Preface |
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xi | |
Acknowledgments |
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xv | |
About the Authors |
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xvii | |
Part One: Understanding Emotional and Behavioral Disorders |
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Introduction to Emotional Disturbance and Behavioral Disorders |
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3 | (16) |
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By Any Other Name: Emotional and Behavioral Disorders |
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4 | (1) |
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Possible Causes of Emotional Disturbance and Behavioral Disorders |
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5 | (2) |
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7 | (1) |
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Serious Emotional Disturbance or Behavioral Disorders or EBD: What's the Difference? |
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8 | (1) |
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What Are Informal Labels? |
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9 | (1) |
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How Professionals View Labels |
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9 | (1) |
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10 | (1) |
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Behaviors That Fit Into Educational Stages |
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11 | (2) |
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Characteristics of Emotionally Disturbed or Behaviorally Disordered Children and Youth |
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13 | (3) |
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16 | (3) |
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Major Types of Emotional and Behavioral Disorders |
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19 | (18) |
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20 | (5) |
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Attention Deficit Hyperactivity Disorder (ADHD) |
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22 | (1) |
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Aggressive and Violent Behaviors |
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23 | (1) |
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Oppositional Defiant Disorder (ODD) |
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24 | (1) |
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25 | (1) |
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25 | (5) |
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25 | (2) |
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27 | (1) |
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28 | (2) |
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30 | (1) |
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30 | (4) |
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30 | (2) |
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32 | (1) |
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32 | (1) |
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32 | (1) |
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Other Physical Manifestations of EBD |
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32 | (1) |
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33 | (1) |
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34 | (3) |
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Causes of Emotional and Behavioral Disorders |
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37 | (16) |
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Understanding Factors Related to the Development of EBD |
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38 | (1) |
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Understanding Potential Causes of EBD |
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39 | (11) |
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39 | (4) |
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43 | (1) |
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44 | (3) |
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Variance Within Environmental Situations |
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47 | (1) |
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47 | (3) |
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50 | (3) |
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Evaluating and Assessing Students Who Have Emotional and Behavioral Disorders |
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53 | (26) |
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The Purpose of Evaluation |
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53 | (2) |
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An Overview of EBD Evaluation |
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55 | (2) |
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Specific Aspects of the Evaluation Process as They Relate to EBD |
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57 | (4) |
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57 | (2) |
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Referral for Special Education Evaluation |
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59 | (1) |
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Decisions About Eligibility |
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59 | (2) |
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Evaluation Techniques Used to Determine Eligibility |
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61 | (15) |
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Intellectual-Cognitive Ability |
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61 | (2) |
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Environmental-Ecological Assessment |
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63 | (1) |
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Medical and Physical Developmental History |
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64 | (2) |
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Emotional and Behavioral Functioning |
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66 | (9) |
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Decisions About Eligibility |
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75 | (1) |
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76 | (3) |
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Violence and Aggression in Schools |
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79 | (22) |
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Violence and Aggression in the Schools |
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79 | (3) |
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The Roots of Violent and Aggressive Behaviors in Children and Adolescents |
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82 | (4) |
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Violence, Aggression, and EBD |
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86 | (2) |
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Responses to School Violence and Aggression |
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88 | (4) |
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88 | (1) |
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89 | (3) |
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Reducing and Preventing Violence and Aggression in the Schools |
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92 | (6) |
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93 | (1) |
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93 | (5) |
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98 | (3) |
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Adolescents Who Have Emotional and Behavioral Disorders and the Juvenile justice System |
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101 | (20) |
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Background Information on EBD and the Juvenile Justice System |
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102 | (1) |
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Perplexing Issues of Ethnicity Mental Health, and Juvenile Justice in the United States |
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102 | (2) |
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Addressing Issues of Ethnicity and Bias in Juvenile Justice Agencies |
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104 | (1) |
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Addressing the Mental Health Needs of All Youth in the Juvenile Justice System |
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105 | (1) |
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Special Education and the Juvenile Justice System |
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106 | (5) |
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Funding of Educational Programs in Correctional Institutions |
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106 | (1) |
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Youth Who Have EBD, FERPA Rights, and the Juvenile Justice System |
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107 | (1) |
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Principles of IDEA in Correctional Facilities |
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107 | (4) |
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Juvenile Justice and Youth Who Have EBD: Intervention and Reintegration Strategies |
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111 | (3) |
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Effective Intervention Services and Strategies |
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111 | (2) |
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Effective Reintegration Services and Strategies |
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113 | (1) |
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114 | (7) |
Part Two: Helping Students Who Have Emotional and Behavioral Disorders |
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Treatment of Emotional and Behavioral Disorders |
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121 | (20) |
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121 | (7) |
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Behavior Modification With Children and Adolescents |
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123 | (1) |
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Identifying, Defining, and Measuring a Behavior for Change |
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123 | (1) |
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Identifying Events That May Promote or Maintain a Problem Behavior |
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124 | (1) |
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Intervention Procedures and How They Are Used With Children and Adolescents |
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124 | (4) |
