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✣❈❁❒❁❃▼❅❒❉▲▼❉❃▲
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✣❈❉●❄❒❅■ ❁■❄ ✹❏◆▼❈ Eleventh Edition

James M. Kauffman | Timothy J. Landrum

 Characteristics of Emotional
and Behavioral Disorders
of Children and Youth

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 ELEVENTH EDITION

Characteristics of Emotional
and Behavioral Disorders
of Children and Youth
James M. Kauffman
University of Virginia

Timothy J. Landrum
University of Louisville

330 Hudson Street, NY, NY 10013

A01_KAUF9906_11_SE_FM.indd 3 06/03/17 12:09 PM

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Library of Congress Cataloging-in-Publication Data

Kauffman, James M., author. | Landrum, Timothy J., author.

Characteristics of emotional and behavioral disorders of children and
youth / James M. Kauffman, University of Virginia, Timothy J. Landrum,
University of Louisville.
Eleventh edition. | New York, NY : Pearson, [2018] | Includes
bibliographical references and index.
LCCN 2017007939| ISBN 9780134449906 (hardcover) | ISBN
0134449908 (hardcover)
LCSH: Behavior disorders in children. | Emotional problems of
children.
Classification: LCC RJ506.B44 K38 2018 | DDC 618.92/89—dc23
LC record available at https://lccn.loc.gov/2017007939

1 17

ISBN-10: 0-13-444990-8
ISBN-13: 978-0-13-444990-6

A01_KAUF9906_11_SE_FM.indd 4 06/03/17 12:09 PM

 BRIEF CONTENTS
Preface xv

PART 1 Point of Departure 1

1 Beginning Point: Basic Assumptions 4
2 What We’re About: The Problem and Its Size 27
3 Where We Started and Where We’re Going: Past, Present, Future 53

PART 2 Possible Causes 81

4 Biology 84
5 Culture 97
6 Family 112
7 School 128

PART 3 Types of Disordered Behavior 149

8 Attention and Activity Disorders 151
9 Conduct Disorder 171
10 Anxiety and Related Disorders 208
11 Depression and Suicidal Behavior 232
12 Disorders of Thinking, Communicating,
and Stereotypical Behavior 249

13 Special Problems of Adolescents 264

PART 4 Assessment 299

14 Measurement Issues, Screening, and Identification 302
15 Assessment for Instruction 325
Glossary 357
References 365
Author Index 405
Subject Index 421
v

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 CONTENTS

Preface xv

PART 1 Point of Departure 1

1 Beginning Point: Basic Assumptions 4
Thinking about the Problem 5
Brief Descriptions of Four Conceptual Models 6
Biological Model 6
Psychoeducational Model 7
Ecological Model 8
Behavioral Model 8
Choosing Models 9
An Integrated, Social-Cognitive Model 10
Good Teaching 11
Expectations 12
Causes of Behavior 14
Definition, Measurement, and Assessment of Behavior 15
Work, Play, Love, and Fun 17
Direct, Honest Communication 18
Self-Control 19
Cultural Differences 20
Instruction: The Business of Special Education 22
Thoughts about Actual People 22
Interrelationships Among Causes, Types of Behavior, Assessment,
and Intervention 23
Summary 24
Cases for Discussion 25

2 What We’re About: The Problem and Its Size 27

Common Terminology 28
Definition 29
Different Conceptual Models 30
Different Purposes of Definitions 30
Complexities in Measuring Emotions and Behaviors 31
Range and Variability of Normal and Deviant Behavior 32
Developmental Norms and Sociocultural Expectations: Ecology 32
Relationships to Other Exceptionalities 33
Transience of Many Emotional and Behavioral Problems 33
Disadvantages in Labeling Deviance 34
Importance of Definition 34
Current Federal Definition 35
Perspectives on Definition 37
vii

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 viii CONTENTS

An Emerging Alternative Definition 37

Examples of Disorders 39
Prevalence 41
The Meanings of Prevalence and Incidence 42
Why Should We Care about Prevalence? 43
Making Prevalence Estimates 43
Reasonable Estimates and Percentage Served 45
Factors Affecting Prevalence 46
Presumed Link Between Causes and Prevalence 46
Reluctance to Identify EBD 46
Disproportionality 46
Social Policy and Economic Factors 47
Prevalence and Incidence of Specific Disorders 49
Summary 50
Case for Discussion 51

