Full Description
This first edition text is specifically designed to help teachers work successfully with children who exhibit emotional and behavioral disorders by affording readers a comprehensive and holistic repertoire of valuable, evidence-based treatment strategies. Written from the dual perspectives of an experienced clinician and a long-time educator, the school professionals and students who read it will better understand the role of both teacher and service provider, optimizing the coordination and effectiveness of the services that are critical to the success of these students.Chapter by chapter, Students and Adolescents with Emotional and Behavioral Disorders explores the most prevalent behavioral disorders encountered by school professionals as they work with today's students. Each disorder is addressed by type and each includes a discussion of the relevant characteristics, causes, prevalence, and current references, and treatment strategies. While the first half of each chapter focuses on the psychological overview of the disorder based on the latest research, the second half of the chapter takes an in-depth look at practical applications and strategies to combat the disorders through the use of real-world case examples, practice-based techniques, tips, and critical thinking questions. Balanced and comprehensive, this book supports both a behavior and cognitive therapeutic approach to the treatment of students with EBD and acknowledges the need for a collaborative approach to these issues by teachers, school professionals and other service providers.
Contents
I. IntroductionChapter 1: IntroductionFocus QuestionsDefining Emotional and Behavioral DisordersImplications of including socially maladaptive studentsA Growing FieldProfile of an EBD ChildThe Functional Behavioral Assessment and its ApplicationsDeveloping an Effective Intervention PlanTypical Non-Therapeutic Teacher-Caregiver ResponsesDeveloping the Right Attitude: Some Tips for Avoiding Conflict and Building CommunityFocus Questions RevisitedFrom the Field ReferencesTables and FiguresII. Section One: Students with Disruptive DisordersChapter 2: Conduct DisorderFocus QuestionsIntroductionCase Example: MichaelCharacteristicsPrevalenceEtiologyAssessmentTreatment StrategiesSchool-based InterventionsAssessing the ProblemDeveloping an Effective Intervention PlanSummaryTips for TeachersFocus Questions RevisitedFrom the FieldReferences Tables and FiguresChapter 3: Oppositional Defiance DisorderFocus QuestionsIntroductionCase Example: Jack StrawCharacteristicsPrevalence EtiologyAssessment and DiagnosisTreatment StrategiesSchool-based Interventions: Jack StrawAssessing the ProblemDeveloping an Effective Intervention PlanSummaryTips for TeachersFocus Questions RevisitedFrom the FieldReferences Table and FiguresChapter 4: Attention Deficit Hyperactivity DisorderFocus QuestionsIntroductionA Brief ExplanationADHD IntroducedCase Example: Vincent, ADHD Predominantly Hyperactive-Impulsive Type Case Example: Brett, ADHD Predominantly Inattentive TypeCharacteristicsADHD Predominantly Inattentive TypeADHD Predominantly Hyperactive-Impulsive TypeADHD Combined TypeUniversal CharacteristicsPrevalence and ComorbidityEtiologyAssessmentTreatment StrategiesSchool-based InterventionsAssessing the Problem: Vincent (ADHD Predominantly Hyperactive- Impulsive Type)Developing an Effective Intervention PlanAssessing the Problem: Brett (ADHD Predominantly Inattentive Type)Developing and Effective Intervention PlanSummaryTips for TeachersFocus Questions RevisitedFrom the FieldReferences Tables and FiguresIII. Section Two: Anxiety Disorders Chapter 5: Anxiety Disorders I: Specific Phobia, Separation Anxiety Disorder, and Social Anxiety DisorderFocus QuestionsIntroduction Specific PhobiaCase Example: Ricky V.CharacteristicsPrevalenceEtiologyAssessmentTreatment StrategiesSchool-based InterventionAssessing the ProblemDeveloping an Effective Intervention PlanTips for TeachersSeparation Anxiety DisorderCase Example: JimmyCharacteristicsPrevalenceEtiologyAssessmentTreatment StrategiesSchool-based InterventionsAssessing the ProblemDeveloping an Effective Intervention Plan Tips for Teachers Social Anxiety Disorder (Social Phobia)Case Example: JodyCharacteristicsEtiologyAssessmentTreatment StrategiesSchool-based InterventionsAssessing the ProblemDeveloping an Effective Intervention Plan SummaryTips for TeachersFocus Questions RevisitedFrom the FieldReferences Tables and FiguresChapter 6: Anxiety Disorders II: Post-Traumatic Stress Disorder, Generalized Anxiety Disorder and Obsessive-Compulsive DisorderFocus QuestionsIntroductionPost-Traumatic Stress DisorderCase Example: SandyCharacteristicsPrevalence and ComorbidityEtiologyAssessmentTreatment StrategiesSchool-based InterventionAssessing the ProblemDeveloping an Effective Intervention Plan Tips for Teachers Generalized Anxiety DisorderCase Example: JerryIntroduction & CharacteristicsPrevalenceEtiologyAssessmentTreatment StrategiesSchool-based InterventionsAssessing the ProblemDeveloping an Effective Intervention Planh. Tips for Teachers Obsessive-Compulsive DisorderCase Example: NikolasIntroduction & CharacteristicsPrevalenceAssessmentTreatment StrategiesSchool-based InterventionsAssessing the ProblemDeveloping an Effective Intervention Plan Tips for TeachersSummaryFocus Questions RevisitedFrom the FieldReferencesTables and FiguresChapter 7: Eating DisordersFocus QuestionsIntroductionNature and Criteria of Eating DisordersAnorexia NervosaCase Example: SiobhanCharacteristicsBulimia NervosaCase Example: MicheleCharacteristicsBinge Eating DisorderCase Example: AaronCharacteristics Epidemiology, Prevalence, and Developmental CourseAnorexia NervosaBulimia NervosaCo-morbidity and Differential DiagnosisEtiologyAssessmentTreatmentConclusionsSchool-based InterventionsCase Example: SiobhanAssessing the ProblemDeveloping an Effective Intervention PlanCase Example: MicheleAssessing the ProblemDeveloping an Effective Intervention PlanCase Example: SiobhanAssessing the ProblemDeveloping an Effective Intervention PlanSummaryTips for TeachersFor Students with Anorexia NervosaFor Students with Bulimia NervosaFor Students with Binge Eating DisorderFocus Questions RevisitedFrom the FieldReferencesTables and FiguresIV. Section Three: Mood DisordersChapter 8: Depressive Disorders, Bipolar Disorder, and Suicide Prevention in School-age Children and YouthFocus QuestionsIntroductionCase Example: EmilyCharacteristicsPrevalenceMajor Depressive Disorder (MDD)EtiologyDysthymiaAssessmentTreatment StrategiesSchool-based InterventionsAssessing the ProblemDeveloping an Effective Intervention PlanBipolar DisorderCase Example: CalvinCharacteristicsAssessmentPsychopharmacological Treatment of BPDsSchool-based InterventionsAssessing the ProblemDeveloping an Effective Intervention PlanAdolescent SuicideCase Example: A Personal AnecdoteSuicide AssessmentThe Warning Signs of Adolescent SuicideThe Suicide InterviewSummaryTips for TeachersFocus Questions RevisitedFrom the FieldReferences Tables and FiguresV. Section Four: Autistic Spectrum DisordersChapter 9: Autistic Spectrum DisordersFocus QuestionsAutistic Spectrum DisorderCase Example: Carmen, a Student with Autistic Disorder (AD)Autistic Spectrum Disorders: Introduction and CharacteristicsAsperger's SyndromeCase Example: James, a Student with Asperger's Syndrome (AS)Asperger's Syndrome: Introduction & CharacteristicsPrevalence EtiologyAssessment Treatment StrategiesSchool-based InterventionAssessing the Problem: Carmen a Student with ADDeveloping an Effective Intervention Plan: CarmenAssessing the Problem: James, a Student with ASDeveloping an Effective Intervention Plan: JamesSummaryTips for TeachersFocus Questions RevisitedFrom the FieldReferences Tables and FiguresChapter10. At-Risk Behaviors and Emotional DisturbanceFocus QuestionsSubstance Use and AbuseCase Example: Michael R.Introduction Drugs of Choice among AdolescentsTreatment of Substance AbusePrevention of Substance AbuseAt-Risk Sexual BehaviorsA Study in Contrasts: Two StoriesIntroduction Unprotected Sexual Activity: The Risk of HIV/AIDSTeenage Pregnancy and MotherhoodApproaches to Sex EducationSchool ViolenceCase Examples: Eric Harris and Dylan KleboldIntroduction Early Warning SignsImminent Warning SignsEvaluation of and Response to Threats of ViolenceThreat Management in SchoolsEffective and Ineffective Approaches to School ViolenceBullyingWho Bullies and WhyWho Gets Bullied and WhyThe Victim Turned AggressorBullying As It Relates to Students with Disabilities Specific Interventions to Reduce Bullying in SchoolsGang Membership and Related ActivitiesA Personal AnecdoteYouth Gangs in the U.S.: Current DataGang Impact in SchoolsCharacteristics of Gangs in SchoolsPurpose Served by Gang MembershipProfile of an Adolescent Gang MemberCombating Gang Activities in SchoolsAn Example of a Successful Prevention ProgramConclusionSummaryTips for TeachersFor Students that are Substance AbusersFor Students that Engage in At-Risk Sexual BehaviorsFor Students that Perpetrate School Violence and Engage in BullyingFor Students Involved in Gangs and Gang ViolenceFocus Questions RevisitedFrom the FieldReferencesTables and FiguresVI. Conclusion and SummaryChapter 11: Focus on Success TodayFocus QuestionsRetrospective and OverviewImplications of new IDEA (2004) regulations for Students with Emotional/Behavioral DisordersThe Positive Impact of Technology and Meaningful Learning ExperiencesHow to Work Effectively with the TriggerChildAvoiding the Pitfalls of StereotypingUnderstanding Diversity and Its Relevance to Intervention and TreatmentPreventing Adversarial Relationships:Working Collaboratively with Familiesof Students with EBD The Last WordFocus Questions RevisitedFrom the FieldReferencesTables and FiguresVII. Index of Terms and AuthorsVIII. References and Appendices?