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Examples of Two Behavior Modification Programs |
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128 | (1) |
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Example 1. Positive Reinforcement |
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128 | (1) |
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Example 2. Punishment Program: Response Cost |
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128 | (1) |
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Schoolwide Discipline: Positive Behavioral Supports |
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129 | (4) |
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129 | (2) |
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Counseling-Psychotherapy and Psychoanalysis |
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131 | (1) |
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The History and Theory of Psychoanalysis |
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131 | (1) |
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Counseling-Psychotherapy in Schools |
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132 | (1) |
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Cognitive Behavior Therapy |
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133 | (5) |
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School Implications for the Treatment of Behavior and Emotions |
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134 | (1) |
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Positive Behavioral Supports |
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135 | (2) |
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137 | (1) |
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138 | (3) |
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141 | (16) |
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141 | (1) |
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Determining Appropriate Educational Goals |
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141 | (2) |
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The Least Restrictive Environment |
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143 | (1) |
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The Continuum of Services: Placement Options |
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144 | (6) |
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The General Education Classroom |
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145 | (1) |
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Part-Time Placement in the Special Education Classroom |
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146 | (1) |
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Full-Time Special Classroom |
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147 | (1) |
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Public or Private Special Day School |
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148 | (1) |
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149 | (1) |
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Detention or Correction Facilities |
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150 | (1) |
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150 | (1) |
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An Important Caveat About Placements |
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150 | (3) |
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Possible Parental Reactions to Placement Options |
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153 | (1) |
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Changing Placements Because of Behavior |
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154 | (1) |
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A Few Words About Inclusion |
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154 | (1) |
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155 | (2) |
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Supporting Students With Emotional and Behavioral Disorders Outside the Public School Setting |
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157 | (18) |
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Medications for Emotional and Behavioral Disorders: Psychopharmacology |
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157 | (8) |
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Guidelines for Medication Use With Children and Youth Who Have EBD |
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158 | (4) |
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Types of Medications Used, Side Effects, and Benefits |
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162 | (2) |
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Adolescent Medication Treatment Issues |
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164 | (1) |
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The Role of Psychiatric and Juvenile Justice Professionals on the IEP Team |
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165 | (1) |
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The Psychiatric Consultant |
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165 | (1) |
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Collaborative Efforts Between Mental Health Agencies and the Educational System |
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166 | (2) |
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168 | (1) |
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Insurance, Managed Care, Medicare, and Systems of Care |
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169 | (2) |
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Cultural Competence and Systems of Care |
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170 | (1) |
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Systems of Care: Implementation Guidelines |
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170 | (1) |
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171 | (4) |
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The Role of Families in Supporting Children With Emotional and Behavioral Concerns |
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175 | (26) |
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Parents as Referral Agents |
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175 | (3) |
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Contact With Medical Personnel |
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175 | (1) |
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176 | (2) |
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Teachers as Referral Agents |
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178 | (1) |
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Parents as Advocates for Their Children With Emotional and Behavioral Concerns |
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178 | (2) |
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The Importance of Being a Support Agent |
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180 | (4) |
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Implementing Changes at Home |
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184 | (4) |
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Suggestions to Provide to Parents That Are Designed to Improve the Parent-Child Relationship |
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185 | (1) |
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Suggestions to Provide to Parents for Improving Communication Skills |
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186 | (1) |
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An Example of Supportive Communication From Parent to Child |
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187 | (1) |
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Exercises for Improving Communication |
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188 | (2) |
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Ideas to Improve Discipline Strategies at Home |
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190 | (6) |
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190 | (1) |
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Methods of Addressing Individual Behavioral Problems |
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191 | (5) |
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Finding Ways to Relieve Stress |
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196 | (1) |
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Tips for Professionals Working With Parents of Children Who Have EBD |
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196 | (1) |
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197 | (4) |
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What Lies Ahead: Postschool Transition |
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201 | (16) |
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Critical Concepts About EBD |
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201 | (2) |
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201 | (1) |
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Least Restrictive Environment Versus Inclusion |
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201 | (2) |
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Behavior Is a Shared Responsibility |
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203 | (1) |
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203 | (3) |
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206 | (9) |
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Transition: Law or Concept? |
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206 | (1) |
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Curriculum Considerations for School |
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206 | (1) |
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Individualized Transition Plans |
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207 | (1) |
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Planning Programs Around People, Not Schools |
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208 | (3) |
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Self-Advocacy, Self Responsibility, Self Direction, and Self-Awareness: The Essential Transition Elements |
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211 | (2) |
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Transition-Related Programming Specific to Youth Who Have EBD |
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213 | (1) |
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214 | (1) |
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215 | (2) |
Resources for Professionals and Parents |
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217 | (12) |
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217 | (1) |
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218 | (7) |
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225 | (1) |
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226 | (3) |
Index |
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229 | |