Assessment and Treatment of Emotional or Behavioral Disorders

Assessment and Treatment of Emotional or Behavioral Disorders

Assessment and Treatment of Emotional or Behavioral Disorders

Assessment and Treatment of Emotional or Behavioral Disorders

Synopsis

The authors in this book outline a new definition and treatment of behaviorally disordered children and adolescents. The emphasis throughout is on the development of the principles and treatment procedures that will allow the reader to apply the strategies necessary to teach behaviorally disordered students to learn to control their own social and academic behavior in the school setting. Treatment is largely based on a self-management and social-skills training model--a model which has gained increasing support and attention in the last decade. Self-management and social skills function best when they are gradually and successfully practiced under specifically controlled conditions. Under these conditions, students learn to appreciate their teachers and their teachers' efforts to help them learn to help themselves. They demonstrate improved academic proficiency, social competence, and enhanced self-esteem. For teachers, counselors, administrators, school and child psychologists, behavior analysts, and other mental health professionals.

Excerpt

The procedures developed in this treatment model and described in these pages represent the culmination of five years of applied research in the area of applied behavior analysis and school psychology within the public school systems. The research was initiated by the first author as part of a post-doctoral program in applied behavior analysis at the University of North Texas. It was performed in conjunction with the efforts of professors at the Center for Behavior Analysis, as well as the interns and practicum students from that program, the interns and practicum students from the school psychology program at the University of North Texas, and the dedicated teachers and administrators of the Denton and Northwest Independent school districts.

The emphasis throughout this book is on the development of the principles and treatment procedures that will allow the reader to apply the strategies necessary to teach behaviorally disordered students to learn to control their own social and academic behavior in the school setting. Treatment in this book is largely based on a self-management and social-skills training model -- a model that has gained increasing support and attention in the last decade. Much of what is discussed in the first chapter addresses why the treatment procedures within this model are necessary. Chapter 2 describes the origins of disordered behavior in children. Chapters 3 and 4 discuss how we assess the problem behaviors of . . .

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