Overview

Comprehensive and current, this new text will prepare future educators to successfully instruct students with emotional and behavior disorders in their classrooms. Readers will be given a sound introduction on the subject, from the foundations of the disorders, to a discussion of risk and protective factors, and also a general bio-psychosocial model. Several, particularly hard-to-manage disorders are featured in multiple chapters, and assessment is briefly addressed, including comparing Functional Behavior Assessment with regular assessment, the Behavior Intervention Plans, and Individual Education Plans. Behavior problems manifested and managed in the classroom is reviewed, with an emphasis on the development of positive behavioral interventions and supports. Also discussed are specific behavior interventions for problematic behavior, focusing on how such students are best taught, and how a positive school-wide program enhances the probability of program success. Families and siblings, along with promising future directions are also included, as well as thought-provoking case studies featured throughout the text. Special features of the text include: Overview and Discussion Questions at the beginning of every chapter, and a Summary and follow-up Discussion Questions at the conclusion, boxed features found throughout each chapter to clarify and further describe important content, including law-related issues, and thought-provoking case studies are dispersed throughout. The whole text will stimulate its readers to think about the behavior problems and issues they might address in the real classroom and how to best deal with each situation.

Full Product Details

Author:   Grad L. Flick
Publisher:   Pearson Education (US)
Imprint:   Pearson
Dimensions:   Width: 20.30cm , Height: 2.80cm , Length: 25.40cm
Weight:   0.998kg
ISBN:  

9780130417138

ISBN 10:   0130417130
Pages:   528
Publication Date:   28 April 2010
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

