Table of Contents “...Foundations of Behavior Disorders -- Behavior Disorders and Intervention in Todays Classroom -- Educational Statistics -- Addressing Behavior Problems -- Special Education -- Statistical Trends -- Disability Categories -- Classification of Disability -- DSM-IV Diagnoses in Classification -- An Alternative Classification System -- Understanding Emotional and Behavior Disorders -- Development of Behavior Problems -- Origins of Emotional and Behavior Disorders -- Risk Factors and Causes -- Relationships Among Risk Factors and Protective Factors -- Cognitive and Behavioral Development: Major Theories -- Education of the Behaviorally Disordered -- Theories of Child Development -- Models for Emotional and Behavior Disorders -- Developmental Issues -- Developmental Acquisition of Behavior Disorders -- The Transactional Model -- The Interaction Model -- Dynamics of Emotional and Behavior Problems -- The Constructivist Model -- The Nature-Nurture Model -- The Environmentalist Model -- The Behavior Model -- Educational Outcomes of Students with Emotional and Behavior Disorders -- Praise and Opportunities to Respond -- Classroom Organization -- Teacher Preparation -- Improving Postschool Outcomes for EBD Students -- A National Agenda for Educating SED Students -- Models of Service Delivery for Special Education -- Types of Classrooms -- Researched interventions for Behavior Problems -- Recognizing Emotional and Behavior Disorders -- Externalizing Disorders -- Attention-Deficit/Hyperactivity Disorder -- Oppositional Defiant Disorder -- Conduct Disorder -- Tics and Tourettes Syndrome -- Mood Disorders and Other Behavior Disorders -- Mood Disorders -- Other Behavior Disorders -- Pervasive Developmental Disorders -- Pervasive Developmental Disorders -- Psychotic Disorders -- Identifying and Assessing Behavior Disorders -- Assessment of Behavior Disorders -- Introduction to Assessment -- Arriving at a Differential Diagnosis -- Symptom Overlap -- The Neurological Diagnostic Approach -- Specific Tests Versus Test Batteries -- A Multidisciplinary Evaluation -- Interpretation of Test Data -- Functional Impairment -- Functional Behavioral Assessment -- The FBA and BIP Process -- Understanding the Function of Behavior -- The Functional Behavioral Assessment Process -- The Goals of Intervention -- Failure to Show Appropriate Behavior -- Comprehensive Intervention Plans -- Formal Assessment Versus Functional Behavioral Assessment -- Functional Behavioral Assessment Model: Assessment -- Using Functional Behavioral Assessment to Change Behavior -- Development of a Positive Function-Based Behavior Support Plan -- The Behavioral Intervention Plan and Development of the IEP -- IDEA 2004 and Behavior Disorders -- Developing a Behavioral Intervention Plan -- Evaluating and Monitoring the BIP -- Effectiveness of the FBA and BIP -- Positive Behavioral Intervention Plan -- Using Extraordinary Discipline Procedures -- Motivational Considerations -- Manifestation Determination -- Decision-Making Guidelines -- Alternative Manifestation Determination -- Overview of the Individual Education Program -- Writing the IEP -- OSEP Monitoring -- Managing Behavior Problems in the Classroom -- Establishing an Effective Classroom Environment -- The Physical Environment of the Classroom -- Effective Teachers -- Transitions -- Type of Instruction -- Communication -- Classroom Rules -- Conflicts in the Classroom -- Peer Mediation -- Homework Policy -- Physical or Corporal Punishment -- Accommodations and Section 504 -- Positive Behavioral Interventions and Supports -- Reinforcement Basics -- Behavior Change -- Positive Versus Negative Stimulus Events -- Writing Instrumental Behavior Plans -- Behavioral Momentum -- Positive Response Program -- Contingency Contracting -- Generalization -- Direct Instruction of Expectations and Routines -- The Use of Punishment -- Monitoring Problem Behavior -- Time-Out Procedure for Misbehavior -- Overcorrection -- Writing a Positive Behavior Penalty Plan -- Specific Proactive Behavioral Interventions for Problematic Behaviors -- Aggression -- Social Skills Problems -- Inattention -- Following Instructions -- Self-Monitoring -- Impulsivity -- Noncompliance -- Inappropriate Verbalizations -- Teaching Students with Behavior Disorders -- No Child Left Behind -- Scientifically Based Instruction -- Instructional Strategies that Work -- Implementing Evidence-Based Practices in Schools -- Essential Organizational Needs for Putting EPB in Schools -- Using Effective Practices to Education EBD Students -- Academic Instruction -- Reducing Problem Behaviors Through Academic Management -- The Morningside Model -- Promising Directions for School-Wide Management -- Developing a School-Wide Behavioral Program -- Punitive Disciplinary Strategies: Zero-Tolerance -- Positive Disciplinary Strategies -- Positive Behavioral Interventions and Supports in Schools -- Discipline and Developmental Phases -- School-Wide Behavioral Programs -- Individual Program Support -- Resilience Against Violence -- Avoiding a Negative Behavioral Orientation -- Improving School and Classroom Environments -- Understanding the Social Needs of Youth -- Teaching a Social Curriculum -- Current School Discipline Practices -- Effectiveness of Current Discipline Practices -- A Description of School-Wide Behavioral Programs -- Primary Prevention (Intervention) -- Developmental Considerations for Implementing SW-PBS -- History and Development of SW-PBS -- School-Wide Information System (SWIS) Program -- The Wraparound Process -- Partnerships -- Historical Emphasis on Families -- A Program of Partnership -- Parent Involvement with School -- Levels of Parent Involvement -- Parent Education -- Relationship-Focused Early Intervention -- Sibling Involvement -- Siblings Area of Concerns -- Sibshops Program -- School - Family - Community Partnerships -- The Impact of Teacher Training -- Future Directions with EBD Students -- Early Identification and Intervention -- Comprehensive Behavioral Programs -- Extensive Support Network -- Assessment -- Concluding Thoughts...”