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The SAGE Handbook of Emotional and Behavioral Difficulties

The SAGE Handbook of Emotional and Behavioral Difficulties

Second Edition
Edited by:

March 2014 | 552 pages | SAGE Publications Ltd
'This important revision with updated material will inform professionals, students, and the interested public of evolving international perspectives on EBD. New chapters consider causation, the influence and role of social contexts and social support, ADHD, teacher knowledge and parental engagement. The new content presents us with fresh ideas and approaches.'
- Katherine Bilton, University of Alaska, USA

This new edition of The Handbook of Emotional and Behavioural Difficulties, first published in 2004, has been completely reworked and refreshed by a new editorial team led by Philip Garner. A thorough revision of existing content, together with new material, bring the volume firmly up-to-date, and offers guidance and recommendations for future research and practice.

Covering a range of important issues in EBD, chapters are organized into five main parts:
  • Contexts, Definitions and Terminologies
  • Roots, Causes and Allegiances
  • Strategies and Interventions
  • Training and Professional Development Enhancement
  • EBD Futures - Challenges and Opportunities
With an impressive array of UK, US and other international contributors, the Handbook will be indispensable for undergraduate and Master's level students pursing Teacher Training, Educational and Developmental Psychology and Special Education courses. It will also be valuable to social workers, counsellors, school (educational) psychologists and other practitioners in relevant fields.

