Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders
Applications in Schools
Edited by Hill M. Walker and Frank M. Gresham
Prologue by James M. Kauffman
Request a free digital professor copy on VitalSource ?“A comprehensive and extremely helpful tool for school social workers. It provides proven strategies to assist with students. This book is a one-stop shop when you need some ideas for helping students or you would like to enhance your practice….I learned many things that I didn’t know, even after practicing for ten years.”
—School Social Work Journal
“Edited by two giants in the field, this handbook is logically organized into relevant sections, with thorough coverage ranging from educational interventions to genetic factors. Critical strengths include a focus on research foundations and evidence-based practices and a clear discussion of what is and is not known about this population. Chapter authors are outstanding scholars in their specialties. Far superior to other edited volumes in this area in terms of organization, coverage, and author quality, the Handbook is a 'must buy' for specialists in behavior disorders and challenges.”
—Dan Reschly, PhD, Department of Special Education, Peabody College of Vanderbilt University
“Walker and Gresham have provided a major gift to the field. Leading experts on EBD present the foundations and specific intervention guidance needed by teachers, school psychologists, administrators, and researchers. The field of special education is changing—multi-tiered systems of support and integrated approaches to linking mental health, academic instruction, and behavioral intervention are now expected. This handbook defines the best science for assisting children with EBD and their families, while also addressing the organizational variables and data systems necessary to deliver this science. An impressive accomplishment.”
—Robert H. Horner, PhD, Alumni–Knight Endowed Professor of Special Education, University of Oregon
“I have adopted the Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders as the central text for my Psychotherapeutic Interventions course. In my experience, the term 'best practice' is often thrown about without an adequate understanding of what it means. This volume provides a comprehensive look at the evidence base for a variety of assessment practices, interventions, and service delivery models used for children and adolescents with EBD, and helps students and practitioners examine current practices in light of research.”
—Adam D. Weaver, PhD, Department of Psychology, University of Nebraska at Omaha
“While every educator now recognizes the importance of evidence-based practices with all students, busy K-12 practitioners do not have the time to read all the literature, separate research from opinion, and further separate quality research from the rest. That distillation process has been done for us by Walker and Gresham in this invaluable handbook. The volume provides an indispensable roadmap and travel guide to the implementation of best practices. When implemented well, these practices can transform the trajectories of our most challenging-to-teach students.”
—Randy Sprick, PhD, Director, Safe and Civil Schools
Table of Contents
Prologue: On Following the Scientific Evidence, James M. KauffmanI. Foundations
1. Evaluating the Evidence Base for Emotional and Behavioral Disorders in Schools, Frank M. Gresham and Hill M. Walker
2. Empirically Supported School-Based Mental Health Programs Targeting Academic and Mental Health Functioning: An Update, Hilary B. Vidair, Danielle Sauro, Jacquelyn B. Blocher, Laura A. Scudellari, and Kimberly Eaton Hoagwood
3. Multicultural Issues for Schools and Students with Emotional and Behavioral Disorders: Disproportionality in Discipline and Special Education, Russell J. Skiba, Laura V. Middelberg, and Maryellen Brunson McClain
4. Legislation, Regulation, Litigation, and the Delivery of Support Services to Students with Emotional and Behavioral Disorders in School Settings, Mitchell L. Yell, Shelley Neilsen Gatti, and R. Allan Allday
