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Instructor’s Manual and Test Bank
yg
For
en
Characteristics of Emotional and
Behavioral Disorders of Children and
iu
Youth
Eleventh Edition
s2
by
James M. Kauffman, University of Virginia
47
And
Timothy J. Landrum, University of Louisville
??
Prepared by
Chris A. Sweigart, Ph.D., University of Louisville
??
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
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Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo
? ?
, Table of Contents
Preface iv
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PART 1 – Points of Departure
Chapter 1 – Beginning Point: Basic Assumptions 1
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Chapter 2 – What We’re About: The Problem and Its Size 8
Chapter 3 – Where We Started and Where We’re Going: Past, Present, Future 16
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PART 2 – Possible Causes
Chapter 4 – Biology 24
en
Chapter 5 – Culture 30
Chapter 6 – Family 36
Chapter 7 – School 44
iu
PART 3 – Types of Disordered Behaviors
Chapter 8 – Attention and Activity Disorders 51
s2
Chapter 9 – Conduct Disorder 58
Chapter 10 – Anxiety and Related Disorders 67
47
Chapter 11 – Depression and Suicidal Behavior 76
Chapter 12 – Disorders of Thinking, Communicating, and Stereotypical Behavior 83
Chapter 13 – Special Problems of Adolescents
??
88
PART 4 – Assessment
Chapter 14 – Measurement Issues, Screening, and Identification 95
??
Chapter 15 – Assessment for Instruction 104
Answer Key: True/False and Multiple Choice Questions 111
??
? ?
iii
, Chapter 1
BEGINNING POINT: BASIC ASSUMPTIONS
Various Ways of Thinking About the Problem and Our Ideas About Good Teaching
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OUTLINE
Learning Outcomes
Thinking About the Problem
d
Brief Descriptions of Four Conceptual Models
Biological Model
Psychoeducational Model
yg
Ecological Model
Behavioral Model
Choosing Models
An Integrated, Social-Cognitive Model
en
Good Teaching
Expectations
Causes of Behavior
Definition, Measurement, and Assessment of Behavior
Work, Play, Love, and Fun
Direct, Honest Communication
iu
Self-Control
Cultural Differences
Instruction: The Business of Special Education
Thoughts about Actual People
s2
Interrelationships among Causes, Types of Behavior, Assessment, and Intervention
Summary
End-of-Chapter Quiz (eText)
Cases for Discussion
47
LEARNING OUTCOMES
1.1 Explain how thinking about behavior problems is linked to intervention strategies.
1.2 Briefly describe the most obvious strengths and weaknesses of four conceptual models:
??
biological, psychoeducational, behavioral, and ecological.
1.3 Describe how you would choose a conceptual model.
1.4 Describe the major features of an integrated, social-cognitive model.
1.5 Understand the role of an effective teacher of students with EBD with regard to each of these:
expectations; causes of behavior; definition, measurement, and assessment; work, play, love, and
??
fun; direct, honest communication; self-control; cultural differences; instruction; and thoughts
about actual people.
1.6 Explain how causal factors, types of behavior, assessment, and intervention are interrelated in
discussions of EBD.
??
TERMINOLOGY
Behavioral model
Biological model
?
Conceptual model
Eco-behavioral analysis
?
1
Copyright © 2018 Pearson Education Inc. All Rights Reserved.
, Ecological model
Medical model
Personal agency
Psychoeducational model
tu
Social-cognitive model
Social-cognitive theory
d yg
en
iu
s2
47
??
??
??
? ?
2
Copyright © 2018 Pearson Education Inc. All Rights Reserved.
d
Instructor’s Manual and Test Bank
yg
For
en
Characteristics of Emotional and
Behavioral Disorders of Children and
iu
Youth
Eleventh Edition
s2
by
James M. Kauffman, University of Virginia
47
And
Timothy J. Landrum, University of Louisville
??
Prepared by
Chris A. Sweigart, Ph.D., University of Louisville
??
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
??
Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo
? ?
, Table of Contents
Preface iv
tu
PART 1 – Points of Departure
Chapter 1 – Beginning Point: Basic Assumptions 1
d
Chapter 2 – What We’re About: The Problem and Its Size 8
Chapter 3 – Where We Started and Where We’re Going: Past, Present, Future 16
yg
PART 2 – Possible Causes
Chapter 4 – Biology 24
en
Chapter 5 – Culture 30
Chapter 6 – Family 36
Chapter 7 – School 44
iu
PART 3 – Types of Disordered Behaviors
Chapter 8 – Attention and Activity Disorders 51
s2
Chapter 9 – Conduct Disorder 58
Chapter 10 – Anxiety and Related Disorders 67
47
Chapter 11 – Depression and Suicidal Behavior 76
Chapter 12 – Disorders of Thinking, Communicating, and Stereotypical Behavior 83
Chapter 13 – Special Problems of Adolescents
??
88
PART 4 – Assessment
Chapter 14 – Measurement Issues, Screening, and Identification 95
??
Chapter 15 – Assessment for Instruction 104
Answer Key: True/False and Multiple Choice Questions 111
??
? ?
iii
, Chapter 1
BEGINNING POINT: BASIC ASSUMPTIONS
Various Ways of Thinking About the Problem and Our Ideas About Good Teaching
tu
OUTLINE
Learning Outcomes
Thinking About the Problem
d
Brief Descriptions of Four Conceptual Models
Biological Model
Psychoeducational Model
yg
Ecological Model
Behavioral Model
Choosing Models
An Integrated, Social-Cognitive Model
en
Good Teaching
Expectations
Causes of Behavior
Definition, Measurement, and Assessment of Behavior
Work, Play, Love, and Fun
Direct, Honest Communication
iu
Self-Control
Cultural Differences
Instruction: The Business of Special Education
Thoughts about Actual People
s2
Interrelationships among Causes, Types of Behavior, Assessment, and Intervention
Summary
End-of-Chapter Quiz (eText)
Cases for Discussion
47
LEARNING OUTCOMES
1.1 Explain how thinking about behavior problems is linked to intervention strategies.
1.2 Briefly describe the most obvious strengths and weaknesses of four conceptual models:
??
biological, psychoeducational, behavioral, and ecological.
1.3 Describe how you would choose a conceptual model.
1.4 Describe the major features of an integrated, social-cognitive model.
1.5 Understand the role of an effective teacher of students with EBD with regard to each of these:
expectations; causes of behavior; definition, measurement, and assessment; work, play, love, and
??
fun; direct, honest communication; self-control; cultural differences; instruction; and thoughts
about actual people.
1.6 Explain how causal factors, types of behavior, assessment, and intervention are interrelated in
discussions of EBD.
??
TERMINOLOGY
Behavioral model
Biological model
?
Conceptual model
Eco-behavioral analysis
?
1
Copyright © 2018 Pearson Education Inc. All Rights Reserved.
, Ecological model
Medical model
Personal agency
Psychoeducational model
tu
Social-cognitive model
Social-cognitive theory
d yg
en
iu
s2
47
??
??
??
? ?
2
Copyright © 2018 Pearson Education Inc. All Rights Reserved.
