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| Preface | |
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| Defining Behavior Disorders | |
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| Definition | |
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| Measurement | |
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| Deviant Behavior of Normal Individuals | |
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| The Diversity of Theoretical Explanations of Behavior Disorders | |
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| Biophysical Explanations of Disturbed Behavior | |
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| Psychodynamic Explanations of Disturbed Behavior | |
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| Behavioral Explanations of Disturbed Behavior | |
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| Cognitive-Behavioral Explanations of Disturbed Behavior | |
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| Sociological Explanations of Disturbed Behavior | |
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| Ecological Explanations of Disturbed Behavior | |
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| An Alternative Approach | |
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| Prevalence of Behavior Disorders | |
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| High-Incidence Behavior Disorders | |
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| Hyperactive Behavior | |
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| Primary Behavioral Characteristics | |
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| Secondary Behavioral Characteristics | |
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| Prevalence | |
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| Etiology | |
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| Course, Prognosis, and Outcome | |
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| Aggressive Behavior | |
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| Primary Behavioral Characteristics | |
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| Secondary Behavioral Characteristics | |
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| Prevalence | |
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| Etiology | |
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| Prognosis | |
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| Rule-Breaking and Juvenile Delinquency | |
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| Characteristics of Rule-Breaking Behavior | |
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| The Legal Definition of Delinquency | |
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| Descriptive Classifications of Delinquency | |
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| Prevalence | |
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| Correlates | |
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| Etiology | |
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| Prognosis | |
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| Social Withdrawal | |
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| Primary Behavioral Characteristics | |
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| Secondary Behavioral Characteristics | |
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| Prevalence | |
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| Identification | |
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| Etiology | |
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| Prognosis | |
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| Low-Incidence Behavior Disorders | |
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| Early Perspectives on Severe Behavior Problems of Childhood and Youth | |
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| Pervasive Developmental Disorder | |
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| Autistic Disorder | |
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| Aspergers Disorder | |
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| Childhood Disintegrative Disorder | |
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| Pervasive Developmental Disorder Not Otherwise Specified | |
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| Early-Onset Schizophrenia | |
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| Primary Characteristics | |
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| Secondary Characteristics | |
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| Etiology | |
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| Course and Prognosis | |
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| Standardized Instruments for Assessment and Classification | |
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| Purposes of Assessment | |
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| Identification and Classification of Disordered Behavior | |
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| Clinically Derived Classification Systems | |
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| Statistically Derived Classification Systems | |
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| Procedures for Identifying and Classifying Disordered Behavior | |
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| Screening Methods | |
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| Methods of Identification | |
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| Interpreting Assessment Outcomes | |
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| Assessment Needs of Teachers | |
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| Technical Adequacy | |
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| Assumptions Underlying Psycho educational Assessment | |
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| Functional Assessment | |
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| The Purpose and Steps in Functional Assessment | |
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| Functional Assessment Methods | |
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| Screening | |
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| Functional Analysis | |
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| Pinpointing | |
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| Recording | |
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| Baseline Measurement | |
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| Goal Selection | |
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| Treatment Selection | |
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| Measurement during Treatment | |
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| Data-Reactive Decision Making | |
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| Summative Treatment Evaluation | |
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| Developing Individual Education Programs For Students With Behavior Disorders | |
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| Legally Mandated IEP Requirements | |
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| IEPs for Students with Behavior Disorders | |
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| Present Educational Levels | |
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| Annual Goals | |
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| Other IEP Requirements | |
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| Involving Parents in the IEP Process | |
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| IEP-Based Parent Involvement | |
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| Parent Involvement in Treatment | |
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| Managing Hyperactive Behavior | |
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| Biophysical Interventions | |
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| Drug Therapy | |
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| Dietary and Nutritional Approaches | |
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| Behavioral Interventions | |
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| Behavioral Control of ADHD.Managing Hyperactivity Through the Control of Antecedent Events | |
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| Cognitive-Behavior Modification | |
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| Applications of Cognitive Self-Instruction with Hyperactive Children | |
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| Self-Control Procedures | |
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| Combined Approaches | |
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| Other Therapies for Hyperactivity | |
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| Progressive Relaxation and Biofeedback | |
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| Reducing Exposure to Fluorescent Lights | |
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| Minimum Stimulation | |
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| Managing Aggressive Behavior | |
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| Psychodynamic Interventions | |
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| The Role of Anxiety | |
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| Milieu Therapy | |
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| Individual Psychotherapy | |
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| Psychodynamic Programs That Treat Aggressive Children | |
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| Empirical and Practical Considerations | |
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| Behavioral Interventions | |
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| Positive Treatments to Reduce Aggression | |
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| Positive Reinforcement Treatments | |
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| Self-Control and Cognitive-Behavioral Treatments | |
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| Self-Instructional Training (SIT).Multiple-Component Treatments | |
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| Punishment Treatments to Reduce Aggression | |
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| Comprehensive Behavioral Programs | |
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| Other Treatments for Aggressive Behavior | |
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| Managing Socially Withdrawn Behavior | |
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| The Nature of Social Withdrawal | |
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| Prevalence and Etiology | |
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| Identification of Social Withdrawal | |
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| Intervention Options | |
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| Teacher-Directed Interventions | |
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| Peer-Assi | |