Understanding and Managing Emotional And Behavior Disorders in the Classroom   Table of Contents About This Book             Preface             Audience             Acknowledgements Part I: Foundations of Behavior Disorders Chapter 1: Behavior Disorders and Interventions in Today’s Classrooms Overview Case History Incidence of Emotional and Behavior Disorders Cultural Similarity Related Statistics Addressing Behavior Problems Special Education Statistical Trends Disability Categories             Medical & Social Systems Models of Disabilities             Focus on Emotional & Behavioral Disorders Classification of Disability              Problems with Disability Classification              Advantages of Labeling in Special Education              Disadvantages of Labeling in Special Education DSM IV – Diagnosis in Classification             Problems with DSM IV Classifications             Labeling: A New Direction An Alternative Classification System             Dimensional versus Categorical Classification             Etiological Versus Functional Classification             Multidimensional versus Unidimensional Classification             Providing Effective Intervention Summary Discussion Questions   Chapter 2: Understanding Emotional and Behavioral Disorders Overview Case History Development of Behavior Problems Origins of Emotional and Behavior Disorders Risk Factors/Causes             Biological Influences             Psychosocial and Environmental Influences             Family and Genetic Risk Factors Relationships Among Risk Factors and  Protective Factors Cognitive and Behavioral Development: Major Theories             Early Experiences             Social Relationships             Learning Education of the Behaviorally Disordered Theories of Child Development Models for Emotional and Behavior Disorders             The Biopsychosocial Model Developmental Issues             Deviant versus  Normal Child Development             Developmental Psychopathology Developmental Acquisition of Behavior Disorders The Transactional Model The Interaction Model Dynamics of Emotional and Behavioral Problems             Hierarchy of Responses The Constructivist Model The Nature-Nurture Model The Environmentalist Model The Behavioral Model Summary Discussion Questions   Chapter 3: Educational Outcome of Students with Emotional and Behavioral Disorders Overview Case History Praise & Opportunity to Respond (OTR) Classroom Organization Teacher Preparation Improving Post-School Outcomes for EBD Students             Educational Outcomes             Current Employment             Current Social Relationships A National Agenda for Education SED Students President’s Commission on Excellence in Special Education Models of service Delivery for Special Education             Full Inclusion Model             Conciliatory Model             Conservationist Model Types of Classrooms             Learner Centered Classroom             Curriculum Centered Classroom Researched Interventions for Behavior Problems Summary Discussion Questions   Part II: Recognizing Emotional and Behavior Disorders   Chapter 4: Externalizing Disorders Overview Case History Attention Deficit Hyperactivity Disorder (ADHD) Oppositional Defiant Disorder (ODD) Conduct Disorder (CD) Tics and Tourette’s Disorder Summary Discussion Questions   Chapter 5: Mood Disorders and Other Behavior Disorders Overview Case History Mood Disorders             Depression             Bipolar Disorders             Activities and Strategies for Mood Disorders Other Behavior Disorders             Traumatic Brain Injury (TBI)             Fragile-X Syndrome             Fetal Alcohol Syndrome (FAS) Summary Discussion Questions   Chapter 6: Pervasive Developmental Disorders (PDD) and Psychotic Disorders Overview Case History Pervasive Developmental Disorders (PDD)             Autism             Asperger’s Disorder Psychotic Disorders             Childhood Schizophrenia Summary Discussion Questions   Part III: Identifying and Assessing Behavior Disorders Chapter 7:  Assessment of Behavior Disorders Overview Case History Introduction to Assessment Arriving at a Differential Diagnosis             Background and Developmental History             Behavior Observations             Basic Psychological Tests             Psychometric Terminology             Psychological/Neuropsychological Assessment             Rationale for Neuropsychological Assessment Symptom Overlap The Neuropsychological Diagnostic Approach Specific Tests versus Test Batteries A Multidisciplinary Evaluation             Components of the Neuropsychological Assessment             The Diagnostic Process Interpretation of Test Data Functional Impairment Summary Discussion Questions   Chapter 8: Functional Behavioral Assessment Overview Case History The FBA and BIP Process             Defining the Problem Behavior             Identifying Specific Events, Times and Situations             Obtaining Background Information             Identify the Consequences             Developing a Theory or Hypothesis Understanding the Function of Behavior             The Basic Functions of Behavior             Primary Functions of Problem Behavior The Functional Behavioral Assessment             Conducting a Functional Behavioral Assessment             The Methods and Tools Needed  to Conduct an FBA The Goals of Intervention             Meeting the Intervention Goals             Replacing Behavior Problems             Selecting Positive Interventions and Individual Reinforcers Failure to Show Appropriate Behavior             Skill Deficits             Performance Deficits Comprehensive Intervention Plans             Family Involvement Formal Assessment versus Functional Behavioral Assessment Functional Behavioral Assessment Model: Assessment             Type of Problem Behavior             Dimensions of Behavior             Assessment Methods             Quality of Data             Social Validity Using Functional Assessment to Change Behavior Development of a Positive Function-Based Support Plan Summary Discussion Questions   Chapter 9:  The Behavioral Intervention Plan and Development of the IEP Overview Case History IDEA 2004 and Behavior Disorders Developing a Behavioral Intervention Plan (BIP)             BIP Components Evaluating and Monitoring the BIP Effectiveness of the FBA and BIP Positive Behavioral Intervention Plan Using Extraordinary Discipline Procedures             Managing Dangerous Behavior Motivational Considerations Manifestation Determination Decision-Making Guidelines Alternative Manifestation Determination Overview of the Individual Educational Program (IEP)             Special Education Process Under IDEA Writing the IEP             Special Factors to Consider             Placement Decision             Distributing the Written IEP             Implementation of the IEP             Reviewing and Revising the IEP             Parental Disagreement with the IEP OSEP Monitoring Summary Discussion Questions   Part IV: Managing Behavior Problems in the Classroom   Chapter 10: Establishing an Effective Classroom Environment Overview Case History    The Physical  Environment of the Classroom             Seating Arrangement             Class Size             Least Restrictive Environment (LRE) Effective Teachers Transitions Type of Instruction             Direct Instruction             Small Group Instruction Communication