Characteristics of Emotional and Behavioral Disorders of Children and Youth, 11th edition
Published by Pearson (March 31, 2017) © 2018
- James M. Kauffman University of Virginia
- Timothy J. Landrum
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Text features include:
Offers a trusted look at the characteristics of emotional and behavioral disorders using engaging writing, solid organization, and feedback from thousands of adopters.
Follows a logical four-part format to focus on a Point of Departure (Part I); Possible Causes (Part II); Types of Disordered Behavior (Part III); and Assessment (Part IV).
UPDATED: Part 4 on assessment now has two chapters, 14 and 15, so that readers will be able to better understand the problems associated with measurement in a general sense and assessment directly relevant to instruction. Chapter 14 details general problems of measurement while Chapter 15 focuses on the kinds of assessment needed for teaching.
Organizes material around major concepts rather than theoretical models or psychiatric classifications so readers understand the background of EBD, the origins of disordered behaviors, types of disorders, and the procedures and problems associated with assessment.
Uses a single, consistent, and thoroughly explained conceptual model throughout, which is introduced in Chapter 4.
Presents an applied teaching focus by outlining characteristics of EBD and supporting descriptions with classroom-focused Case Studies and stories of Personal Reflection.
- UPDATED: Considers matters of teaching practice in new Personal Reflections features, helping students see how text content is applied in the classroom. (For examples see all chapters in Part 3, especially Chapters 8, 10, 11, and 12.)
UPDATED: Highlights the most current research findings and advances in the field with extensive new and updated references throughout the text.
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- Embedded videos illustrate key concepts and strategies.
- Check Your Understanding quizzes at the end of each chapter help students assess their understanding of key concepts.
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Key content changes include:
UPDATED: The material has been reorganized for a more effective flow of content.
The former Chapter 3 is now integrated into Chapter 1.
The order of chapters in Part II changed, with former chapters 7 and 8 reversed—now chapters 6 and 7—”Family” and ”School.”
The former chapter 11 is now the last chapter (13) in Part III. Chapter 13, “Special Problems of Adolescents,” focuses particularly on older students.
Part 4 now has two chapters, 14 and 15, with measurement issues and assessment for instruction being considered more specifically.
UPDATED: Considers matters of teaching practice in new Personal Reflections features,helping students see how text content is applied in the classroom. (For examples, see all chapters in Part 3, especially Chapters 8, 10, 11, and 12.)
UPDATED: Highlights the most current research findings and advances in the field with new or updated references throughout the text.
UPDATED: Covers the topic of assessment in two separate chapters so that readers will be able to better understand the problems associated with measurement in a general sense and assessment directly relevant to instruction. Chapter 14 details general problems of measurement while Chapter 15 focuses on the kinds of assessment needed for teaching.
UPDATED: Provides carefully edited material so that students will read and understand the content more easily and have the most up-to-date information. (Throughout, especially Chapters 1, 14, and 15.)
Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:
Embedded videos illustrate key concepts and strategies.
- Check Your Understanding quizzes at the end of each chapter help students assess their understanding of key concepts.
Students can experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book! Students, register for or purchase your eText at pearsonhighered.com/etextbooks/ted. Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy.