5. Longitudinal Outcomes and Post–High School Status of Students with Emotional and Behavioral Disorders, Mary Wagner
6. The Interface between Child Psychiatry and Special Education in the Treatment of Students with Emotional and Behavioral Disorders in School Settings, Richard E. Mattison
II. Screening, Performance Monitoring, and Assessment
7. Screening and Identification Approaches for Detecting Students at Risk, Kathleen Lynne Lane, Wendy Peia Oakes, Holly Mariah Menzies, and Kathryn A. Germer
8. Social Skills Assessment and Training in Emotional and Behavioral Disorders, Frank M. Gresham and Stephen N. Elliott
9. Progress Monitoring Methods and Tools for Academic Performance, Mark R. Shinn
10. Behavioral Universal Screening and Progress Monitoring with Web-Based Technology, Brion Marquez, Pamela Yeaton, and Claudia Vincent
11. Systematic Progress Monitoring of Students with Emotional and Behavioral Disorders: The Promise of Change-Sensitive Brief Behavior Rating Scales, Clayton R. Cook, Robert J. Volpe, and John Delport
12. Strength-Based Assessment Issues, Tools, and Practices in School-Related Contexts and Schools in the United States and Finland, Regina M. Oliver, Cynthia J. Cress, and Hannu Savolainen, and Michael H. Epstein
13. Conducting Functional Behavior Assessments for Students with Emotional/Behavioral Disorders, Brian K. Martens and Tonya L. Lambert
III. Interventions Targeting Specific Disorders and Settings
14. Applying Positive Behavior Interventions and Supports in Alternative Education Programs and Secure Juvenile Facilities, Jeffrey R. Sprague, Kristine Jolivette, and C. Michael Nelson
15. Bullying and Aggression in School Settings, Stephen S. Leff, Christine Waanders, Tracy Evian Waasdorp, and Brooke S. Paskewich
16. Interventions for Students with Attention-Deficit/ Hyperactivity Disorder: School and Home Contexts, George J. DuPaul, Seth D. Laracy, and Matthew J. Gormley
17. Empirically Based Targeted Prevention Approaches for Addressing Externalizing and Internalizing Behavior Disorders within School Contexts, John R. Seeley, Herbert H. Severson, and Amanda A. M. Fixsen
18. Evidence-Based Intervention Approaches for Students with Anxiety and Related Disorders, Anna J. Swan, Colleen M. Cummings, Nicole E. Caporino, and Philip C. Kendall
19. Secondary Education and Promising Practices for Students with Emotional/Behavioral Disorders, Douglas A. Cheney, Therese M. Cumming, and Tal Slemrod
IV. Generic Intervention Approaches
20. Addressing the Academic Problems and Challenges of Students with Emotional and Behavioral Disorders, J. Ron Nelson, Gregory J. Benner, and Janet Bohaty
21. School-Based Wraparound for Adolescents: The RENEW Model for Transition-Age Youth with or at Risk Emotional and Behavioral Disorders, Lucille Eber, JoAnne M. Malloy, Jennifer Rose, and Ami Flamini
22. The Role of School Mental Health Models in Preventing and Addressing Children’s Emotional and Behavioral Problems, Steven W. Evans, Tiffany Rybak, Holly Strickland, and Julie Sarno Owens
23. Improving Transition Outcomes for Students with Emotional and Behavioral Disorders, Deanne K. Unruh and Christopher J. Murray
24. Improving Engagement and Implementation of Interventions for Children with Emotional and Behavioral Disorders in Home and School Settings, Wendy M. Reinke, Andy J. Frey, Keith C. Herman, and Charlos V. Thompson
25. Treatment Integrity within a Three-Tiered Model, Frank M. Gresham
26. Issues and Criteria for the Effective Use of Psychopharmacological Interventions in Schooling, Dean E. Konopasek and Steven R. Forness
V. Early Intervention
27. Evidence-Based Practices for Infants and Toddlers with Autism Spectrum Disorders, Phillip S. Strain, Erin E. Barton, and Edward H. Bovey
28. Supportive Interventions for Young Children with Social, Emotional, and Behavioral Delays and Disorders, Glen Dunlap and Lise Fox