Part I: Contexts, Definitions and Terminologies
João A. Lopes (University of Minho, Portugal)
International perspectives in EBD: Critical issues
Gary Thomas (University of Birmingham, UK)
What do we mean by ‘EBD’?
Nancy A. Mundschenk (Southern Illinois University, USA) and Richard Simpson (University of Kansas, USA)
Defining Emotional or Behavioral Disorders: The quest for affirmation
Hill M. Walker (University of Oregon, USA), Mitchell L. Yell (University of South Carolina) and Christopher Murray (University of Oregon)
Identifying EBD Students in the Context of Schooling Using the Federal ED Definition: Where we’ve been, where we are, and where we need to go
Timothy J. Landrum (University of Louisville, USA), Andrew L. Wiley (Kent State Univeristy, Ohio, USA), Melody Tankersley (Kent State University, Ohio, USA) and James M. Kauffman (University of Virginia, Charlottesville, USA)
Is EBD “Special,” and is “Special Education” an Appropriate Response?
Maurice Place (University of Northumbria, UK) and Julian Elliott (Durham University, UK)
The Importance of the ‘E’ in ‘EBD’
Part II: Roots, Causes and Allegiances
Bryan G. Cook and Amy E. Ruhaak (University of Hawaii, USA)
Causality and Emotional or Behavioral Disorders: An Introduction
Paul Cooper (Hong Kong Institute of Education)
Biology, Emotion and Behaviour: The Value of a Biopsychosocial Perspective in Understanding SEBD
Elena L. Grigorenko (Yale University, USA)
Genetic causes and correlates of EBD: A snapshot in time and space
Susannah Learoyd-Smith and Harry Daniels (University of Oxford, UK)
Social contexts, Cultures and Environments
Lindsey M. O'Brennan (Johns Hopkins University, USA), Michael J. Furlong (University of California Santa Barbra, USA), Megan D. O'Malley (WestEd, USA) and Camille N. Jones (Bonita Unifield School District, California)
The Influence of School Contexts and Processes on Violence and Disruption
Tom Nicholson (Massey University, New Zealand)
Academic achievement and behaviour
Paul O’Mahony (Trinity College, Dublin, Ireland)
Childhood emotional and behavioural problems and later criminality: continuities and discontinuities
Shanna Eisner Hirsch, John Wills Lloyd and Michael J. Kennedy (University of Virginia)
Improving Behavior through Instructional Practices for Students with High Incidence Disabilities: EBD, ADHD, and LD
George Th. Pavlidis andVasiliki Giannouli (University of Macedonia, Greece)
Linking ADHD - Dyslexia and Specific Learning Difficulties
Lori F. Anderson-DeMello and Jo M. Hendrickson (University of Iowa, USA)
EBD Teachers’ Knowledge, Perceptions, and Implementation of Empirically-Validated Competencies
Tamara Glen-Soles (Children’s Hospital, Los Angeles, USA) and Elizabeth Roberts (McGill University, Canada)
Psychologists in the Schools: Perceptions of their role in working with Children with Emotional and Behavioral Disorders
Part III: Strategies and Interventions
Carl R. Smith (Iowa State University, Ames, USA)
Advocacy for Students with Emotional and Behavioral Disorders
Michael M. Gerber (University of California, Santa Barbara, USA)
Developing Intervention and Resilience Strategies
Philip Garner (University of Northampton, UK)
Curriculum, Inclusion and EBD
Helen McGrath (Deakin University, Australia)
Directions in teaching social skills to students with specific EBDs
Bernd Heubeck (Australian National University, Australia) and Gerhard Lauth (University of Cologne)
Parent Training for Behavioural Difficulties During the Transition to School: Promises and Challenges for Prevention and Early Intervention
Garry Hornby (Christchurch University, New Zealand) and Bill Evans (University of West Florida, USA)
Including Students with Significant Social, Emotional and Behavioural Difficulties in Mainstream School Settings
John Dwyfor Davies and John Ryan (University of the West of England, UK)
Voices from the Margins: The Perceptions of Pupils with Emotional and Behavioural Difficulties about their Educational Experiences
Kate Algozzine and Bob Algozzine (Behavior and Reading Improvement Center, University of North Carolina at Charlotte, USA)
Schoolwide Prevention and Proactive Behavior Interventions that Work
Timothy J. Lewis, Barbara S. Mitchell, Nanci W. Johnson & Mary Richter (University of Missouri, USA)
Supporting Children and Youth with Emotional / Behavioral Disorders Through School-wide Systems of Positive Behavior Support
John J. Wheeler (East Tennessee State University, USA) and Michael R. Mayton (West Virginia University, USA)
The Integrity of Interventions in Social Emotional Skill Development for Students with Emotional and Behavioral Disorders
Part IV: Training and Professional Development Enhancement
Dawn Behan and Christopher Blake (Mount Mercy University, USA)
Does Teacher Training Prepare Teachers for the Challenge of Students Experiencing Emotional/Behavioral Disorders?
Kathleen Lynne Lane (University of Kansas, USA), Holly Mariah Menzies (California State University, USA)Wendy Peia Oakes, Kris Zorigian (University of North Carolina, USA) and Kathryn A. Germer (Peabody College of Vanderbilt University, USA)
Professional development in EBD: what is most effective in supporting teachers?
Robert Conway (Flinders University, Australia)
What is the value of award-bearing professional development for teachers working with students with EBD?
Julian Elliott (Durham University, UK)
Teachers' craft knowledge and EBD
Part V: EBD Futures - Challenges and Opportunities
Lauren Reed, Robert A. Gable, and Kimberly Yanek (Old Dominion University, USA)
Hard Times and an Uncertain Future: Issues that Confront the Field of Emotional Disabilities
Maureen A. Conroy (University of Florida, USA), Peter J. Alter (St. Mary's College of California, USA) and Kevin S. Sutherland (Virginia Commonwealth University)
Classroom-based Intervention Research in the Field of EBD: Current practices and future directions
Égide Royer (Université Laval, Québec, Canada)
What should we see, Watson?: Developing effective training for teachers working with EBD students
Clayton Keller and Maha Al-Hendawi (Qatar University) and Dimitris Anastasiou (Southern Illinois University, USA)
Attention Deficit Hyperactivity Disorder: Challenges and Tensions
James M. Kauffman (University of Virginia, USA)
How We Prevent the Prevention of EBD in Education

'This important revision with updated material will inform professionals, students, and the interested public of evolving international perspectives on EBD.  New chapters consider causation, the influence and role of social contexts and social support, ADHD, teacher knowledge and parental engagement.  The new content presents us with fresh ideas and approaches!'

Katherine Bilton
University of Alaska, USA

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