This new text for Emotional and Behavioral Disorder Methods courses aids its readers to become the most effective teachers of students with emotional and behavioral disorders (EBD). The authors demonstrate how using only evidence-based educational practices will enable students with emotional and behavioral disorders to succeed in the classroom, becoming the best version of themselves. The text is a “how-to” for future teachers on planning, organizing, delivering individualized academic and behavior programming, and collecting data on their student’s actual performance in the classroom  to inform their future teaching and classroom decisions, all for the benefit of the EBD students they are privileged to teach. Highlights of this First Edition... An overview of the foundations of the field of Emotional and Behavioral Disorders equips students with the necessary background of the disorders to prepare them for the remaining content in the text and the experiences they will encounter in their future classrooms and work with EBD students.  Content coverage in this section includes: the characteristics of students with EBD, assessment, the law, applied behavior analysis, positive behavior support, cognitive behavioral intentions, and social skills training. Coverage of what it means to use evidence-based practices and strategies for behavior management will help readers understand and learn to implement these techniques for classroom success. Discussion of the best academic interventions for students with EBD helps readers review the principles of effective instruction and gain knowledge of the most current research in the field of EBD. The authors emphasize the underlying focus of how important it is for teachers to plan instruction and to collect individual data for monitoring each students’ progress in the classroom. Throughout the text, readers will learn how the law affects and influences teaching strategy, aiding reader understanding  that implementing only the best classroom practices, strategies, and procedures supported by current research is mandated by legislation, specifically No Child Left Behind and the Individuals with Disabilities Act.

Table of Contents:
Chapter 1    Introduction to Emotional and Behavioral Disorders Definition of EBD Classification of Students with EBD Prevalence of EBD Characteristics of Students with EBD History and Development of the Field Conceptual Models Causal and Risk Factors Interventions for Students with EBD Placement Options for Students with EBD Alternative Education Programs Juvenile Justice Mental Health Chapter 2    Legal Issues in Educating Students with Emotional and Behavioral Disorders The Individuals with Disabilities Education Act Disciplining Students with EBD Managing Student Records Reporting Suspected Child Abuse and Neglect Teacher Liability for Student Injury and Misconduct Chapter 3    Assessment of Students with Emotional and Behavioral Disorders The Individuals with Disabilities Education Act and Assessment Assessing Students in Special Education Assessment and Intervention Accountability in Special Education Chapter 4    Applied Behavior Analysis History of ABA Characteristics of ABA Principles of Behavior Applying the Principlies of Behavior Defining and Describing Behavior Assessing Behavior Recording Systems Graphing Data and Making Instructional Decisions Using Positive Reinforcement to Change Behavior Programming for Generalization Chapter 5    Functional Behavior Assessments and Behavior Intervention Plans The Basis of FBA and Behavior Intervention Plans FBA Generic Methods for Completing an FBA Experimental Methods Positive Behavior Support and Behavior Intervention Plans Characteristics of Behavior Intervention Plans Building Positive Behavior Intervention Plans Implementation Fidelity Data Collection Crisis Management Chapter 6    Cognitive Behavioral Interventions Cognitive Behavioral Interventions Effectiveness of Cognitive Behavioral Interventions Procedures of Cognitive Behavioral Interventions Self Management Based Interventions Verbal Mediation Based Interventions Implementing Cognitive Behavioral Interventions Generalization of Cognitive Behavioral Interventions Chapter 7    Social Skills Instruction Formal Instruction of Social Skills Social Skills Assessment Informal Instruction of Social Skills Social Competence and Social Skills Social Competence and Students with EBD Encouraging Proscocial Behaviors Through Informal Procedures Chapter 8    Meeting the Needs of Students with EBD Through Collaborative Teaming Collaboration and Teaming:  What Is It? Types of Collaborative Teams Collaborative Teaming:  Why Do It? Collaborative Teaming:  How Do You Create an Effective Collaborative Team? Collaborative Teaming:  Who Is Involved? Family and School Collaboration Chapter 9    Developing Educationally Meaningful and Legally Sound Individualized Education Programs Legal Requirements Problems in IEP Development The IEP Planning Process Implementing the IEP Reviewing and Revising the IEP Developing Educationally Meaningful and Legally Sound IEPs Chapter 10    School-Wide Positive Behavior Support The Need of School-Wide Positive Behavior Support The Components of School-Wide Positive Behavior Support Positive Behavior Support and the Total School System Implementing a System of School-Wide Positive Behavior Support School-Wide Positive Behavior Support and Academic Achievement School-Wide Positive Behavior Support and the Law Chapter 11    Classroom and Behavior Management I:  Preventing Problem Behavior in the Classroom The Classroom Management Problem Prevention and Classroom Management Proactive vs. Reactive Classroom Management The Primary Components of a Proactive Classroom Management System Developing and Implementing a Proactive Classroom Management System Chapter 12    Classroom and Behavior Management II:  Responding to Problem Behavior The Nature of Problem Behavior Ineffective Responding to Problem Behavior Principles to Follow When Responding to Problem Behavior Levels of Responding to Problem Behavior Developing Crisis Management Plans An Algorithm for Responding to Problem Behavior Chapter 13    Classroom and Behavior Management III:  Intervening with Problem Behavior Consideration When Intervening to Address Problem Behavior Behavior Enhancement Interventions Behavior Reduction Interventions Chapter 14    Teaching Students with Emotional and Behavioral DisordersI:  Effective Teaching Do Teachers of Students with EBD Use Effective Instructional Strategies? Principles of Effective Instruction Maintaining Effectiveness Chapter 15    Teaching Students with Emotional and Behavioral Disorders II:  Evidence-Based Instructional Procedures and Students with EBD Teaching Reading Teaching Writing Teaching Mathematics Teaching Study Skills Chapter 16    Teaching Students with Emotional and Behavioral Disorders III:  Planning Instruction and Monitoring Student Performance The Nature of Instructional Planning Planning What to Teach Planning How to Teach Monitoring Student Performance