29. The Evidence Base of the First Step to Success Early Intervention for Preventing Emerging Antisocial Behavior Patterns, Hill M. Walker, Herbert H. Severson, John R. Seeley, Edward G. Feil, Jason Small, Annemieke M. Golly, Andy J. Frey, Jon Lee, W. Carl Sumi, Michelle Woodbridge, Mary Wagner, and Steven R. Forness
VI. Research Methods
30. Qualitative and Mixed Design Research in Emotional and Behavioral Disorders, Edward J. Sabornie, and Stacy L. Weiss
31. The Role of Research in Evaluation of Interventions for School-Related Behavioral Disorders, Keith Smolkowski, Lisa Strycker, and John R. Seeley
32. Establishing an Evidence Base: Lessons Learned from Implementing Randomized Controlled Trials for Behavioral and Pharmacological Interventions, Steven R. Forness, Hill M. Walker, and Loretta A. Serna
Epilogue: Science, a Harsh Mistress, James M. Kauffman
About the Editors
Hill M. Walker, PhD, is Founder and Co-Director of the Institute on Violence and Destructive Behavior and Professor Emeritus in the Department of Special Education and Clinical Sciences at the University of Oregon, and is Senior Scientist at the Oregon Research Institute. The only faculty member to receive the University of Oregon's highest honor, the Presidential Medal, Dr. Walker is also a recipient of honors including the Distinguished Achievement Award from the Association of University Centers on Disabilities and the Kauffman-Hallahan Distinguished Researcher Award from the Division for Research of the Council for Exceptional Children. His research and more than 175 publications focus on social skills assessment, intervention and curricular development, early intervention and prevention with at-risk children and students, longitudinal research on students with EBD and their families, and behavioral-ecological approaches to school intervention.Frank M. Gresham, PhD, is Professor in the Department of Psychology at Louisiana State University. He is a Fellow of the American Psychological Association (APA) and of APA Divisions 16 (School Psychology), 5 (Quantitative and Qualitative Methods), and 53 (Society for Clinical Child and Adolescent Psychology). He is a recipient of the Lightner Witmer Award and the Senior Scientist Award from APA Division 16. Dr. Gresham is one of the few psychologists to be awarded Fellow status in the American Association for the Advancement of Science. His research and more than 260 publications address topics including social skills assessment and intervention, response to intervention, and assessment and interventions for students with emotional and behavioral disorders. He is codeveloper of the Social Skills Improvement System Rating Scales.
Contributors
R. Alan Allday, PhD, Department of Early Childhood, Special Education, and Rehabilitation Counseling, University of Kentucky, Lexington, KentuckyErin E. Barton, PhD, BCBA-D, Early Childhood Education, School of Education and Human Development, University of Colorado Denver, Denver, Colorado
Gregory J. Benner, PhD, Department of Special Education, University of Washington, Tacoma, Tacoma, Washington
Jacquelyn B. Blocher, MS, Clinical Psychology Doctoral Program, Department of Psychology, Long Island University, Brookville, New York
Janet Bohaty, MA, Department of Special Education and Communication Disorders, University of Nebraska–Lincoln, Lincoln, Nebraska
Edward H. Bovey, MA,Center for Collaborative Educational Leadership, School of Education and Human Development, University of Colorado Denver, Denver, Colorado
Nicole E. Caporino, PhD, Department of Psychology, Temple University, Philadelphia, Pennsylvania
Douglas A. Cheney, PhD, Division of Special Education, College of Education, University of Washington, Seattle, Washington
Clayton R. Cook, PhD, School Psychology Program and Center for Leadership in Athletics, College of Education, University of Washington, Seattle, Washington
Cynthia J. Cress, PhD, Department of Special Education and Communication Disorders, University of Nebraska–Lincoln, Lincoln, Nebraska
