Instructors Manual and Test Bank

Instructor’s Manual and Test Bank For Characteristics of Emotional and Behavioral Disorders of Children and Youth Eleventh Edition by James M. Kauffman, Timothy J. Landrum Chris A. Sweigart, Ph.D.(Answers at the end) 1 / 4

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Table of Contents

Preface iv

PART 1 – Points of Departure

Chapter 1 – Beginning Point: Basic Assumptions 1

Chapter 2 – What We’re About: The Problem and Its Size 8

Chapter 3 – Where We Started and Where We’re Going: Past, Present, Future 16

PART 2 – Possible Causes

Chapter 4 – Biology 24

Chapter 5 – Culture 30

Chapter 6 – Family 36

Chapter 7 – School 44

PART 3 – Types of Disordered Behaviors

Chapter 8 – Attention and Activity Disorders 51

Chapter 9 – Conduct Disorder 58

Chapter 10 – Anxiety and Related Disorders 67

Chapter 11 – Depression and Suicidal Behavior 76

Chapter 12 – Disorders of Thinking, Communicating, and Stereotypical Behavior 83

Chapter 13 – Special Problems of Adolescents 88

PART 4 – Assessment

Chapter 14 – Measurement Issues, Screening, and Identification 95

Chapter 15 – Assessment for Instruction 104

Answer Key: True/False and Multiple Choice Questions 111 2 / 4

1 Copyright © 2018 Pearson Education Inc. All Rights Reserved.Chapter 1

BEGINNING POINT: BASIC ASSUMPTIONS

Various Ways of Thinking About the Problem and Our Ideas About Good Teaching

OUTLINE

Learning Outcomes Thinking About the Problem Brief Descriptions of Four Conceptual Models Biological Model Psychoeducational Model Ecological Model Behavioral Model Choosing Models An Integrated, Social-Cognitive Model Good Teaching Expectations Causes of Behavior Definition, Measurement, and Assessment of Behavior Work, Play, Love, and Fun Direct, Honest Communication Self-Control Cultural Differences

Instruction: The Business of Special Education

Thoughts about Actual People Interrelationships among Causes, Types of Behavior, Assessment, and Intervention Summary End-of-Chapter Quiz (eText) Cases for Discussion

LEARNING OUTCOMES

1.1 Explain how thinking about behavior problems is linked to intervention strategies.

1.2 Briefly describe the most obvious strengths and weaknesses of four conceptual models: biological, psychoeducational, behavioral, and ecological.

1.3 Describe how you would choose a conceptual model.

1.4 Describe the major features of an integrated, social-cognitive model.

1.5 Understand the role of an effective teacher of students with EBD with regard to each of these: expectations; causes of behavior; definition, measurement, and assessment; work, play, love, and fun; direct, honest communication; self-control; cultural differences; instruction; and thoughts about actual people.

1.6 Explain how causal factors, types of behavior, assessment, and intervention are interrelated in discussions of EBD.

TERMINOLOGY

Behavioral model Biological model Conceptual model Eco-behavioral analysis 3 / 4

2 Copyright © 2018 Pearson Education Inc. All Rights Reserved.Ecological model Medical model Personal agency Psychoeducational model Social-cognitive model Social-cognitive theory

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