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