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Children and Adolescents with Emotional and Behavioral Disorders
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Table of Contents

I. Introduction Chapter 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 Figures II. Section One: Students with Disruptive Disorders Chapter 2: Conduct DisorderFocus QuestionsIntroductionCase Example: MichaelCharacteristicsPrevalenceEtiologyAssessmentTreatment StrategiesSchool-based InterventionsAssessing the ProblemDeveloping an Effective Intervention PlanSummaryTips for TeachersFocus Questions RevisitedFrom the FieldReferences Tables and Figures Chapter 3: Oppositional Defiance DisorderFocus QuestionsIntroductionCase Example: Jack StrawCharacteristicsPrevalence EtiologyAssessment and DiagnosisTreatment StrategiesSchool-based Interventions: Jack Straw Assessing the Problem Developing an Effective Intervention PlanSummaryTips for TeachersFocus Questions RevisitedFrom the FieldReferences Table and Figures Chapter 4: Attention Deficit Hyperactivity DisorderFocus QuestionsIntroduction A Brief Explanation ADHD IntroducedCase Example: Vincent, ADHD Predominantly Hyperactive-Impulsive Type Case Example: Brett, ADHD Predominantly Inattentive TypeCharacteristics ADHD Predominantly Inattentive Type ADHD Predominantly Hyperactive-Impulsive Type ADHD Combined TypeUniversal CharacteristicsPrevalence and ComorbidityEtiologyAssessmentTreatment StrategiesSchool-based InterventionsAssessing the Problem: Vincent (ADHD Predominantly Hyperactive- Impulsive Type) Developing an Effective Intervention Plan Assessing the Problem: Brett (ADHD Predominantly Inattentive Type) Developing and Effective Intervention PlanSummaryTips for TeachersFocus Questions RevisitedFrom the FieldReferences Tables and Figures III. Section Two: Anxiety Disorders Chapter 5: Anxiety Disorders I: Specific Phobia, Separation Anxiety Disorder, and Social Anxiety DisorderFocus QuestionsIntroduction Specific Phobia Case Example: Ricky V. Characteristics Prevalence Etiology Assessment Treatment StrategiesSchool-based Intervention Assessing the Problem Developing an Effective Intervention PlanTips for TeachersSeparation Anxiety Disorder Case Example: Jimmy CharacteristicsPrevalence Etiology Assessment Treatment StrategiesSchool-based Interventions Assessing the Problem Developing an Effective Intervention Plan Tips for Teachers Social Anxiety Disorder (Social Phobia) Case Example: Jody Characteristics Etiology Assessment Treatment Strategies School-based Interventions Assessing the Problem Developing an Effective Intervention Plan SummaryTips for TeachersFocus Questions RevisitedFrom the FieldReferences Tables and Figures Chapter 6: Anxiety Disorders II: Post-Traumatic Stress Disorder, Generalized Anxiety Disorder and Obsessive-Compulsive DisorderFocus QuestionsIntroduction Post-Traumatic Stress Disorder Case Example: Sandy Characteristics Prevalence and Comorbidity Etiology Assessment Treatment Strategies School-based Intervention Assessing the Problem Developing 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 Interventions Assessing the Problem Developing an Effective Intervention Plan Tips for TeachersSummaryFocus Questions RevisitedFrom the FieldReferencesTables and Figures Chapter 7: Eating DisordersFocus QuestionsIntroductionNature and Criteria of Eating DisordersAnorexia Nervosa Case Example: Siobhan CharacteristicsBulimia Nervosa Case Example: Michele CharacteristicsBinge 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 Figures IV. Section Three: Mood Disorders Chapter 8: Depressive Disorders, Bipolar Disorder, and Suicide Prevention in School-age Children and YouthFocus QuestionsIntroductionCase Example: EmilyCharacteristicsPrevalenceMajor Depressive Disorder (MDD)EtiologyDysthymia Assessment Treatment Strategies School-based Interventions Assessing the Problem Developing an Effective Intervention PlanBipolar Disorder Case Example: Calvin Characteristics Assessment Psychopharmacological Treatment of BPDs School-based Interventions Assessing the Problem Developing an Effective Intervention PlanAdolescent Suicide Case Example: A Personal Anecdote Suicide Assessment The Warning Signs of Adolescent Suicide The Suicide InterviewSummaryTips for TeachersFocus Questions RevisitedFrom the FieldReferences Tables and Figures V. Section Four: Autistic Spectrum Disorders Chapter 9: Autistic Spectrum DisordersFocus QuestionsAutistic Spectrum Disorder Case Example: Carmen, a Student with Autistic Disorder (AD)Autistic Spectrum Disorders: Introduction and CharacteristicsAsperger's Syndrome Case Example: James, a Student with Asperger's Syndrome (AS) Asperger's Syndrome: Introduction & Characteristics Prevalence Etiology Assessment Treatment Strategies School-based InterventionAssessing the Problem: Carmen a Student with ADDeveloping an Effective Intervention Plan: Carmen Assessing the Problem: James, a Student with AS Developing an Effective Intervention Plan: JamesSummaryTips for TeachersFocus Questions RevisitedFrom the FieldReferences Tables and Figures Chapter10. At-Risk Behaviors and Emotional DisturbanceFocus QuestionsSubstance Use and Abuse Case Example: Michael R. Introduction Drugs of Choice among Adolescents Treatment of Substance Abuse Prevention of Substance AbuseAt-Risk Sexual Behaviors A Study in Contrasts: Two Stories Introduction Unprotected Sexual Activity: The Risk of HIV/AIDS Teenage Pregnancy and Motherhood Approaches 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 ViolenceBullying Who Bullies and Why Who Gets Bullied and Why The Victim Turned Aggressor Bullying 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 Teachers For Students that are Substance Abusers For Students that Engage in At-Risk Sexual Behaviors For Students that Perpetrate School Violence and Engage in Bullying For Students Involved in Gangs and Gang ViolenceFocus Questions RevisitedFrom the FieldReferencesTables and Figures VI. Conclusion and Summary Chapter 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 Figures VII. Index of Terms and Authors VIII. References and Appendices?

About the Author

Vance Austin has spent 27 in the field of special education as a teacher, counselor, professor, and administrator. While his principal occupation is that of college professor preparing teachers for the classroom, he continues to work part time at a special school for students with emotional and behavioral disorders. He serves as a member on the NYS Panel for Child Specific Intervention Reviews relative to students with serious emotional disturbance (SED). He has written manuscripts and research articles related to working with students with disabilities as well as a chapter contribution to a text for general educators working with this population. Daniel T. Sciarra, PhD, LCMHC, NCC, is professor of Counselor Education. Fluently in Spanish, he sees Latino children, adolescents, and families through the Stamford Child Guidance Center in Stamford, CT. In addition to numerous articles and book chapters on the subject of multicultural counseling, Dr. Sciarra is the author of two books, Multiculturalism in Counseling (Peacock, 1999) and School Counseling: Foundations and Contemporary Issues (Brook/Cole, 2004). A former school counselor with the New York City Board of Education, Sciarra holds a doctorate in Counseling Psychology from Fordham University, a master's degree in counseling from Boston College, and a bachelor's degree in English education from Fairfield University. He is a licensed psychologist, licensed clinical mental health counselor (LCMHC), and a national certified counselor (NCC).

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