Therese Cumming, PhD, School of Education, University of New South Wales, Sydney, Australia
Colleen M. Cummings, PhD, Department of Psychology, Temple University, Philadelphia, Pennsylvania
John Delport, MA, Department of Special Education, University of Washington, Seattle, Washington
Glen Dunlap, PhD, Nevada Center for Excellence in Disabilities, University of Nevada, Reno, Reno, Nevada; Department of Child and Family Studies, University of South Florida, Tampa, Florida
George J. DuPaul, PhD, Department of Education and Human Services, Lehigh University, Bethlehem, Pennsylvania
Lucille Eber, EdD, Illinois PBIS Network, La Grange Park, Illinois
Stephen N. Elliott, PhD, Learning Sciences Institute, Arizona State University, Tempe, Arizona
Michael H. Epstein, EdD, Department of Special Education and Communication Disorders, University of Nebraska–Lincoln, Lincoln, Nebraska
Steven W. Evans, PhD, Department of Psychology, Ohio University, Athens, Ohio
Edward G. Feil, PhD, Oregon Research Institute, Eugene, Oregon
Amanda A. M. Fixsen, PhD, Oregon Research Institute, Eugene, Oregon
Ami Flamini, MSW, Illinois PBIS Network, La Grange Park, Illinois
Steven R. Forness, EdD, Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, Los Angeles, California
Lise Fox, PhD, Department of Child and Family Studies, University of South Florida, Tampa, Florida
Andy J. Frey, PhD, Kent School of Social Work, University of Louisville, Louisville, Kentucky
Shelley Neilsen Gatti, PhD, Department of Special Education and Gifted Education, University of St. Thomas, Minneapolis, Minneapolis
Kathryn A. Germer, BA, Department of Special Education, Peabody College of Vanderbilt University, Nashville, Tennessee
Annemieke M. Golly, PhD, Oregon Research Institute, Eugene, Oregon
Matthew J. Gormley, MEd, Department of Education and Human Services, Lehigh University, Bethlehem, Pennsylvania
Frank M. Gresham, PhD, Department of Psychology, Louisiana State University, Baton Rouge, Louisiana
Keith C. Herman, PhD, Department of Educational, School, and Counseling Psychology, University of Missouri, Columbia, Missouri
Kimberly Eaton Hoagwood, PhD, Department of Child and Adolescent Psychiatry, New York University School of Medicine, New York, New York
Kristine Jolivette, PhD, Department of Educational Psychology and Special Education, Georgia State University, Atlanta, Georgia
James M. Kauffman, EdD, Department of Curriculum and Instruction and Special Education, University of Virginia, Charlottesville, Virginia
Philip C. Kendall, PhD, Department of Psychology, Temple University, Philadelphia, Pennsylvania
Dean E. Konopasek, PhD, Department of Counseling and Special Education, College of Education, University of Alaska, Anchorage, Anchorage, Alaska
Tonya L. Lambert, MA, Department of Psychology, Syracuse University, Syracuse, New York
Seth D. Laracy, MEd, Department of Education and Human Services, Lehigh University, Bethlehem, Pennsylvania
Jon Lee, PhD, Department of Early Childhood Education, University of Cincinnati, Cincinnati, Ohio
Stephen S. Leff, PhD, Department of Pediatrics, The Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania
Kathleen Lynne Lane, PhD, BCBA-D, Department of Special Education, University of Kansas, Lawrence, Kansas
JoAnne M. Malloy, PhD, MSW, The Institute on Disability, University of New Hampshire, Concord, New Hampshire
Brion Marquez, BA, IRIS Educational Media, Eugene, Oregon
Brian K. Martens, PhD, Department of Psychology, Syracuse University, Syracuse, New York
Richard E. Mattison, MD, Department of Psychiatry, Stony Brook University, Stony Brook, New York
Maryellen Brunson McClain, MEd, Department of School Psychology, Indiana University, Bloomington, Indiana
Holly Mariah Menzies, PhD, Charter College of Education, California State University, Los Angeles, Los Angeles, California
Laura V. Middelberg, MS, Department of School Psychology, Indiana University, Bloomington, Indiana
Christopher J. Murray, PhD, Department of Special Education and Clinical Sciences, University of Oregon, Eugene, Oregon