Classroom Rules Conflicts in the Classroom Peer Mediation                  Preventing and Reducing Aggression Through Mediation                  Training of Peer Mediators Homework Policy Physical or Corporal Punishment Accommodations and the 504 Plan             The Fairness Issue             Dealing With the Fairness Issue             Timed Tests Summary Discussion Questions   Chapter 11: Positive Behavioral Interventions and Supports Overview Case History Orientation Reinforcement Basics           Positive vs. Negative Reinforcement             Comment on Reinforcers             Type of Reinforcers             Vary the Types of Reinforcers             Classroom Reinforcement Behavior Change             Developing New Behaviors             The Token Economy Point System             Comment on Token Point System for Ages 6-8             Alternatives to Punishment Positive versus Negative Stimulus Events Writing Instrumental Behavior Plans Behavior Momentum             Implementation of Behavioral Momentum Positive Response Program             Positive Behavioral Orientation Contingency Contracting             Contract Goals             Defining Goals             Practicing with a Short Contract             Contract Considerations Generalization             Response Generalization             Teaching for Generalization             Stimulus Generalization Direct Instruction of Expectations and Routines The Use of Punishment             Ignoring Behaviors Monitoring Problem Behavior             Behavior Should Be Monitored             Specific Behavior Selected to Change             Record Selected Behavior Time-Out Procedure for Misbehavior             Listing Behaviors for Time-Out             Developing a Time-Out Plan             Time-Out at Home and At School             Problems with Time-Out             Basic Time-Out Principles             Time-Out in the Classroom Overcorrection             Restitutional Overcorrection             Positive Practice Overcorrection Writing a Behavior Penalty Plan             Using Response-Cost and Behavior Penalty   Chapter 12: Specific Proactive Behavioral Interventions for Problematic Behaviors Overview Case History Aggression             Defianceand Verbal Aggression             Hostile-Aggressive Behavior             Physical Restraint             Passive-Aggressive Behavior Social Skill Problems             Sharing             Cooperation Problems Inattention             Visual Attention             On-Task Behavior Following Instructions Self Monitoring Impulsivity Non-Compliance Inappropriate Verbalizations Case Study: Summary of FBS and BIP Procedures Summary Discussion Questions   Chapter 13: Teaching Students with Behavior Disorders Overview Case History No Child Left Behind Scientifically-Based Instruction             The Challenge             Scientifically-Based Research (SBR)             A New Vocabulary for SBR Instructional Strategies that Work Implementing Evidence-Based Practices in Schools             Accountability             Scaling Up Essential Organizational Needs for Putting EBP in Schools             Comprehensive Meta-Analysis- Need I             Guidelines and Systematic Reviews- Need II             Research Infrastructure – Need III             Curriculum-Based Assessment Using Effective Practices to Educate EBD Students             Opportunities To Respond Academic Instruction             Direct Instruction             Precision Teaching Reducing Problem Behaviors During Academic Management The Morningside Model Summary Discussion Questions   Part V: School-Wide Management and Promising Directions   Chapter 14:  Developing a School-Wide Behavioral Program Overview Case History Punitive Disciplinary Strategies: Zero-Tolerance Positive Disciplinary Strategies Positive Behavioral Interventions and Supports in Schools Discipline and Development Phases School-Wide Behavioral Programs Individual Program Support Resilience Against Violence Avoiding a Negative Behavioral Orientation             Corporal Punishment             Effective Discipline Improving School and Classroom Environments Understanding the Social Needs of Youth             Alternatives to Discipline and Punishment Teaching a Social Curriculum CurrentSchoolDiscipline Practices             Applying Discipline Fairly             Nondiscrimination Procedure             Special Education Students Effectiveness of Current Discipline Practices             Improved Student Behavior             Alternatives to Disciplinary Removal             Litigation Issues A Description of a School-Wide Behavioral Program             A Systems Approach             Steps in Developing SW-PBS Primary Prevention (Intervention)             Implementation of Primary Prevention (Intervention)             Office Discipline Referrals Secondary Prevention (Intervention) Tertiary Prevention (Intervention)             Implementation of Tertiary Interventions (Preventions)             Effectiveness of the Behavioral Intervention Plan             Crisis Management Developmental Considerations for Implementing SW-PBS History and Development of SW-PBS             The PREPARE Model             The BEST Model             The PAR Model             The ACHIEVE Model School-Wide Information System (SWIS) Program The Wraparound Process             Background and Need             Defining and Describing Wraparound             Wraparound in Schools             Wraparound Special Education and IEP             School Features that Support Wraparound             Wraparound Process Features within SW-PBS             Decision Making on Academic and Behavioral Issues Summary Discussion Questions   Chapter 15: Partnerships Overview A Historical Emphasis on Families A Program of Partnership             Developing an Action Plan             Types of Parents Parent Involvement with School             Parents and Student Achievement             Parents and Student Attitudes and Behavior             Parents and School Rules             Family Involvement in Children’s Learning Levels of Parent Involvement             Level I: Assessment             Level II: Intervention         Level III: Transition and Follow-Up Parent Education Relationship-Focused Early Intervention Sibling Involvement Sibling’s Areas of Concern             Overidentification             Embarrassment             Guilt             Shame             Isolation             Resentment             Increased Responsibilities             Pressure to Achieve Sibshops Program School – Family – Community Partnerships             Preparation of Teachers and Family Involvement The Impact of Teacher Training Summary Discussion Questions   Chapter 16: Future Directions with E/BD Students Overview Case History Early Intervention Comprehensive Behavioral Programs Extensive Support Network             School-Wide Behavioral Programs             Emphasis on Positive Behavioral Programs Assessment             School-Wide Assessment             Individual Assessment Concluding Thoughts             Teacher Education and Student Diversity             Future Directions on The Wraparound Process             The Future of Partnership Programs             Prevention of Behavior Disorders             Family Support and Integrated Services             Researched Intervention for Behavior Problems Summary Discussion Questions Appendices Resources References Name Index Subject Index    