3 Where We Started and Where We’re Going: Past, Present, Future 53

A Brief History of the Field 54
The Nineteenth Century 54
Early Twentieth Century: The Establishment of Intervention Programs 55
Mid- to Late-Twentieth Century: Elaboration of Education Programs 56
Issues of the Twenty-First Century 57
Early Identification and Prevention 57
Education of Antisocial and Violent Students 59
Comprehensive, Collaborative, Community-Based Services 60
Focus on Academic and Social Skills 61
Functional Behavioral Assessment 62
Continuum of Alternative Placements 63
Transition to Work or Further Education 65
Multicultural Special Education 65
Response to Intervention 66
Legal Developments and Issues 67
P.L. 94–142: Education for All Handicapped Children Act 68
Individuals with Disabilities Education Act of 1990 (P.L. 101–476) 69
Individuals with Disabilities Education Act Amendments of 1997
(P.L. 105–17) 69
Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) 71
No Child Left Behind Act of 2001 and Subsequent Standards-Based Policies 72
Trends in Legislation and Litigation 73
Implications of Legislation and Litigation 73
Past 74
Present and Future 75
Summary 76
Case for Discussion 79

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 CONTENTS ix

PART 2 Possible Causes 81

4 Biology 84
The Appeal of Biological Factors as Causal Explanations 85
Genetics 86
Implications of Genetic Factors 88
Brain Damage or Dysfunction 88
Nutrition, Allergies, and Other Health Issues 90
Temperament 91
Implications for Educators 93
Summary 95
Case for Discussion 95
5 Culture 97
Appeal of Cultural Factors as Causal Explanations 98
Conflicting Cultural Values and Standards 99
Multicultural Perspective 100
Problems in Evaluating Cultural Factors 101
Mass Media 101
Peer Group 103
Neighborhood and Urbanization 106
Ethnicity 107
Social Class and Poverty 108
Gender 109
Implications for Educators 109
Summary 110
Case for Discussion 110
6 Family 112
Appeal of Family Factors as Causal Explanations 113
Family Definition and Structure 115
Single-Parent Families 116
Substitute Care 116
Family Interaction 117
Child Management 117
Child Abuse 121
Family Influences on School Success and Failure 123
External Pressures Affecting Families 123
Implications for Educators 124
Summary 125
Case for Discussion 126
7 School 128
The Appeal of School Factors as Causal Explanations 129
Intelligence 129
Intelligence of Students with Emotional or Behavioral Disorders 130
Implications of Low IQ 130

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 x CONTENTS

Academic Achievement 131

Achievement of Students with Emotional or Behavioral Disorders 131
Implications of Academic Underachievement 131
Social Skills 132
Behavior Predictive of School Success and Failure 133
School Failure and Later Adjustment 134
Intelligence, Achievement, and Antisocial Behavior 134
Schools’ Contribution to Emotional and Behavioral Disorders 135
Insensitivity to Students’ Individuality 136
Inappropriate Expectations for Students 138
Inconsistent Management of Behavior 140
Instruction in Nonfunctional and Irrelevant Skills 140
Ineffective Instruction in Critical Skills 141
Destructive Contingencies of Reinforcement 142
Undesirable Models of School Conduct 144
Implications for Educators 144
Biology, Culture, Family, and School: A Tangled Web 145
Summary 147
Case for Discussion 148

PART 3 Types of Disordered Behavior 149

8 Attention and Activity Disorders 151
Definition and Prevalence 152
Relationship to Other Disorders 153
Prevalence 155
Causal Factors and Prevention 156
Assessment 157
Intervention and Education 158
Medication 158
Psychosocial Training Involving Parents and Teachers 159
Response to Intervention and Tiered Education 160
A Perspective on Intervention 165
Summary 167
Personal Reflections: Attention and Activity Disorders 168

9 Conduct Disorder 171

Definition, Prevalence, and Classification 172
Definition 172
Prevalence 174
Classification 175
Aggression and Violence in Social Context 175
Aggression as a Multicultural Issue 176
Aggression in the Context of School 177

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 CONTENTS xi

Causal Factors 178

General Conclusions from Social Learning Research 180
Personal Factors 182
Peer Group Factors 182
Family Factors 183
School Factors 184
Assessment 184
Intervention and Education 185
Prevention 185
Major Features of Social Learning Interventions 188
The Uses and Misuses of Punishment 192
The Acting-Out Behavior Cycle and Precorrection 193
School Violence and Schoolwide Discipline 195
Interventions Specific to Covert Antisocial Behavior 198
Summary 205
Personal Reflections: Aggressive Conduct Disorder 206

