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 ebook
THE GUILFORD PRESS
Handbook of Evidence-Based
Practices for Emotional
and Behavioral Disorders
 Also from the Editors

Cognitive-Behavioral Interventions
for Emotional and Behavioral Disorders: School-Based Practice
Matthew J. Mayer, Richard Van Acker,
John E. Lochman, and Frank M. Gresham, Editors

Safe and Healthy Schools: Practical Prevention Strategies

Jeffrey R. Sprague and Hill M. Walker
Handbook of
Evidence-Based Practices
for Emotional and
Behavioral Disorders
Applications in Schools

Edited by
Hill M. Walker
Frank M. Gresham

THE GUILFORD PRESS

New York  London
© 2014 The Guilford Press
A Division of Guilford Publications, Inc.
72 Spring Street, New York, NY 10012
www.guilford.com

All rights reserved

No part of this book may be reproduced, translated, stored in a retrieval

system, or transmitted, in any form or by any means, electronic, mechanical,
photocopying, microfilming, recording, or otherwise, without written permission
from the publisher.

Printed in the United States of America

This book is printed on acid-free paper.

Last digit is print number: 9 8 7 6 5 4 3 2 1

The authors have checked with sources believed to be reliable in their efforts to
provide information that is complete and generally in accord with the standards
of practice that are accepted at the time of publication. However, in view of the
possibility of human error or changes in behavioral, mental health, or medical
sciences, neither the authors, nor the editors and publisher, nor any other party
who has been involved in the preparation or publication of this work warrants that
the information contained herein is in every respect accurate or complete, and they
are not responsible for any errors or omissions or the results obtained from the use
of such information. Readers are encouraged to confirm the information contained
in this book with other sources.

Library of Congress Cataloging-in-Publication Data

Handbook of evidence-based practices for emotional and behavioral disorders :
applications in schools / edited by Hill M. Walker, Frank M. Gresham.
  pages cm
Includes bibliographical references and index.
ISBN 978-1-4625-1216-4 (hardback)
1. Problem children—Education. 2. Mentally ill children—Education.
3. Emotional problems of children. 4. Behavior disorders in children.
5. Behavioral assessment of children. 6. Educational psychology. I. Walker,
Hill M. II. Gresham, Frank M.
LC4801.H345 2014
371.93—dc23
2013011136
To all those professionals whose work enhances the lives
of our most vulnerable children and youth
—H. M. W.

To all of my past, present, and future students,

who provide me with continuous motivation and insight
into the field of emotional and behavioral disorders
—F. M. G.
About the Editors

Hill M. Walker, PhD, is Founder and Co-Director of the Institute on Violence and
Destructive Behavior and Professor in the Department of Special Education and Clini-
cal Sciences at the University of Oregon. The only faculty member to receive the Uni-
versity of Oregon’s highest honor, the Presidential Medal, Dr. Walker is also a recipient
of honors including the Distinguished Achievement Award from the Association of Uni-
versity Centers on Disabilities and the Kauffman–Hallahan Distinguished Researcher
Award from the Division for Research of the Council for Exceptional Children. His
research and more than 175 publications focus on social skills assessment, intervention
and curricular development, early intervention and prevention with at-risk children and
students, longitudinal research on students with emotional and behavioral disorders
(EBD) and their families, and behavioral-ecological approaches to school intervention.
A few of Dr. Walker’s books include The Acting-Out Child: Coping with Classroom
Disruption, Antisocial Behavior in School: Evidence-Based Practices (2nd ed., with
­Elizabeth Ramsey and Frank M. Gresham), and Interventions for Achievement and
Behavior Problems in a Three-Tier Model Including RTI (with Mark R. Shinn).

