Handbook of Research in Emotional and Behavioral Disorders

Edited by Robert B. Rutherford Jr., Mary Magee Quinn, and Sarup R. Mathur

Paperback
Paperback
January 10, 2007
ISBN 9781593854713
Price: $63.00
622 Pages
Size: 7" x 10"
Copyright Date: 2004
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Bringing together leading researchers, this book integrates current knowledge on EBD in the school setting. Reviewed are a range of evidence-based approaches to identifying, assessing, and intervening with this difficult-to-teach population. School practitioners and educators gain essential tools for developing and evaluating programs to improve student behavior, boost self-control and social skills, and maximize academic achievement. Findings on early intervention and prevention are presented, and implications for policy discussed. Broad in coverage, the volume also emphasizes the importance of interdisciplinary collaboration in service provision and delineates best-practice guidelines for research.

“A vital tool....Its no-nonsense approach and understandable style of summarizing the current research makes this a clear for the professional's collection....Essential.”

Choice


“In an era of accountability and emphasis on scientifically based educational practices, this handbook delivers. In 30 succinct chapters, this text provides depth and breadth, covering research on the foundations, assessment, characteristics, interventions, and research methodology of emotional and behavioral disorders. Leading scholars present a thorough, evidence-based review of past, present, and future challenges facing the field. Practitioners and researchers will find this text invaluable.”

—Daniel P. Hallahan, PhD, Department of Curriculum, Instruction, and Special Education, Curry School of Education, University of Virginia


“Anyone interested in having, in one volume, the best authors writing on the most recent knowledge, research, and practices for educating students with emotional and behavioral disorders should have this book in his or her library. Rutherford, Quinn, and Mathur have gathered some of our most influential researchers and teachers to share what they have learned about these disorders. The content is expertly and logically organized to provide easy access to issues related to historical and conceptual foundations, assessment and evaluation, student characteristics, intervention and treatment, and research methodology. Coverage encompasses data-based decision making, prevention-oriented assessment and intervention approaches, and student-centered behavioral supports. No other single source matches the quality, breadth, depth, and comprehensiveness of information that is found here”

—George Sugai, PhD, Area of Special Education, College of Education, University of Oregon


“This book provides up-to-date coverage of research foundations for understanding children’s emotional and behavioral disorders (EBD). The chapters are well written and appropriately provocative, raising fundamental and timely considerations for assessing EBD and developing empirically validated interventions. The book will be a valuable addition to graduate training programs and personal reference libraries for special educators, school psychologists, and mental health professionals who are working to improve the lives of children with EBD.”

—Stephanie H. McConaughy, PhD, Department of Psychiatry, College of Medicine, University of Vermont


“This volume offers a much-needed and welcome presentation of the best that we currently have to offer children and youth with emotional and behavioral disorders (EBD). Enlisting the best minds in the area, this book addresses the major foundational, assessment, intervention, and methodological issues facing the field. It provides a valuable perspective on where we have been, our current level of knowledge, and where we should be going. Unlike many other volumes in the area, the recommendations provided here are backed by the most objective scientific research, rather than the authors' political or philosophical leanings. It is a 'must' for anyone who truly wants to know how to effectively help these challenging students.”

—Gary M. Sasso, PhD, Special Education Program, Department of Curriculum and Instruction, College of Education, University of Iowa

Table of Contents

1. Overview of Foundations, Assessment, Characteristics, Interventions, and Methodology in Emotional and Behavioral Disorders Research, Rutherford, Quinn, and Mathur

I. Foundations and Research

Introduction, Kauffman

2. Historical to Contemporary Perspectives on the Field of Emotional and Behavioral Disorders, Kauffman, Brigham, and Mock

3. Classification and Definition of Emotional and Behavioral Disorders, Cullinan

4. Cultural and Linguistic Competency and Disproportionate Representation, Osher, Cartledge, Oswald, Sutherland, Artiles, and Coutinho

