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| Part 1 | |
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| Definition and Prevalence: The Nature and Extent of the Problem | |
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| Terminology | |
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| Developmental Norms Versus Sociocultural Expectations | |
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| Behavior Shaped By Its Social Context (Ecology) | |
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| Types of Disorders and Causes | |
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| Problems of Definition | |
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| Perspective in Definition | |
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| Prevalence | |
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| The Meaning of Prevalence and Incidence | |
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| Prevalence and Incidince Estimates: Why Should We Care? | |
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| Problems of Estimation | |
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| Reasonable Estimates of Prevalence | |
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| Trends in Prevalence Estimates and Percentage of Students Served by Special Education | |
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| Factors Affecting Prevalence and Placement for Services | |
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| Prevalence and Incidence of Specific Disorders | |
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| The History of the Problem: Development of the Field and Current Issues | |
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| A Brief History of the Field | |
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| Current Issues | |
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| Legal Developments and Issues | |
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| Conceptual Models: Approaches to the Problem | |
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| Traditional Exposition of Conceptual Models | |
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| Comparing and Choosing Models | |
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| Developing an Integrated Model: A Social-Cognitive Approach | |
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| Structures for Discussion | |
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| Assessment | |
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| Screening, Eligibility, and Classification | |
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| General Rules for Evaluation for Special Education | |
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| Evaluation for Eligibility | |
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| General Criteria for Acceptable Assessments | |
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| Screening | |
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| Prereferral Strategies and Response to Intervention | |
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| Classification | |
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| Necessity of Classification | |
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| Evaluation for Instruction | |
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| Evaluation for Instruction and Other Interventions | |
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| Manifestation Determination | |
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| Functional Behavioral Assessment | |
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| Adaptations for Inclusion in General Education Assessments | |
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| Evaluation and Social Validation | |
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| Use of Evaluation Data in Writing Individualized Education Programs | |
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| Causal Factors | |
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| Biological Factors | |
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| Appeal of Biological Factors as Causal Explanations | |
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| Genetics | |
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| Brain Damage or Dysfunction | |
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| Malnutrition, Allergies, and Other Health-Related Issues | |
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| Temperament | |
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| Implications for Educators | |
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| Family Factors | |