Frank M. Gresham, PhD, is Professor in the Department of Psychology at Louisiana

State University. He is a Fellow of the American Psychological Association (APA) and of
APA Divisions 16 (School Psychology), 5 (Evaluation, Measurement, and Statistics), and
53 (Society of Clinical Child and Adolescent Psychology), and is one of the few psychol-
ogists to be awarded Fellow status in the American Association for the Advancement of
Science. Dr. Gresham is also a recipient of the Lightner Witmer Award and the Senior
Scientist Award from APA Division 16. His research and more than 250 publications
address topics including social skills assessment and training, response to intervention,
and assessment and intervention for students with EBD. Some of Dr. Gresham’s books
include Interventions for Children With or At-Risk for Emotional and Behavioral
Disorders (with Kathleen L. Lane and Tam E. O’Shaughnessy), Social Skills Improve-
ment System Intervention Guide (with Stephen N. Elliott), and Cognitive-Behavioral
Interventions for Emotional and Behavioral Disorders: School-Based Practice (with
­Matthew D. Mayer, Richard Van Acker, and John E. Lochman).

vii
Contributors

R. Allan Allday, PhD, Department of Early Childhood, Special Education, and Rehabilitation
Counseling, University of Kentucky, Lexington, Kentucky
Erin E. Barton, PhD, BCBA-D, Early Childhood Education, School of Education and Human
Development, University of Colorado Denver, Denver, Colorado
Gregory J. Benner, PhD, Center for Strong Schools, University of Washington Tacoma,
Tacoma, Washington
Jacquelyn B. Blocher, MS, Clinical Psychology Doctoral Program, Department of Psychology,
Long Island University, Brookville, New York
Janet Bohaty, MA, Department of Special Education and Communication Disorders,
University of Nebraska–Lincoln, Lincoln, Nebraska
Edward H. Bovey, MA, Center for Collaborative Educational Leadership, School of Education
and Human Development, University of Colorado Denver, Denver, Colorado
Nicole E. Caporino, PhD, Department of Psychology, Temple University,
Philadelphia, Pennsylvania
Douglas A. Cheney, PhD, Division of Special Education, College of Education,
University of Washington, Seattle, Washington
Clayton R. Cook, PhD, School Psychology Program and Center for Leadership in Athletics,
College of Education, University of Washington, Seattle, Washington
Cynthia J. Cress, PhD, Department of Special Education and Communication Disorders,
University of Nebraska–Lincoln, Lincoln, Nebraska
Therese M. Cumming, PhD, School of Education, University of New South Wales,
Sydney, Australia
Colleen M. Cummings, PhD, Department of Psychology, Temple University,
Philadelphia, Pennsylvania
John Delport, MA, Department of Special Education, University of Washington,
Seattle, Washington

ix
x Contributors

Glen Dunlap, PhD, Nevada Center for Excellence in Disabilities,

University of Nevada, Reno, Reno, Nevada; Department of Child and Family Studies,
University of South Florida, Tampa, Florida
George J. DuPaul, PhD, Department of Education and Human Services, Lehigh University,
Bethlehem, Pennsylvania
Lucille Eber, EdD, Illinois PBIS Network, La Grange Park, Illinois
Stephen N. Elliott, PhD, Learning Sciences Institute, Arizona State University, Tempe, Arizona
Michael H. Epstein, EdD, Department of Special Education and Communication Disorders,
University of Nebraska–Lincoln, Lincoln, Nebraska
Steven W. Evans, PhD, Department of Psychology, Ohio University, Athens, Ohio
Edward G. Feil, PhD, Oregon Research Institute, Eugene, Oregon
Amanda A. M. Fixsen, PhD, Oregon Research Institute, Eugene, Oregon
Ami Flamini, MSW, Illinois PBIS Network, La Grange Park, Illinois
Steven R. Forness, EdD, Department of Psychiatry and Biobehavioral Sciences,
University of California, Los Angeles, Los Angeles, California
Lise Fox, PhD, Department of Child and Family Studies, University of South Florida,
Tampa, Florida
Andy J. Frey, PhD, Kent School of Social Work, University of Louisville, Louisville, Kentucky
Shelley Neilsen Gatti, PhD, Department of Special Education and Gifted Education,
University of St. Thomas, Minneapolis, Minneapolis
Kathryn A. Germer, MEd, Department of Special Education, Peabody College
of Vanderbilt University, Nashville, Tennessee
Annemieke M. Golly, PhD, Oregon Research Institute, Eugene, Oregon
Matthew J. Gormley, MEd, Department of Education and Human Services, Lehigh University,
Bethlehem, Pennsylvania
Frank M. Gresham, PhD, Department of Psychology, Louisiana State University,
Baton Rouge, Louisiana
Keith C. Herman, PhD, Department of Educational, School, and Counseling Psychology,
University of Missouri, Columbia, Missouri
Kimberly Eaton Hoagwood, PhD, Department of Child and Adolescent Psychiatry,
New York University School of Medicine, New York, New York
Kristine Jolivette, PhD, Department of Educational Psychology and Special Education,
Georgia State University, Atlanta, Georgia
James M. Kauffman, EdD, Department of Curriculum, Instruction, and Special Education,
University of Virginia, Charlottesville, Virginia
Philip C. Kendall, PhD, Department of Psychology, Temple University,
Philadelphia, Pennsylvania
Dean E. Konopasek, PhD, Department of Counseling and Special Education,
College of Education, University of Alaska, Anchorage, Anchorage, Alaska
Tonya L. Lambert, MA, Department of Psychology, Syracuse University, Syracuse, New York
Kathleen Lynne Lane, PhD, BCBA-D, Department of Special Education, University of Kansas,
Lawrence, Kansas
Contributors xi