5. Linking Prevention Research with Policy: Examining the Costs and Outcomes of the Failure to Prevent Emotional and Behavioral Disorders,

Quinn and Poirier

6. How Research Informs Practice in the Field of Emotional and Behavioral Disorders, Tankersley, Landrum, and Cook

II. Assessment and Evaluation

Introduction, Polsgrove

7. Assessment and Evaluation of Students’ Behavior and Intervention Outcomes: The Utility of Rating Scale Methods, Elliott and Busse

8. Functional Behavioral Assessment, Fox and Gable

9. Psychiatric and Psychological Assessment of Emotional and Behavioral Disorders during School Mental Health Consultation, Mattison

10. Curriculum-Based Measurement of Students with Emotional and Behavioral Disorders: Assessment for Data-Based Decision Making, Hyatt and Howell

11. Early Identification and Prevention of Emotional and Behavioral Disorders, Conroy, Hendrickson,

and Hester

12. Accountability and Assessment for Students with Emotional and Behavioral Disorders, Shriner and Wehby

III. Characteristics of Emotional and Behavioral Disorders

Introduction, Forness

13. Externalizing Behaviors of Aggression and Violence and the School Context, Furlong, Morrison, and Jimerson

14. Internalizing Behavior Problems in Children and Adolescents, Gresham and Kern

15. Youth Delinquency: Prevention and Intervention, Nelson, Leone, andi-font-style: normal"Rutherford

16. Research Issues in Autism Spectrum Disorders, Sweeney and Hoffman

IV. Intervention and Treatment Research

Introduction, Nelson

17. Early Intervention for Emotional and Behavioral Disorders, Kendziora

18. Psychopharmacology in the Treatment of Emotional and Behavioral Disorders, Konopasek and Forness

19. The School-to-Community Transition of Adolescents with Emotional and Behavioral Disorders, Cheney and Bullis

20. Teaching Alternative Behaviors to Students with Emotional and Behavioral Disorders, Meadows and Stevens

21. Informed Practice in Teaching Self-Control to Children with Emotional and Behavioral Disorders, Polsgrove and Smith

22. Instruction and Classroom Management: Prevention and Intervention Research, Witt, VanDerHeyden, and Gilbertson

23. Social Skills Training and Teaching Social Behavior to Students with Emotional and Behavioral Disorders, Kavale, Mathur, and Mostert

24. Academic Instruction and Tutoring Interventions for Students with Emotional and Behavioral Disorders: 1990 to the Present, Lane

25. Schoolwide Systems of Behavior Support: Maximizing Student Success in Schools, Liaupsin, Jolivette, and Scott

26. Collaboration with Other Agencies: Wraparound and Systems of Care for Children and Youths with Emotional and Behavioral Disorders, Eber and Keenan

V. Research Methodology

Introduction, Guetzole

27. Applied Behavior Analysis and the Education and Treatment of Students with Emotional and Behavioral Disorders, Lewis, Lewis-Palmer, Newcomer,

and Stichter

28. Experimental Research Designs in the Study of Children and Youth with Emotional and Behavioral Disorders, Van Acker, Yell, Bradley, and Drasgow

29. Qualitative Research and Its Contributions to the Knowledge of Emotional and Behavioral Disorders, Sabornie

30. Data Collection in Research and Applications Involving Students with Emotional and Behavioral Disorders, Gunter and Denny


About the Editors

Robert B. Rutherford Jr., PhD (deceased), was Professor of Special Education and Director of Graduate Programs and Research in Curriculum and Instruction at Arizona State University. Dr. Rutherford was the past president of both the Council for Children with Behavioral Disorders (CCBD) and Teacher Educators for Children with Behavioral Disorders (TECBD). He was the former editor of Behavioral Disorders and the coeditor of the CCBD/TECBD Monograph Series on Severe Behavior Disorders of Children and Youth, published annually in Education and Treatment of Children.

