TY  - CHAP
AB  - Behavioral Disorders are divided into two volumes; Volume 22, Identification, Assessment and Instruction of Students with EBD, and Volume 23, Practice Concerns and Students with EBD. Since the beginning of the field of emotional and behavioral disorders (EBD), professionals have argued and debated about what society accepts as normal emotional and behavioral developmental patterns of children and youth in school environments. This situation has led to many approaches concerned with the identification, assessment, instruction, and clinical practices applied to students with EBD. Unfortunately, some of these approaches were unwarranted, inappropriate, misguided, misinterpreted, over generalized, unneeded, and lacking in fidelity of treatment. In addition, some of the approaches did not take into consideration how treatment and instruction needs to be modified as society changes in regard to opinions, beliefs, and knowledge base information about children and youth with EBD. Positively, special education EBD professionals have gravitated toward the utilization of scientific and research based analysis to evaluate past and current approaches. Such an approach produces greater fidelity of treatment as the EBD knowledge base evolves. This is the emphasis that is used by chapter authors as they analyze and discern current perspectives and issues in identification, assessment instruction, and practice of working with children and youth with EBD.
VL  - 22
SN  - 978-1-78052-504-4, 978-1-78052-505-1/0270-4013
DO  - 10.1108/S0270-4013(2012)0000022003
UR  - https://doi.org/10.1108/S0270-4013(2012)0000022003
AU  - Bakken Jeffrey P.
AU  - Obiakor Festus E.
AU  - Rotatori Anthony F.
ED  - Jeffrey P. Bakken
ED  - Festus E. Obiakor
ED  - Anthony F. Rotatori
PY  - 2012
Y1  - 2012/01/01
TI  - Preface
T2  - Behavioral Disorders: Identification, Assessment, and Instruction of Students with EBD
T3  - Advances in Special Education
PB  - Emerald Group Publishing Limited
SP  - xi
EP  - xii
Y2  - 2024/09/21
ER  -