Brief Table of Contents
PART I: POINTS OF DEPARTURE
1. Beginning Point: Basic Assumptions
2. What We’re About: The Problem and Its Size
3. Where We Started and Where We’re Going: Past, Present, Future
PART II: POSSIBLE CAUSES
4. Biology
5. Culture
6. Family
7. School
PART III: TYPES OF DISORDERED BEHAVIOR
8. Attention and Activity Disorders
9. Conduct Disorders
10. Anxiety and Related Disorders
11. Depression and Suicidal Behavior
12. Disorders of Thinking, Communication, and Stereotypical Behavior
13. Special Problems of Adolescents
PART IV: ASSESSMENT
14. Measurement Issues, Screening, and Identification
15. Assessment for Instruction
Detailed Table of Contents
PART I: POINTS OF DEPARTURE
1. Beginning Point: Basic Assumptions
Thinking about the Problem
Brief Descriptions of Four Conceptual Models
Choosing Models
An Integrated, Social-Cognitive Model
Good Teaching
Interrelationships Among Causes, Types of Behavior, Assessment, and Intervention
Summary
Cases for Discussion
Questions About the Cases
2. What We’re About: The Problem and Its Size
Common Terminology
Definition
Importance of Definition
Prevalence
Factors Affecting Prevalence
Summary
Case for Discussion
Questions About the Case
3. Where We Started and Where We’re Going: Past, Present, Future
A Brief History of the Field
Issues of the 21st Century
Legal Developments and Issues
Past and Future
Summary
Case for Discussion
Questions About the Case
PART II: POSSIBLE CAUSES
4. Biology
The Appeal of Biological Factors as Causal Explanations
Genetics
Brain Damage or Dysfunction
Nutrition, Allergies, and Other Health Factors
Implications for Educators
Summary
Case for Discussion
Questions About the Case
5. Culture
The Appeal of Cultural Factors as Causal Explanations
Conflicting Cultural Values and Standards
Multicultural Perspective
Problems in Evaluating Cultural Factors
Implications for Educators
Summary
Case for Discussion
Questions About the Case
6. Family
The Appeal of Family Factors as Causal Explanations
Family Definition and Structure
Family Interaction
External Pressures Affecting Families
Implications for Educators
7. School
The Appeal of School Factors as Causal Explanations
Intelligence
Academic Achievement
Social Skills
Intelligence, Achievement, and Antisocial Behavior
Schools’ Contribution to Emotional and Behavioral Disorders
Implications for Educators
Biology, Culture, Family, and School: A Tangled Web
Summary
Case for Discussion
Questions About the Case
PART III: TYPES OF DISORDERED BEHAVIOR
8. Attention and Activity Disorders
Definition and Prevalence
Causal Factors and Prevention
Assessment
Intervention and Education
A Perspective on Intervention
Summary
Personal Reflections
Questions for Further Reflection
9. Conduct Disorders
Definition, Prevalence, and Classification
Aggression and Violence in Social Context
Causal Factors
Assessment
Intervention and Education
Summary
Personal Reflections
Questions for Further Reflection
10. Anxiety and Related Disorders
Anxiety Disorders
Eating Disorders
Elimination Disorders
Sexual Problems
Social Isolation and Ineptitude
Causal Factors and Prevention
Assessment
Intervention and Education
Summary
Personal Reflections
Questions for Further Reflection
11. Depression and Suicidal Behavior
Depression
Suicidal Behavior
Summary
Personal Reflections
Questions for Further Reflection
12. Disorders of Thinking, Communication, and Stereotypical Behavior
Schizophrenia
Socialization Problems
Communication Disorders
Stereotypy (Abnormal Repetitive Movement)
Summary
Personal Reflections
Questions for Further Reflection
13. Special Problems of Adolescents
Problem Behaviors in Adolescence and Early Childhood
Juvenile Delinquency
Substance Abuse
Early Sexual Activity and Teen Parenthood
Summary
Personal Reflections
Questions for Further Reflection
PART IV: ASSESSMENT
14. Measurement Issues, Screening, and Identification
General Rules for Evaluation for Special Education
General Criteria for Acceptable Assessments
Prereferral Strategies and Response to Intervention
Evaluation for Eligibility
Summary
15. Assessment for Instruction
Assessment for Instruction
Current Trends in Educational Assessment for Instruction
Evaluation for Instruction and Other Interventions
Manifestation Determination
Functional Behavioral Assessment
Adaptations for Inclusion in General Education Assessments
Evaluation and Social Validation
Use of Evaluation Data in Writing Individual Education Programs
Classification
Necessity of Classification
Summary
Case for Discussion
Questions About the Case
Personal Reflections
Questions for Further Reflection
James M. Kauffman is Professor Emeritus of education at the University of Virginia, where he was a faculty member for more than 30 years. He is also a former teacher of special education for students with emotional and behavioral disorders. He is the author, co-author, and co-editor of many publications in special education.
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