{"product_id":"handbook-of-evidencebased-practices-for-emotional-and-behavioral-disorders-9781462526161","title":"Handbook of EvidenceBased Practices for Emotional","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis authoritative volume provides state-of-the-art practices for supporting the approximately 20% of today's K-12 students who have emotional and behavioral disorders (EBD) that hinder school success. Leading experts present evidence-based approaches to screening, progress monitoring, intervention, and instruction within a multi-tiered framework. Coverage encompasses everything from early intervention and prevention to applications for high-risk adolescents. Exemplary programs are described for broad populations of EBD students as well as those with particular disorders, including autism spectrum disorders and externalizing behavior problems. The book combines theory and research with practical information on how to select interventions and implement them with integrity.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"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 \u003ci\u003eHandbook \u003c\/i\u003eis a 'must buy' for specialists in behavior disorders and challenges.\"--Dan Reschly, PhD, Department of Special Education, Peabody College of Vanderbilt University\u003cbr\u003e\u003cbr\u003e \"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\u003cbr\u003e\u003cbr\u003e \"I have adopted the \u003ci\u003eHandbook of Evidence-Based Practices for Emotional and Behavioral Disorders\u003c\/i\u003e 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\u003cbr\u003e\u003cbr\u003e \"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 -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, 4\/1\/2015\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePrologue: On Following the Scientific Evidence, James M. Kauffman\u003cbr\u003e I. Foundations\u003cbr\u003e 1. Evaluating the Evidence Base for Emotional and Behavioral Disorders in Schools, Frank M. Gresham and Hill M. Walker\u003cbr\u003e 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\u003cbr\u003e 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\u003cbr\u003e 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\u003cbr\u003e 5. Longitudinal Outcomes and Post–High School Status of Students with Emotional and Behavioral Disorders, Mary Wagner\u003cbr\u003e 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\u003cbr\u003e II. Screening, Performance Monitoring, and Assessment\u003cbr\u003e 7. Screening and Identification Approaches for Detecting Students at Risk, Kathleen Lynne Lane, Wendy Peia Oakes, Holly Mariah Menzies, and Kathryn A. Germer\u003cbr\u003e 8. Social Skills Assessment and Training in Emotional and Behavioral Disorders, Frank M. Gresham and Stephen N. Elliott\u003cbr\u003e 9. Progress Monitoring Methods and Tools for Academic Performance, Mark R. Shinn\u003cbr\u003e 10. Behavioral Universal Screening and Progress Monitoring with Web-Based Technology, Brion Marquez, Pamela Yeaton, and Claudia Vincent\u003cbr\u003e 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\u003cbr\u003e 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\u003cbr\u003e 13. Conducting Functional Behavior Assessments for Students with Emotional\/Behavioral Disorders, Brian K. Martens and Tonya L. Lambert\u003cbr\u003e III. Interventions Targeting Specific Disorders and Settings\u003cbr\u003e 14. Applying Positive Behavior Interventions and Supports in Alternative Education Programs and Secure Juvenile Facilities, Jeffrey R. Sprague, Kristine Jolivette, and C. Michael Nelson\u003cbr\u003e 15. Bullying and Aggression in School Settings, Stephen S. Leff, Christine Waanders, Tracy Evian Waasdorp, and Brooke S. Paskewich\u003cbr\u003e 16. Interventions for Students with Attention-Deficit\/ Hyperactivity Disorder: School and Home Contexts, George J. DuPaul, Seth D. Laracy, and Matthew J. Gormley\u003cbr\u003e 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\u003cbr\u003e 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\u003cbr\u003e 19. Secondary Education and Promising Practices for Students with Emotional\/Behavioral Disorders, Douglas A. Cheney, Therese M. Cumming, and Tal Slemrod\u003cbr\u003e IV. Generic Intervention Approaches\u003cbr\u003e 20. Addressing the Academic Problems and Challenges of Students with Emotional and Behavioral Disorders, J. Ron Nelson, Gregory J. Benner, and Janet Bohaty\u003cbr\u003e 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\u003cbr\u003e 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\u003cbr\u003e 23. Improving Transition Outcomes for Students with Emotional and Behavioral Disorders, Deanne K. Unruh and Christopher J. Murray\u003cbr\u003e 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\u003cbr\u003e 25. Treatment Integrity within a Three-Tiered Model, Frank M. Gresham\u003cbr\u003e 26. Issues and Criteria for the Effective Use of Psychopharmacological Interventions in Schooling, Dean E. Konopasek and Steven R. Forness\u003cbr\u003e V. Early Intervention\u003cbr\u003e 27. Evidence-Based Practices for Infants and Toddlers with Autism Spectrum Disorders, Phillip S. Strain, Erin E. Barton, and Edward H. Bovey\u003cbr\u003e 28. Supportive Interventions for Young Children with Social, Emotional, and Behavioral Delays and Disorders, Glen Dunlap and Lise Fox\u003cbr\u003e 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\u003cbr\u003e VI. Research Methods\u003cbr\u003e 30. Qualitative and Mixed Design Research in Emotional and Behavioral Disorders, Edward J. Sabornie, and Stacy L. Weiss\u003cbr\u003e 31. The Role of Research in Evaluation of Interventions for School-Related Behavioral Disorders, Keith Smolkowski, Lisa Strycker, and John R. Seeley\u003cbr\u003e 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\u003cbr\u003e Epilogue: Science, a Harsh Mistress, James M. Kauffman\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e","brand":"Guilford Publications","offers":[{"title":"Default Title","offer_id":49408636879191,"sku":"9781462526161","price":52.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781462526161.jpg?v=1730503624","url":"https:\/\/bookcurl.com\/products\/handbook-of-evidencebased-practices-for-emotional-and-behavioral-disorders-9781462526161","provider":"Book Curl","version":"1.0","type":"link"}