ERIC Number: ED435159
Record Type: RIE
Publication Date: 1999
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
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)
Descriptors: Behavior Change, Behavior Disorders, Educational History, Educational Practices, Educational Principles, Elementary Secondary Education, Emotional Disturbances, Intervention, Special Education, Teaching Models, Theory Practice Relationship
The Council for Exceptional Children, 1920 Association Dr., Reston, VA 20191 (stock no: D5327: $11.40), CEC members $8). Tel: 888-232-7733 (Toll Free); Fax: 703-264-9494; Web site:
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: Council for Children with Behavioral Disorders.
Note: for other monographs in this series, see EC 307 486-492.