |
| |
Interventions | |
| |
| |
Psychotic Disorders | |
| |
| |
Description | |
| |
| |
Relation to Classification and Definition | |
| |
| |
Prevalence | |
| |
| |
Course | |
| |
| |
Interventions | |
| |
| |
Pervasive Developmental Disorders | |
| |
| |
Description | |
| |
| |
Observations on Extreme E&B Disorder | |
| |
| |
Classification Uncertainty | |
| |
| |
Education | |
| |
| |
Modifying the Prognosis | |
| |
| |
Chapter Summary | |
| |
| |
| |
Causes and Models | |
| |
| |
| |
Biological and Psychosocial Influences | |
| |
| |
Some Basic Concepts in Child Development | |
| |
| |
Developmental Pathways | |
| |
| |
Risk Factors | |
| |
| |
Protective Factors | |
| |
| |
Biological Influences | |
| |
| |
The Brain | |
| |
| |
Brain Disorder and its Relation to E&B Disorder | |
| |
| |
Causes of Brain Disorder | |
| |
| |
Psychosocial Influences | |
| |
| |
Family Socialization | |
| |
| |
Beyond the Family | |
| |
| |
Stress | |
| |
| |
Interaction of Biological and Psychological Influences | |
| |
| |
Diathesis-Stress | |
| |
| |
Temperament | |
| |
| |
Comment on Biological and Psychosocial Influences | |
| |
| |
Chapter Summary | |
| |
| |
| |
Psychodynamic Model | |
| |
| |
Psychoanalysis | |
| |
| |
Theory | |
| |
| |
Psychodynamic Intervention | |
| |
| |
Psychodynamic Approaches for School | |
| |
| |
Social Discipline Approach | |
| |
| |
Person-Centered Approach | |
| |
| |
Reality Therapy Approach | |
| |
| |
Psychoeducational Approach | |
| |
| |
Psychodynamic Programs and Curricula | |
| |
| |
Chapter Summary | |
| |
| |
| |
Behavioral Model | |
| |
| |
Behavioral Theory | |
| |
| |
Respondents | |
| |
| |
Operants | |
| |
| |
Behavioral Interventions | |
| |
| |
Applied Behavior Analysis | |
| |
| |
Behavior Modification | |
| |
| |
Package Interventions | |
| |
| |
Behavior Modification Programs | |
| |
| |
Regular Education | |
| |
| |
Chapter Summary | |
| |
| |
| |
Cognitive Model | |
| |
| |
Modeling and Social Cognitive Theory | |
| |
| |
Modeling | |
| |
| |
From Modeling to Social Cognitive Theory | |
| |
| |
Social Cognitive Theory and E&B Disorder | |
| |
| |
Other Cognitive Explanations of E&B Disorder | |
| |
| |
Cognitive Intervention | |
| |
| |
Modeling | |
| |
| |
Intervention for Cognitive Deficits | |
| |
| |
Interventions for Cognitive Distortions | |
| |
| |
Cognitive Interventions for Particular E&B Disorders | |
| |
| |
Separate School Program: Aggression Replacement Training | |
| |
| |
Comment on Cognitive Intervention | |
| |
| |
Chapter Summary | |
| |
| |
| |
Sociological, Ecological, and Values-Based/Spiritual Models | |
| |
| |
Sociological Perspective | |
| |
| |
Theory | |
| |
| |
Intervention | |
| |
| |
Ecological Perspective | |
| |
| |
Theory | |
| |
| |
Assessment and Intervention | |
| |
| |
Values and Spiritual Perspectives | |
| |
| |
Teaching Morality, Character, and Values | |
| |
| |
Chapter Summary | |
| |
| |
| |
Prevention and Intervention | |
| |
| |
| |
Intervention in the Education System | |
| |
| |
Forms of Prevention | |
| |
| |
Universal Prevention | |
| |
| |
Selective Prevention | |
| |
| |
Indicated Prevention | |
| |
| |
Comment on Prevention | |
| |
| |
Intervention | |
| |
| |
Regular Class | |
| |
| |
Resource Room | |
| |
| |
Separate Classroom | |
| |
| |
More Restrictive Education Settings | |
| |
| |
Chapter Summary | |
| |
| |
| |
Intervention in Other Service Systems | |
| |
| |
Prevention | |
| |
| |
Mental Health System | |
| |
| |
Outpatient Treatment | |
| |
| |
Day Treatment | |
| |
| |
Residential Settings | |
| |
| |
Psychotropic Drug Therapy | |
| |
| |
Child and Family Welfare System | |
| |
| |
Juvenile Justice System | |
| |
| |
Juvenile Justice Process | |
| |
| |
Diversion | |
| |
| |
Residential Placement | |
| |
| |
Delinquency and E&B Disorder | |
| |
| |
New Directions in Intervention Systems | |
| |
| |
Need for Reform | |
| |
| |
System of Care | |
| |
| |
Other Reforms in Service to Children with E&B Disorder | |
| |
| |
Chapter Summary | |
| |
| |
References | |
| |
| |
Name Index | |
| |
| |
Subject Index | |