Overview
Emotional and Behavioral Disorders: Theory and Practice, 5/e
Jo Webber
Cynthia A. Plotts
“The authors have produced an excellent introductory text.”
—Sarup R. Mathur, Arizona State University
Now in its fifth edition, Emotional and Behavioral Disorders presents diagnostic, assessment, and educational applications for children and youth with emotional and behavioral disorders (EBD) through five theoretical models. Webber and Plotts maintain an emphasis on ecological systems, as school personnel must be prepared to view and address student characteristics in relation to the large context, including school systems, families, communities, and governmental entities.
New features to this edition include:
- A new chapter that specifically addresses the definition and characteristics of children and youth with EBD, including prevalence and demographic information.
- An update on the impact of the No Child Left Behind Act of 2004 reauthorization of IDEA and its regulations on educational programs for students with EBD.
- An expanded chapter on the identification and assessment of students with EBD, including updated assessment instruments and techniques.
- New information regarding depression, anxiety, and expanded discussion of ADHD and conduct disorders that provide new references and perspectives on the four most common childhood psychological disorders.
- Five revised chapters that clearly explain the specific theoretical models and link current research to recommend research-based practices:
-
- Ch. 4 — Biophysical Model
- Ch. 5 — Psychodynamic Model
- Ch. 6 — Cognitive Model
- Ch. 7 — Behavioral Model
- Ch. 8 — Ecological/Systems Model
Synopsis
Emotional and Behavioral Disorders: Theory and Practice, 5/e
Jo Webber
Cynthia A. Plotts
“The authors have produced an excellent introductory text.”
—Sarup R. Mathur, Arizona State University
Now in its fifth edition, Emotional and Behavioral Disorders presents diagnostic, assessment, and educational applications for children and youth with emotional and behavioral disorders (EBD) through five theoretical models. Webber and Plotts maintain an emphasis on ecological systems, as school personnel must be prepared to view and address student characteristics in relation to the large context, including school systems, families, communities, and governmental entities.
New features to this edition include:
- A new chapter that specifically addresses the definition and characteristics of children and youth with EBD, including prevalence and demographic information.
- An update on the impact of the No Child Left Behind Act of 2004 reauthorization of IDEA and its regulations on educational programs for students with EBD.
- An expanded chapter on the identification and assessment of students with EBD, including updated assessment instruments and techniques.
-
New information regarding depression, anxiety, and expanded discussion of ADHD and conduct disorders that provide new references and perspectives on the four most common childhood psychological disorders.
- Five revised chapters that clearly explain the specific theoretical models and link current research to recommend research-based practices:
- Ch. 4 — Biophysical Model
- Ch. 5 — Psychodynamic Model
- Ch. 6 — Cognitive Model
- Ch. 7 — Behavioral Model
- Ch. 8 — Ecological/Systems Model