Mary Magee Quinn, PhD, is Principal Research Scientist at the American Institutes for Research. She is currently the Project Director of the Alternative Schools Project, the Systems Improvement Activities to Enhance Children's Mental Health Service Project, and the Linking Assessment Policy and Practice Project; Codirector of the Center for Effective Collaboration and Practice; and an Associate Director of the National Center on Education, Disability, and Juvenile Justice. She is the past president of Teacher Educators for Children with Behavioral Disorders.

Sarup R. Mathur, PhD, is Clinical Professor, Cluster Chair, and Initial Teacher Certification Coordinator for Special Education in Curriculum and Instruction at Arizona State University. Dr. Mathur is the coeditor of the CCBD/TECBD Monograph Series on Severe Behavior Disorders of Children and Youth and the coauthor of Teacher-Mediated Behavior Management Strategies for Children with EBD and Effective Strategies for Teaching Appropriate Behaviors to Children with EBD. She is former secretary and current president of the Council for Children with Behavioral Disorders and the past president of Teacher Educators for Children with Behavioral Disorders.

Contributors

Alfredo J. Artiles, PhD, Division of Curriculum and Instruction, Arizona State University, Tempe, AZ

Renée Bradley, PhD, U.S. Department of Education, Washington, DC

Frederick J. Brigham, PhD, Department of Curriculum and Instruction, University of Virginia, Charlottesville, VA

Michael Bullis, PhD, Special Education Area, College of Education, University of Oregon, Eugene, OR

R. T. Busse, PhD, School of Education, Chapman University, Orange, CA

Gwendolyn Cartledge, MEd, PhD, College of Education, The Ohio State University, Columbus, OH

Douglas Cheney, PhD, Department of Special Education, University of Washington, Seattle, WA

Maureen A. Conroy, PhD, Department of Special Education, University of Florida, Gainesville, FL

Bryan G. Cook, PhD, Department of Educational Foundations and Special Services, Kent State University, Kent, OH

Martha Coutinho, PhD, Department of Human Development and Learning, East Tennessee State University, Johnson City, TN

Douglas Cullinan, EdD, Department of Curriculum and Instruction, North Carolina State University, Raleigh, NC

R. Kenton Denny, PhD, Department of Curriculum and Instruction, Louisiana State University, Baton Rouge, LA

Erik Drasgow, PhD, College of Education, University of South Carolina, Columbia, SC

Lucille Eber, EdD, Illinois Emotional Behavioral Disabilities/Positive Behavior Interventions and Supports Network, La Grange, IL

Stephen N. Elliott, PhD, Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN

Steven R. Forness, EdD, Center for Health Sciences, University of California, Los Angeles Neuropsychiatric Hospital, Los Angeles, CA

James J. Fox, PhD, Center for Early Childhood Learning and Development, East Tennessee State University, Johnson City, TN

Michael J. Furlong, PhD, Graduate School of Education, University of California, Santa Barbara, Santa Barbara, CA

Robert A. Gable, PhD, Child Study Center, Old Dominion University, Norfolk, VA

Donna Gilbertson, PhD, Department of Psychology, Utah State University, Logan, UT

Frank M. Gresham, PhD, Graduate School of Education, University of California, Riverside, Riverside, CA

Eleanor Guetzole, EdD (retired), Department of Special Education, University of South Florida, St. Petersburg, FL

Philip L. Gunter, PhD, College of Education, Valdosta State University, Valdosta, GA

Jo M. Hendrickson, PhD, Division of Instruction and Curriculum, University of Iowa, Iowa City, IA

Peggy P. Hester, PhD, Child Study Center, Old Dominion University, Norfolk, VA

Charles D. Hoffman, PhD, Department of Psychology, California State University, San Bernardino, CA

Kenneth W. Howell, PhD, Department of Special Education, Western Washington University, Bellingham, WA

Keith J. Hyatt, EdD, Department of Special Education, Western Washington University, Bellingham, WA

Shane R. Jimerson, PhD, Graduate School of Education, University of California, Santa Barbara, Santa Barbara, CA

Kristine Jolivette, PhD, Department of Educational Psychology and Special Education, Georgia State University, Atlanta, GA

