Early Intervention for Young Children at Risk for Emotional/Behavioral Disorders: Implications for Policy and Practice. From the Mini-Library Series on Emotional/Behavioral Disorders.
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ERIC Institute of Education Sciences
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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1996
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| _version_ | 1867181840375218176 |
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| author | Brown, Wesley And Others |
| author_facet | Brown, Wesley And Others Brown, Wesley And Others |
| collection | Education Resources Information Center |
| contents | Early Intervention for Young Children at Risk for Emotional/Behavioral Disorders: Implications for Policy and Practice. From the Mini-Library Series on Emotional/Behavioral Disorders. Brown, Wesley And Others Agency Cooperation Behavior Disorders Cooperative Planning Cooperative Programs Demonstration Programs Early Childhood Education Early Intervention Educational Policy Educational Practices Educational Trends Eligibility Emotional Disturbances Evaluation Methods Family School Relationship Inclusive Schools Individualized Programs Parent Participation Policy Formation Prevention School Community Relationship Technical Assistance This monograph is intended to encourage policy formation and appropriate interventions for young children with emotional/behavioral disorders (E/BD). After an introductory chapter, the second chapter analyzes policy within the areas of both behavioral disorders and early intervention, including existing labels and eligibility criteria, reluctance to deal with the category of "serious emotional disturbance," the movement toward increased inclusion and diversity, the status of the medical model, and curriculum advancements. The third chapter discusses current assessment and intervention strategies and trends, including prevention and early intervention, family-centered practices, specialized personnel, and differentiated interventions. The fourth chapter presents a model technical assistance program which stresses the importance of home-school-community collaborative planning efforts. It also identifies trends in intervention approaches including classroom-based intervention, parent training and family-based programs, technical assistance teams, and the design of proactive interventions. A concluding chapter stresses the importance of expanding and developing research and model programs which are effective in identifying young children with E/BD and preventing and/or ameliorating further behavioral disabilities. (Contains 80 references.) (DB) |
| format | Recurso educativo Open Access |
| id | eric_ED391303 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1996 |
| record_format | eric |
| spellingShingle | Early Intervention for Young Children at Risk for Emotional/Behavioral Disorders: Implications for Policy and Practice. From the Mini-Library Series on Emotional/Behavioral Disorders. Brown, Wesley And Others Agency Cooperation Behavior Disorders Cooperative Planning Cooperative Programs Demonstration Programs Early Childhood Education Early Intervention Educational Policy Educational Practices Educational Trends Eligibility Emotional Disturbances Evaluation Methods Family School Relationship Inclusive Schools Individualized Programs Parent Participation Policy Formation Prevention School Community Relationship Technical Assistance Early Intervention for Young Children at Risk for Emotional/Behavioral Disorders: Implications for Policy and Practice. From the Mini-Library Series on Emotional/Behavioral Disorders. Brown, Wesley And Others Agency Cooperation Behavior Disorders Cooperative Planning Cooperative Programs Demonstration Programs Early Childhood Education Early Intervention Educational Policy Educational Practices Educational Trends Eligibility Emotional Disturbances Evaluation Methods Family School Relationship Inclusive Schools Individualized Programs Parent Participation Policy Formation Prevention School Community Relationship Technical Assistance This monograph is intended to encourage policy formation and appropriate interventions for young children with emotional/behavioral disorders (E/BD). After an introductory chapter, the second chapter analyzes policy within the areas of both behavioral disorders and early intervention, including existing labels and eligibility criteria, reluctance to deal with the category of "serious emotional disturbance," the movement toward increased inclusion and diversity, the status of the medical model, and curriculum advancements. The third chapter discusses current assessment and intervention strategies and trends, including prevention and early intervention, family-centered practices, specialized personnel, and differentiated interventions. The fourth chapter presents a model technical assistance program which stresses the importance of home-school-community collaborative planning efforts. It also identifies trends in intervention approaches including classroom-based intervention, parent training and family-based programs, technical assistance teams, and the design of proactive interventions. A concluding chapter stresses the importance of expanding and developing research and model programs which are effective in identifying young children with E/BD and preventing and/or ameliorating further behavioral disabilities. (Contains 80 references.) (DB) |
| title | Early Intervention for Young Children at Risk for Emotional/Behavioral Disorders: Implications for Policy and Practice. From the Mini-Library Series on Emotional/Behavioral Disorders. |
| topic | Agency Cooperation Behavior Disorders Cooperative Planning Cooperative Programs Demonstration Programs Early Childhood Education Early Intervention Educational Policy Educational Practices Educational Trends Eligibility Emotional Disturbances Evaluation Methods Family School Relationship Inclusive Schools Individualized Programs Parent Participation Policy Formation Prevention School Community Relationship Technical Assistance |
| url | https://eric.ed.gov/?id=ED391303 |