The challenges associated with the education and treatment of children and youth with emotional and behavioral disorders (EBD) have proven to be both persistent and exceedingly complex. Thus, our best hope for improving outcomes for students with or at risk for EBD lies not in miracle cures or the eradication of all disorders, but in the incremental progress that furthers our understanding of the nature of EBD, enabling us to systematically refine interventions. Toward these goals, this volume focuses on emerging research and issues related to students identified with or at risk of EBD.
Chapters within the volume include reports of original research, and summaries of new and emerging research issues. Specific topics include: bullying; technology-based self-monitoring; issues around the direct observation of both student and teacher behavior; the characteristics of youth served in residential or other alternative settings because of their EBD; and the application of function-based logic to social skills intervention. Two additional chapters examine issues around identifying evidence-based practice in EBD, including guidance for practitioners who may be overwhelmed by the challenges of teaching students with EBD, as well as the vast array of resources they must sift through to locate credible and reliable information on effective interventions.
The challenges associated with the education and treatment of children and youth with emotional and behavioral disorders (EBD) have proven to be both persistent and exceedingly complex. Thus, our best hope for improving outcomes for students with or at risk for EBD lies not in miracle cures or the eradication of all disorders, but in the incremental progress that furthers our understanding of the nature of EBD, enabling us to systematically refine interventions. Toward these goals, this volume focuses on emerging research and issues related to students identified with or at risk of EBD.
Chapters within the volume include reports of original research, and summaries of new and emerging research issues. Specific topics include: bullying; technology-based self-monitoring; issues around the direct observation of both student and teacher behavior; the characteristics of youth served in residential or other alternative settings because of their EBD; and the application of function-based logic to social skills intervention. Two additional chapters examine issues around identifying evidence-based practice in EBD, including guidance for practitioners who may be overwhelmed by the challenges of teaching students with EBD, as well as the vast array of resources they must sift through to locate credible and reliable information on effective interventions.
1. Emerging Research and Issues in Behavioral Disabilities: Incremental Progress and Introduction to the Volume; Timothy J. Landrum, Bryan G. Cook, and Melody Tankersley 2. Developing Direct Observation Systems to Measure Classroom Behavior for Students with Behavioral Disabilities; Blair P. Lloyd and Joseph H. Wehby 3. A Generalizability Study of a Direct Observation Screening Tool of Teachers’ Classroom Management Skills; Nicholas A. Gage, HyunSuk Han, Ashley S. MacSuga-Gage, Debra Prykanowski, and Alexandria Harvey 4. Emerging Research and Development in Technology-Based Self-Monitoring; Allison Bruhn and Howard P. Wills 5. Bullying and Students with Behavioral Disabilities: Examining the Intersection of Definition and Behaviors; Chad A. Rose, Taylor Webb, and Gloria McGillen 6. Behavioral, Academic, and Social Characteristics of Students with Behavioral Difficulties Served in a Residential Facility; Robin Parks Ennis, Lauren L. Evanovich, Mickey Losinski, Kristine Jolivette, and Kathleen Kimball 7. Positive Behavioral Interventions and Supports in Alternative Educational Placements; Sara C. McDaniel, Sarah Wilkinson, and Brandi Simonsen 8. Sources of Evidence-based Practice in EBD: Issues and Challenges; Lauren W. Collins and Timothy J. Landrum 9. Incorporating Function-based Support into Social Skills Interventions to Enhance Generalization; Leslie D. MacKay, Kent McIntosh, and Jacqueline A. Brown
Timothy J. Landrum is a Professor of Special Education at the University of Louisville. Among his 90 publications are CEC’s Standards for Evidence-based Practices in Special Education (2014), and Characteristics of Emotional and Behavioral Disorders of Children and Youth (2017), with James M. Kauffman, now in its 11th edition.Bryan G. Cook is a Professor in the Curry School of Education at the University of Virginia. His professional interests include evidence-based practice and open science in special education. He co-edits the journal Behavioral Disorders, and is associate editor for Exceptional Children and Remedial and Special Education. Melody Tankersley is Senior Associate Provost and Graduate Dean at Kent State University, where she is also a Professor of Special Education. She focuses her scholarship on issues related to identifying and using evidence-based practices, positive behavioral programming, the prevention of emotional and behavioral disorders, and parent interventions.
This book presents the latest work in education and treatment of
emotional and behavioral disorders (EBD) in children and youth with
autism, learning disabilities, intellectual disability, and other
conditions. Major themes include academic skills, functional
behavioral assessment, and alternative placements. Several chapters
are devoted to applications of direct observation for measuring
classroom behavior of students, for assessing teacher behavior in
the classroom, and for developing protocols for specific research
questions. Other subjects addressed include bullying, positive
behavioral interventions, and technology-based self-monitoring.
*(protoview.com)*
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