C. Michael Nelson, EdD, Department of Teaching and Learning, University of Louisville, Louisville, Kentucky
J. Ron Nelson, PhD, Department of Special Education and Communication Disorders, University of Nebraska–Lincoln, Lincoln, Nebraska
Wendy Peia Oakes, PhD, Mary Lou Fulton Teachers College, Arizona State University, Mesa, Arizona
Regina M. Oliver, PhD, Department of Special Education and Communication Disorders, University of Nebraska–Lincoln, Lincoln, Nebraska
Julie Sarno Owens, PhD, Department of Psychology, Ohio University, Athens, Ohio
Brooke S. Paskewich, PsyD, Department of Pediatrics, The Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania
Wendy M. Reinke, PhD, Department of Educational, School, and Counseling Psychology, University of Missouri, Columbia, Missouri
Jennifer Rose, PhD, Illinois PBIS Network, La Grange Park, Illinois
Tiffany Rybak, BA, Department of Psychology, Ohio University, Athens, Ohio
Edward J. Sabornie, PhD, Department of Curriculum, Instruction, and Counselor Education, North Carolina State University, Raleigh, North Carolina
Danielle Sauro, MS, Clinical Psychology Doctoral Program, Department of Psychology, Long Island University, Brookville, New York
Hannu Savolainen, PhD, Philosophical Faculty, University of Eastern Finland, Joensuu, Finland
Laura A. Scudellari, MA, Clinical Psychology Doctoral Program, Department of Psychology, Long Island University, Brookville, New York
John R. Seeley, PhD, Oregon Research Institute, Eugene, Oregon
Loretta A. Serna, PhD, Department of Education Specialties, University of New Mexico, Albuquerque, New Mexico
Herbert H. Severson, PhD, Oregon Research Institute, Eugene, Oregon
Mark R. Shinn, PhD, Department of School Psychology, National Louis University, Skokie, Illinois
Russell J. Skiba, PhD, Department of School Psychology, Indiana University, Bloomington, Indiana
Tal Slemrod, MEd, College of Education, University of Washington, Seattle, Washington
Jason Small, BA, Oregon Research Institute, Eugene, Oregon
Keith Smolkowski, PhD, Oregon Research Institute, Eugene, Oregon
Jeffrey R. Sprague, PhD, Institute on Violence and Destructive Behavior, College of Education, University of Oregon, Eugene, Oregon
Phillip S. Strain, PhD,Center for Collaborative Educational Leadership, School of Education and Human Development, University of Colorado Denver, Denver, Colorado
Holly Strickland, BA, Department of Psychology, Ohio University, Athens, Ohio
Lisa Strycker, MA, Oregon Research Institute, Eugene, Oregon
W. Carl Sumi, PhD, SRI International, Menlo Park, California
Anna J. Swan, BA, Department of Psychology, Temple University, Philadelphia, Pennsylvania
Charlos V. Thompson, MSW, LCSW, Kent School of Social Work, University of Louisville, Louisville, Kentucky
Deanne K. Unruh, PhD, Department of Secondary Special Education and Transition, College of Education, University of Oregon, Eugene, Oregon
Hilary B. Vidair, PhD, Clinical Psychology Doctoral Program, Department of Psychology, Long Island University, Brookville, New York
Claudia Vincent, PhD, IRIS Educational Media, Eugene, Oregon
Robert J. Volpe, PhD, Department of Counseling and Applied Educational Psychology, Bouve College of Health Sciences, Northeastern University, Boston, Massachusetts
Christine Waanders, PhD, Department of Pediatrics, The Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania
Tracy Evian Waasdorp, PhD, Department of Pediatrics, The Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania
Mary Wagner, PhD, SRI International, Menlo Park, California
Hill M. Walker, PhD, College of Education, University of Oregon, Eugene, Oregon
Stacy L. Weiss, PhD, Department of Special Education, Foundations, and Research, East Carolina University, Greenville, North Carolina
Michelle Woodbridge, PhD, SRI International, Menlo Park, California
Pamela Yeaton, MSW, IRIS Educational Media, Eugene, Oregon
Mitchell L. Yell, PhD, Department of Educational Studies, University of South Carolina, Columbia, South Carolina