Seth D. Laracy, MEd, Department of Education and Human Services, Lehigh University,
Bethlehem, Pennsylvania
Jon Lee, PhD, Department of Early Childhood Education, University of Cincinnati,
Cincinnati, Ohio
Stephen S. Leff, PhD, Department of Pediatrics, The Children’s Hospital of Philadelphia,
Philadelphia, Pennsylvania
JoAnne M. Malloy, PhD, MSW, The Institute on Disability, University of New Hampshire,
Concord, New Hampshire
Brion Marquez, IRIS Educational Media, Eugene, Oregon
Brian K. Martens, PhD, Department of Psychology, Syracuse University, Syracuse, New York
Richard E. Mattison, MD, Department of Psychiatry, Stony Brook University,
Stony Brook, New York
Maryellen Brunson McClain, MEd, Department of Counseling and Educational Psychology,
Indiana University, Bloomington, Indiana
Holly Mariah Menzies, PhD, Charter College of Education, California
State University, Los Angeles, Los Angeles, California
Laura V. Middelberg, MS, Department of Counseling and Educational Psychology,
Indiana University, Bloomington, Indiana
Christopher J. Murray, PhD, Department of Special Education and Clinical Sciences,
University of Oregon, Eugene, Oregon
C. Michael Nelson, EdD, Department of Teaching and Learning, University of Louisville,
Louisville, Kentucky
J. Ron Nelson, PhD, Department of Special Education and Communication Disorders,
University of Nebraska–Lincoln, Lincoln, Nebraska
Wendy Peia Oakes, PhD, Mary Lou Fulton Teachers College, Arizona State University,
Mesa, Arizona
Regina M. Oliver, PhD, Department of Special Education and Communication Disorders,
University of Nebraska–Lincoln, Lincoln, Nebraska
Julie Sarno Owens, PhD, Department of Psychology, Ohio University, Athens, Ohio
Brooke S. Paskewich, PsyD, Department of Pediatrics, The Children’s Hospital of Philadelphia,
Philadelphia, Pennsylvania
Wendy M. Reinke, PhD, Department of Educational, School, and Counseling Psychology,
University of Missouri, Columbia, Missouri
Jennifer Rose, PhD, Illinois PBIS Network, La Grange Park, Illinois
Tiffany Rybak, BA, Department of Psychology, Ohio University, Athens, Ohio
Edward J. Sabornie, PhD, Department of Curriculum, Instruction, and Counselor Education,
North Carolina State University, Raleigh, North Carolina
Danielle Sauro, MS, Clinical Psychology Doctoral Program, Department of Psychology,
Long Island University, Brookville, New York
Hannu Savolainen, PhD, Philosophical Faculty, University of Eastern Finland, Joensuu, Finland
Laura A. Scudellari, MA, Clinical Psychology Doctoral Program, Department of Psychology,
Long Island University, Brookville, New York
xii Contributors