James M. Kauffman, EdD, Department of Curriculum and Instruction, University of Virginia, Charlottesville, VA

Kenneth A. Kavale, PhD, School of Education, Regent University, Virginia Beach, VA

Sandra Keenan, MEd, American Institutes for Research, Washington, DC

Kimberly T. Kendziora, PhD, American Institutes for Research, Washington, DC

Lee Kern, PhD, Department of Education and Human Services, Lehigh University, Bethlehem, PA

Dean E. Konopasek, PhD, Anchorage School District, Anchorage, AK

Timothy J. Landrum, PhD, Department of Curriculum and Instruction, University of Virginia, Charlottesville, VA

Kathleen Lynne Lane, PhD, Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN

Peter E. Leone, PhD, Department of Special Education, University of Maryland, College Park, MD

Timothy J. Lewis, PhD, Department of Special Education, University of Missouri, Columbia, MO

Teri Lewis-Palmer, PhD, Educational and Community Support, University of Oregon, Eugene, OR

Carl J. Liaupsin, EdD, Department of Special Education, Rehabilitation Counseling, and School Psychology, University of Arizona, Tucson, AZ

Sarup R. Mathur, PhD, Division of Curriculum and Instruction, Arizona State University, Tempe, AZ

Richard E. Mattison, MD, Department of Psychiatry, State University of New York at Stony Brook, Stony Brook, NY

Nancy B. Meadows, EdD, School of Education, Texas Christian University, Fort Worth, TX

Devery R. Mock, PhD, School of Education, University of Iowa, Iowa City, IA

Gale M. Morrison, PhD, Graduate School of Education, University of California, Santa Barbara, Santa Barbara, CA

Mark P. Mostert, PhD, School of Education, Regent University, Virginia Beach, VA

C. Michael Nelson, EdD, Department of Special Education and Rehabilitation Counseling, University of Kentucky, Lexington, KY

Lori Newcomer, PhD, Department of Special Education, University of Missouri-Columbia, Columbia, MO

David Osher, PhD, American Institutes for Research, Washington, DC

Donald Oswald, PhD, Department of Psychiatry, Virginia Commonwealth University, Richmond, VA

Jeffrey M. Poirier, MA, American Institutes for Research, Washington, DC

Lewis Polsgrove, EdD, School of Education, Indiana University, Bloomington, IN

Mary Magee Quinn, PhD, American Institutes for Research, Washington, DC

Robert B. Rutherford, Jr., PhD, Division of Curriculum and Instruction, Arizona State University, Tempe, AZ

Edward J. Sabornie, PhD, College of Education, North Carolina State University, Raleigh, NC

Terrance M. Scott, PhD, Department of Special Education, University of Florida, Gainesville, FL

James G. Shriner, PhD, Department of Special Education, University of Illinois Urbana-Champaign, Champaign, IL

Stephen W. Smith, PhD, Department of Special Education, University of Florida, Gainesville, FL

Kay B. Stevens, EdD, School of Education, Texas Christian University, Fort Worth, TX

Janine Stichter, PhD, Department of Special Education, University of Missouri, Columbia, MO

Kevin S. Sutherland, PhD, Department of Special Education and Disability Policy, Virginia Commonwealth University, Richmond, VA

Dwight P. Sweeney, PhD, Department of Educational Psychology and Counseling, California State University, San Bernardino, CA

Melody Tankersley, PhD, Department of Educational Foundations and Special Services, Kent State University, Kent, OH

Richard Van Acker, EdD, College of Education, University of Illinois at Chicago, Chicago, IL

Amanda M. VanDerHeyden, PhD, Vail School District, Vail, AZ

Joseph H. Wehby, PhD, Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN

Joseph C. Witt, PhD, Department of Psychology, Louisiana State University, Baton Rouge, LA

Mitchell L. Yell, PhD, College of Education, University of South Carolina, Columbia, SC

Course Use

Serves as a text in graduate-level seminars in behavioral disorders.