Instructor’s Manual and Test Bank
M
ED
For
Characteristics of Emotional and
C
Behavioral Disorders of Children and
O
Youth
N
Eleventh Edition
N
by
O
James M. Kauffman, University of Virginia
And
IS
Timothy J. Landrum, University of Louisville
SE
Prepared by
Chris A. Sweigart, Ph.D., University of Louisville
U
R
, Table of Contents
Preface iv
PART 1 – Points of Departure
Chapter 1 – Beginning Point: Basic Assumptions 1
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
M
PART 2 – Possible Causes
Chapter 4 – Biology
ED
24
Chapter 5 – Culture 30
Chapter 6 – Family 36
C
Chapter 7 – School 44
O
PART 3 – Types of Disordered Behaviors
N
Chapter 8 – Attention and Activity Disorders 51
N
Chapter 9 – Conduct Disorder 58
O
Chapter 10 – Anxiety and Related Disorders 67
IS
Chapter 11 – Depression and Suicidal Behavior 76
Chapter 12 – Disorders of Thinking, Communicating, and Stereotypical Behavior 83
SE
Chapter 13 – Special Problems of Adolescents 88
PART 4 – Assessment
U
Chapter 14 – Measurement Issues, Screening, and Identification 95
R
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
OUTLINE
Learning Outcomes
Thinking About the Problem
Brief Descriptions of Four Conceptual Models
Biological Model
Psychoeducational Model
Ecological Model
M
Behavioral Model
Choosing Models
ED
An Integrated, Social-Cognitive Model
Good Teaching
Expectations
Causes of Behavior
C
Definition, Measurement, and Assessment of Behavior
Work, Play, Love, and Fun
Direct, Honest Communication
O
Self-Control
Cultural Differences
N
Instruction: The Business of Special Education
Thoughts about Actual People
N
Interrelationships among Causes, Types of Behavior, Assessment, and Intervention
Summary
O
End-of-Chapter Quiz (eText)
Cases for Discussion
IS
LEARNING OUTCOMES
1.1 Explain how thinking about behavior problems is linked to intervention strategies.
SE
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.
U
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
R
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
Social-cognitive model
Social-cognitive theory
M
ED
C
O
N
N
O
IS
SE
U
R
2
Copyright © 2018 Pearson Education Inc. All Rights Reserved.
M
ED
For
Characteristics of Emotional and
C
Behavioral Disorders of Children and
O
Youth
N
Eleventh Edition
N
by
O
James M. Kauffman, University of Virginia
And
IS
Timothy J. Landrum, University of Louisville
SE
Prepared by
Chris A. Sweigart, Ph.D., University of Louisville
U
R
, Table of Contents
Preface iv
PART 1 – Points of Departure
Chapter 1 – Beginning Point: Basic Assumptions 1
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
M
PART 2 – Possible Causes
Chapter 4 – Biology
ED
24
Chapter 5 – Culture 30
Chapter 6 – Family 36
C
Chapter 7 – School 44
O
PART 3 – Types of Disordered Behaviors
N
Chapter 8 – Attention and Activity Disorders 51
N
Chapter 9 – Conduct Disorder 58
O
Chapter 10 – Anxiety and Related Disorders 67
IS
Chapter 11 – Depression and Suicidal Behavior 76
Chapter 12 – Disorders of Thinking, Communicating, and Stereotypical Behavior 83
SE
Chapter 13 – Special Problems of Adolescents 88
PART 4 – Assessment
U
Chapter 14 – Measurement Issues, Screening, and Identification 95
R
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
OUTLINE
Learning Outcomes
Thinking About the Problem
Brief Descriptions of Four Conceptual Models
Biological Model
Psychoeducational Model
Ecological Model
M
Behavioral Model
Choosing Models
ED
An Integrated, Social-Cognitive Model
Good Teaching
Expectations
Causes of Behavior
C
Definition, Measurement, and Assessment of Behavior
Work, Play, Love, and Fun
Direct, Honest Communication
O
Self-Control
Cultural Differences
N
Instruction: The Business of Special Education
Thoughts about Actual People
N
Interrelationships among Causes, Types of Behavior, Assessment, and Intervention
Summary
O
End-of-Chapter Quiz (eText)
Cases for Discussion
IS
LEARNING OUTCOMES
1.1 Explain how thinking about behavior problems is linked to intervention strategies.
SE
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.
U
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
R
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
Social-cognitive model
Social-cognitive theory
M
ED
C
O
N
N
O
IS
SE
U
R
2
Copyright © 2018 Pearson Education Inc. All Rights Reserved.
