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| Acknowledgements | |
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| Introduction | |
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| Background and Perspective | |
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| The Many Faces of Students With Challenging Behavior | |
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| Prevalence | |
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| How to Use This Book | |
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| Who Are These Kids? | |
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| Learning From History | |
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| How Have Children With Challenging Behavior Historically Been Served in School? | |
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| History of Definition | |
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| School Culture and Perception of Challenging Behaviors | |
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| Adult Perceptions | |
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| Perceptions About Socioeconomic Status, Race, Gender, and Giftedness and School Intervention | |
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| Family Factors | |
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| School Culture | |
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| Schools and Classrooms | |
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| Schoolwide and Classroom Supports: Universal and Secondary Prevention Programs | |
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| Top 10 Critical Quality Indicators for Schoolwide and Classroom Interventions | |
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| Schoolwide and Classwide Supports | |
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| Discipline | |
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| Negative Effects of Removal From School | |
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| Suspension and Expulsion | |
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| Alternative Schools | |
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| Physical Restraint | |
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| Students With Disabilities and Discipline | |
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| The Individual Child | |
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| Evaluating Emotions and Behaviors | |
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| What Is Evaluation? | |
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| Formal Versus Informal Evaluation | |
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| Functional Behavior Assessment | |
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| Define the Behavior | |
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| Develop the Hypothesis | |
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| Conduct the Intervention With Fidelity | |
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| Collect Data | |
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| Reflection | |
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| Revision | |
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| Eligibility: Qualifying for Services | |
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| What Is Eligibility and Why Is It Important? | |
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| What Laws Govern Eligibility Decisions? | |
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| What if the Team Determines the Child Is Not Eligible? | |
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| Involving Parents | |
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| Individual Plans | |
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| Relevant Factors | |
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| The Individualized Education Program (IEP) | |
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| The 504 Plan | |
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| The Brain and Behavior | |
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| Basic Assumptions | |
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| Brain Structures | |
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| Neuroimaging | |
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| The Brain and Behavior | |
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| Early Intervention | |
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| School Success and Interventions | |
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| Role of the Parent | |
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| Diagnoses: What Do They Mean? | |
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| The Laundry List | |
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| A Problem Becomes a Disorder | |
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| What Is the DSM-IV-TR? | |
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| What Is Oppositional Defiant Disorder? | |
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| What Is a Conduct Disorder? | |
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| Common Co-Occurring Conditions | |
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| Giftedness and Behavior | |
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| Medications | |
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| To Medicate or Not: Factors | |
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| Types of Prescribing Doctors | |
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| Symptoms That May Respond to Medication | |
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| Self-Determination and Self-Advocacy | |
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| Self-Determination | |
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| Factors of Successful Transitions to Post-K-12 Schooling | |
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| Conclusion | |
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| References | |
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| About the Authors | |
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| About the Contributor | |