Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders: Applications in Schools

This authoritative volume provides state-of-the-art practices for supporting the approximately 20% of today's K-12 students who have emotional and behavioural 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 externalising behaviour problems.

The book combines theory and research with practical information on how to select interventions and implement them with integrity.

Table of Contents

Prologue: On Following the Scientific Evidence, James M. Kauffman

I. 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 in 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. Intervention 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