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| Main Authors: | , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1999
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED435159 |
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| _version_ | 1867181805512163328 |
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| author | Nelson, C. Michael Scott, Terrance M. Polsgrove, Lewis |
| author_facet | Nelson, C. Michael Scott, Terrance M. Polsgrove, Lewis Nelson, C. Michael Scott, Terrance M. Polsgrove, Lewis |
| collection | Education Resources Information Center |
| contents | Perspective on Emotional/Behavioral Disorders: Assumptions and Their Implications for Education and Treatment. From the Third CCBD Mini-Library Series, What Works for Children and Youth with E/BD: Linking Yesterday and Today with Tomorrow. Nelson, C. Michael Scott, Terrance M. Polsgrove, Lewis Behavior Change Behavior Disorders Educational History Educational Practices Educational Principles Elementary Secondary Education Emotional Disturbances Intervention Special Education Teaching Models Theory Practice Relationship This monograph provides an overview of intervention and programming strategies for students with emotional/behavioral disorders (E/BD) based on the behavioral approach. It reviews the progress of the behavioral perspective in education from its earliest beginnings to the present and describes its major characteristics, chief proponents, assumptions, and implications for educating children. Individual chapters address the following topics: (1) defining characteristics of the behavioral model, the behavioral paradigm, and applied behavioral analysis; (2) evolution of the behavioral model (historical background, contributions of behavioral interventions to the education of students with E/BD, and theory and research); (3) best practices (current research and practice concerning implementation of such principles as the connection between low academic achievement and behavioral difficulties, direct instruction, principles of generalization, and positive behavioral support); (4) issues, needs, and promises including a need for early identification and intervention, a need for staff development, and the advantages of behavioral interventions. (Contains approximately 110 references.) (DB) |
| format | Recurso educativo Open Access |
| id | eric_ED435159 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1999 |
| record_format | eric |
| spellingShingle | Perspective on Emotional/Behavioral Disorders: Assumptions and Their Implications for Education and Treatment. From the Third CCBD Mini-Library Series, What Works for Children and Youth with E/BD: Linking Yesterday and Today with Tomorrow. Nelson, C. Michael Scott, Terrance M. Polsgrove, Lewis Behavior Change Behavior Disorders Educational History Educational Practices Educational Principles Elementary Secondary Education Emotional Disturbances Intervention Special Education Teaching Models Theory Practice Relationship Perspective on Emotional/Behavioral Disorders: Assumptions and Their Implications for Education and Treatment. From the Third CCBD Mini-Library Series, What Works for Children and Youth with E/BD: Linking Yesterday and Today with Tomorrow. Nelson, C. Michael Scott, Terrance M. Polsgrove, Lewis Behavior Change Behavior Disorders Educational History Educational Practices Educational Principles Elementary Secondary Education Emotional Disturbances Intervention Special Education Teaching Models Theory Practice Relationship This monograph provides an overview of intervention and programming strategies for students with emotional/behavioral disorders (E/BD) based on the behavioral approach. It reviews the progress of the behavioral perspective in education from its earliest beginnings to the present and describes its major characteristics, chief proponents, assumptions, and implications for educating children. Individual chapters address the following topics: (1) defining characteristics of the behavioral model, the behavioral paradigm, and applied behavioral analysis; (2) evolution of the behavioral model (historical background, contributions of behavioral interventions to the education of students with E/BD, and theory and research); (3) best practices (current research and practice concerning implementation of such principles as the connection between low academic achievement and behavioral difficulties, direct instruction, principles of generalization, and positive behavioral support); (4) issues, needs, and promises including a need for early identification and intervention, a need for staff development, and the advantages of behavioral interventions. (Contains approximately 110 references.) (DB) |
| title | Perspective on Emotional/Behavioral Disorders: Assumptions and Their Implications for Education and Treatment. From the Third CCBD Mini-Library Series, What Works for Children and Youth with E/BD: Linking Yesterday and Today with Tomorrow. |
| topic | Behavior Change Behavior Disorders Educational History Educational Practices Educational Principles Elementary Secondary Education Emotional Disturbances Intervention Special Education Teaching Models Theory Practice Relationship |
| url | https://eric.ed.gov/?id=ED435159 |