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Author Information

Grad L. Flick received his Ph.D. in Clinical Psychology from the University of Miami in 1969 with an APA-approved internship at the University of Florida Medical Center.  A licensed psychologist since 1971, he has specializations in neuropsychology and biofeedback, along with certification as a biiofeedback therapist. He has also been certified in stress management, in employee assistance and has Fellow and Diplomate status from the American Board of Medical Psychotherapists.  He has held positions in psychology at the University of New Orleans and Louisiana State University School of Medicine and has served as consultant to sereral hospitals in the New Orleans and Gulf Coast area.  Since 1971, he has been in private practice and is currently director of Seacoast Psychological Associates, Inc., in association with his wife Alma L. Flick, Ph.D.; they specialized in the evaluation and treatment of children, adolescents and adults with Attention Deficit Hyperactivity Disorder (ADHD), learning and behavioral problems.  Dr. Grad Flick is also Director of the ADD Clinic for children, adolescents and adults with ADHD where behavioral and cognitive-behavioral therapies are offered as well as traditional psychotherapy, play therapy and various group therapies.     Dr.Grad Flick has had numverous scientific presentations and publication credits, conducted many workshops for both parents and teachers on ADHD, and has given lectures to various parent and teacher organizations on ADHD and Child Management.  His is author of Power Parenting for Children with ADD/ADHD: A Practical Parent's Guide for Managing Difficult Behaviors (1996); ADD/ADHD Behavior Change Resource Kit (1998) and How to Reach & Teach Teenagers with ADHD (2000); with all books published by Jossey-Bass. He has over 37 years experience in both research and clinical practice with children wo present attentional, learning and/or behavioral problems.  Grad and Alma have also parented a child with a learning disability and Attention Deficit Hyperactivity Disorder.

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