10 Anxiety and Related Disorders 208

Anxiety Disorders 209
Obsessive-Compulsive Disorders 213
Posttraumatic Stress Disorder 214
Stereotyped Movement Disorders 215
Selective Mutism 216
Eating Disorders 218
Elimination Disorders 219
Sexual Problems 221
Social Isolation and Ineptitude 222
Causal Factors and Prevention 223
Assessment 223
Intervention and Education 224
Summary 228
Personal Reflections: Anxiety and Related Disorders 229

11 Depression and Suicidal Behavior 232

Depression 233
Definition and Prevalence 233
Assessment 235
Causal Factors, Relationship to Other Disorders, and Prevention 236
Intervention and Education 237
Suicidal Behavior 238
Definition and Prevalence 238
Causal Factors and Prevention 239
Assessment 241
Intervention and Education 242
Summary 244
Personal Reflections: Depression and Suicidal Behavior 246

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 xii CONTENTS

12 Disorders of Thinking, Communicating, and Stereotypical

Behavior 249
Schizophrenia 251
Definition, Prevalence, and Characteristics 251
Causes and Prevention 252
Education and Related Interventions 253
Socialization Problems 253
Communication Disorders 254
Stereotypy (Abnormal Repetitive Movement) 255
Self-Stimulation 255
Self-Injury 256
Summary 260
Personal Reflections: Disorders of Thinking, Communicating,
and Stereotypical Behavior 261

13 Special Problems of Adolescents 264

Problem Behaviors in Adolescence and Early Adulthood 265
Juvenile Delinquency 266
Definition 266
Types of Delinquents 267
Prevalence 268
Causal Factors and Prevention 268
Delinquency, Disabling Conditions, and the Need for Special Education 270
Intervention in Juvenile Delinquency 271
Street Gangs 274
The Problems of Overreaction and Punitive Responses 276
Substance Abuse 276
Definition and Prevalence 276
Causal Factors and Prevention 280
Intervention and Education 282
Early Sexual Activity and Teen Parenthood 289
Summary 293
Personal Reflections: Problem Behaviors of Adolescence 295

PART 4 Assessment 299

14 Measurement Issues, Screening, and Identification 302
General Rules for Evaluation for Special Education 304
Parents Must Participate 304
Multiple Disciplines Must Be Involved 304
All Known or Suspected Disabilities Must Be Assessed Accurately and Fairly 304
Assessment Results Must Be Confidential 305
Parents Have a Right to Mediation or a Due Process Hearing 305
Periodic Reevaluation Is Required 305

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 CONTENTS xiii

Transition Planning Must Be Part of the IEP for Students Aged

Sixteen or Older 306
Students with EBD Must Be Included in General Assessments of Educational
Progress 306
Positive Behavior Intervention Plans Based on a Functional Behavioral Assessment
Must Be Included in IEPs 306
General Criteria for Acceptable Assessments 307
Reliability of Assessment 308
Validity of Assessment 310
The Importance of Reliable and Valid Measures for Students with EBD 311
Screening 312
Early Identification and Prevention 312
Screening as Convergence and Confirmation of Concerns 317
Using Functional Behavioral Assessment in Screening 318
Evaluation for Eligibility 319
Prereferral Strategies and Response to Intervention 319
Evaluation for Eligibility Determination 321
Summary 323

15 Assessment for Instruction 325

Assessment for Instruction 326
Current Trends in Educational Assessment for Instruction 326
Evaluation for Instruction and Other Interventions 328
Standardized, Norm-Referenced Tests of Intelligence and Achievement 328
Behavior Ratings 331
Direct Observation and Measurement 332
Interviews 333
Assessment of Peer Relations 334
Self-Reports 335
Curriculum-Based Evaluation 335
Manifestation Determination 337
Functional Behavioral Assessment 338
Positive Behavior Intervention Plan 339
Assessment as an Instructional Problem: Precorrection as a Positive BIP 339
Adaptations for Inclusion in General Education Assessments 341
Evaluation and Social Validation 342
Use of Evaluation Data in Writing Individual Education Programs 343
Notes on the IEP 343
The IEP and Placement 345
Classification 346
Psychiatric Classification 347
Behavioral Dimensions 349
Multiple Classifications and the Issue of Comorbidity 351
Classification of Severe Disorders 351

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 xiv CONTENTS

Necessity of Classification 352

Complexity and Ambiguity 352
Summary 353
Case for Discussion 354

Glossary 357
References 365
Author Index 405
Subject Index 421

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