Emotional & Behavioral Disorders: Theory and Practice

Abstract

* The problems of behavioral disorders in the schools is ever increasing (Feil & Becker, 1993). Many students with emotional and behavioral disorders exhibit extremely disruptive behaviors and thereby identify and isolate themselves (Bell, Young, Blair, & Nelson, 1990). Despite the increasing number of children with behavioral disorders in schools, educators often find that they do not have the necessary skills to prevent disruptions and manage these children. Margaret Cecil Coleman has provided an introductory text that encompasses both affective and behavioral manifestations of emotional and behavioral disorders in children and youth. As she points out in the Preface, a major change in this third edition is the inclusive term of emotional/behdiioral disorders that is reflected in the title, Emotional & Behavioral Disorders: Theory and Practice. Each chapter begins with an Orientation. This section familiarizes the reader with the topic(s) of discussion and, in a brief statement, lets the reader understand how the chapter develops and its key point(s). The Overview section gives a bird's eye view of the chapter content with key issues and points that are addressed. It includes the approach used in the organization and development of the material. The main content of the chapter is divided into components that can be easily read and assimilated. Each small segment provides a quick reference for readers who may want to refer to a particular area of interest. In the Conclusion to each chapter, the author shares with the reader some insights and perspectives about the chapter. The author makes definitive statements about what was covered and reaches a conclusion about the current status of the subject. Key Points is an important section of each chapter for students in special education. It allows the reader to review major elements, to return to a section, topic, or point that is of particular interest or was missed. In future editions, the author might include a page or section reference to aid the reader in finding key points within the text. The final part of each chapter is Additional Readings. Readers interested in studying the chapter's information in depth may find this section more useful than the reference section. Chapter 1 presents historical antecedents of contemporary special education for students with emotional and behavioral disorders (EBD). Deviant individuals have been recognized throughout the history of human development. Superstition and fear were manifested in a belief in demonology as late as the 1700s. Historically, services for deviant individuals can be categorized into three broad phases: the Segregation Phase, Early Middle Ages to 1600s; the Transition Phase, 1700 to 1 800s; and the Service Phase, 1900 to the present. Chapter 2 investigates the concepts and characteristics of EBD. The author offers a definition of emotional and behavioral disorders and explores the process of identification. Various factors, including personal tolerance of a range for behavior, professional philosophy, terminology, and social parameters of acceptable behavior, determine concepts of deviance. Defining EBD is useful for a number of reasons, including prevalence, service provision, research, and accountability. Most states use a form of the federal definition of emotional disturbance in the Individuals with Disabilities Education Act. Chapter 3 presents two theoretical models of deviant behavior: the biophysical and psychodynamic models. Both models view factors within the individual as the primary source of disturbance which can be treated either physically or psychologically. Coleman points out that an understanding of theoretical models is important in dealing with children with EBD because our views, evaluation procedures, and interventions are based on assumptions drawn from these models. The biophysical model holds that there are organic causes of EBD that can be treated medically or physically. …