John R. Seeley, PhD, Oregon Research Institute, Eugene, Oregon

Loretta A. Serna, PhD, Department of Education Specialties, University of New Mexico,
Albuquerque, New Mexico
Herbert H. Severson, PhD, Oregon Research Institute, Eugene, Oregon
Mark R. Shinn, PhD, Department of Counseling and Educational Psychology,
National Louis University, Skokie, Illinois
Russell J. Skiba, PhD, Department of Counseling and Educational Psychology,
Indiana University, Bloomington, Indiana
Tal Slemrod, MES, College of Education, University of Washington, Seattle, Washington
Jason Small, BA, Oregon Research Institute, Eugene, Oregon
Keith Smolkowski, PhD, Oregon Research Institute, Eugene, Oregon
Jeffrey R. Sprague, PhD, Institute on Violence and Destructive Behavior, College of Education,
University of Oregon, Eugene, Oregon
Phillip S. Strain, PhD, Center for Collaborative Educational Leadership, School of Education
and Human Development, University of Colorado Denver, Denver, Colorado
Holly Strickland, BA, Department of Psychology, Ohio University, Athens, Ohio
Lisa Strycker, MA, Oregon Research Institute, Eugene, Oregon
W. Carl Sumi, PhD, SRI International, Menlo Park, California
Anna J. Swan, MA, Department of Psychology, Temple University, Philadelphia, Pennsylvania
Charlos V. Thompson, MSW, LCSW, Kent School of Social Work, University of Louisville,
Louisville, Kentucky
Deanne K. Unruh, PhD, Department of Secondary Special Education and Transition,
College of Education, University of Oregon, Eugene, Oregon
Hilary B. Vidair, PhD, Clinical Psychology Doctoral Program, Department of Psychology,
Long Island University, Brookville, New York
Claudia Vincent, PhD, IRIS Educational Media, Eugene, Oregon
Robert J. Volpe, PhD, Department of Counseling and Applied Educational Psychology,
Bouve College of Health Sciences, Northeastern University, Boston, Massachusetts
Christine Waanders, PhD, Department of Pediatrics, The Children’s Hospital of Philadelphia,
Philadelphia, Pennsylvania
Tracy Evian Waasdorp, PhD, Department of Pediatrics, The Children’s Hospital
of Philadelphia, Philadelphia, Pennsylvania
Mary Wagner, PhD, SRI International, Menlo Park, California
Hill M. Walker, PhD, College of Education, University of Oregon, Eugene, Oregon
Stacy L. Weiss, PhD, Department of Special Education, Foundations, and Research,
East Carolina University, Greenville, North Carolina
Michelle Woodbridge, PhD, SRI International, Menlo Park, California
Pamela Yeaton, MSW, IRIS Educational Media, Eugene, Oregon
Mitchell L. Yell, PhD, Department of Educational Studies, University of South Carolina,
Columbia, South Carolina
Preface

T his handbook is designed for use by practicing professionals who are charged with
accommodating the needs of students having emotional and behavioral disorders
(EBD) and problems within the context of schooling. Graduate students who are pre-
paring for careers and professional roles in disciplinary specializations such as school
mental health, school psychology, special education, counseling, positive behavioral
supports, and early intervention with at-risk students will also find the book of value.
Although many of the chapters advocate for early intervention in the trajectories of risk
that so many children follow in their school careers, the book also describes numer-
ous practices and approaches that can be applied in the full K–12 age–grade range and
directly addresses issues and problems at the high school level in some of the chapters.
The Handbook provides coverage of a broad range of topics that impact the success of
students with EBD in school settings.
The target population for this handbook is broadly rather than narrowly defined.
The small student population with emotional disorders (ED) that qualifies for federal
services, supports, and legal protections—and represents slightly less than 1% of K–12
students—is not its primary focus. Rather, the material applies to the approximately
20% of today’s students (inclusive of the students with ED) who have significant emo-
tional and behavioral challenges that impact their academic performance, peer and
teacher relationships, and school success. While a majority of these students typically
access general education classroom settings, they are capable of experiencing success
and growth within a range of settings if provided with the necessary services, supports,
and assistance.
The theoretical foundations for the Handbook are perhaps best captured by behav-
ioral ecology and social learning models of human performance. Behavioral ecology
refers to the interactions between person-specific and setting-specific dimensions in
accounting for behavioral outcomes, and social learning defines a body of knowledge
that explains how classes of behavior are acquired, shaped, increased or decreased,
and sustained over time. Many of the important relationships a student develops with
teachers and peers are governed by principles derived from these two conceptual for-

xiii
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