Archive for the 'Bookshelf' Category

Recommendations for ending discrimination


Book cover, courtesy NAP

The U.S. National Academy Press published a book 20 April 2016 entitled Ending Discrimination Against People with Mental and Substance Use Disorders: The Evidence for Stigma Change that assembles and summarizes recommendations about how to reduce negative attitudes, beliefs, and behaviors directed toward individuals who have mental health or substance abuse disorders. Although the bulk of the document addresses stigma in a general way and primarily with reference to research on adults, one section focuses specifically on stigma against children and youths, calling it “a serious concern because of its short-term impacts, including decreased feelings of self-worth and willingness to enter treatment, and because of the deleterious long-term effects of untreated mental illness or substance use disorders” (p. 2-13).

Continue reading ‘Recommendations for ending discrimination’

Summary of workshop on measuring SED in children

On 1 February 2016, the US National Academy of Sciences published a booklet that summarized the presentations and discussion at a workshop on measuring serious emotional disturbance in children. Some readers of EBD Blog probably will want to secure a (free) copy. The accompanying image, which is a 2013 infographic from the US Centers for Disease Control, appears on page 19 of the report. The following is the recommend citation for the report:

National Academies of Sciences, Engineering, and Medicine. (2016). Measuring Serious Emotional Disturbance in Children: Workshop Summary. K. Marton, Rapporteur. Committee on National Statistics and Board on Behavioral, Cognitive, and Sensory Sciences, Division of Behavioral and Social Sciences and Education. Board on Health Sciences Policy, Institute of Medicine. Washington, DC: The National Academies Press.

http://www.nap.edu/catalog/21865/measuring-serious-emotional-disturbance-in-children-workshop-summary

50 Cent’s anti-bullying book

According to the Publishers Weekly, rap artist 50 Cent is writing a book with an anti-bullying theme.

50 Cent, whose book Playground was bought by Razorbill publisher Ben Schrank, will address the topic of bullying in novel format; the book is planned to be a first person fictional account and the title will be edited by Laura Arnold. Marc Gerald at the Agency Group brokered the world rights deal, and Playground is scheduled for January 2012.

Other news reports indicate that the novel will be aimed at the young-adult market and that it draws on Mr. Cent’s personal experiences as a youth. The lead character is a 13-year old “who finds redemption as he faces what he’s done.”

Here’s the link to the Publishers Weekly story; the quote is at the bottom of it. In an interesting twist, as I searched for the original press release I found that the blog on Mr. Cent’s Web site quotes a story from MTV about the book. Here’s a link to that post. I would have thought that the rapper’s site would have had the authoritative source…?

EBD historic foundations

Many readers of EBD Blog will probably be interested in a three-part series about the history of behavior disorders that is currently appearing in the Journal of Emotional and Behavioral Disorders. As editor Doug Chaney noted in an e-mail message recently, the series was

Written by Drs. Kaff, Teagarden, and Zabel at Kansas State University. They interviewed the founding leaders of the field of emotional/behavioral disorders over the past two years as part of the Janus Oral History Project, which is sponsored by the Midwest Symposium for Leadership in Behavior Disorders (MSLBD). MSLBD is an independent, non-profit organization that supports and fosters leadership in the field of EBD and has held an annual conference focusing on research and practice in EBD over the past 25 years. The central purpose of the Janus Oral History Project (JOHP) is to: (a) record and analyze the professional experiences of leaders in the field of special education, (b) preserve their first-hand perspectives on past and present knowledge and practice, and (c) offer informed forecasts on potential future issues and challenges to the field.

Thanks to the publisher of JEBD, MSLBD, and other associated with the project (here, here!) these valuable looks at the foundational period of the study of EBD are available for free on the Internet. They are worthwhile resources for scholars and students as well as interested lay readers. Here’s a link to the first installment. Watch for subsequent installments.

Kaff, M. S., Teagarden, J. M., & Zabel, R. H. (2011). An oral history of first-generation leaders in education of children with emotional/behavioral disorders, part 1: The accidental special educator. Journal of Emotional and Behavioral Disorders, 19(2).

NAS presses MH pubs

Noting recent news in the US, the National Academy of Sciences has taken the opportunity to promote some of its publications related to mental health. Among these is one that is relevant to those concerned about EBD among children and youths, a 2009 report by the Institute of Medicine and National Research Council that I’ve mentioned previously, Preventing Mental, Emotional, and Behavioral Disorders Among Young People. Here’s the full release:

Mental Health Care Gains Attention in Wake of Tucson Shooting

By Christine Stencel

January 21, 2011 – The attack on U.S. Rep. Gabrielle Giffords and her audience in Tucson, Ariz., has touched off a national discussion about the capabilities of the country’s mental health system. The majority of respondents to a USA Today-Gallup Poll survey said failure of the mental health system bears “a great deal” of the blame for the Tucson shooting. Two reports from the Institute of Medicine and National Research Council provide guidance on improving mental health care in the United States.

Preventing Mental, Emotional, and Behavioral Disorders Among Young People, a 2009 report by the Institute of Medicine and National Research Council, calls for national leadership in the prevention of these disorders and promotion of young people’s mental health. Many preventive programs and strategies have been shown to be effective, the report notes, but the country lacks priorities and public goals for these efforts. The report outlines steps that federal and state agencies, community groups, and parents can take to intervene when symptoms arise and to promote mental health.

Improving the Quality of Health Care for Mental and Substance-Use Conditions, an earlier report from the Institute of Medicine, underscored the need for greater parity for care of mental conditions and substance abuse in the nation’s health care system. The separation of mental health from other forms of medical care undermines the overall quality of Americans’ well-being, it says. The report outlines an agenda to capitalize on recent advances in diagnosing and treating these conditions and better integrate them into the health care delivery system.

Link to the NAS Web site for appropriate links to the documents.

WORKING WITH TROUBLED CHILDREN (book available soon)

Just a note to readers that a new little paper back (about 160 pages) that I authored with Rick Brigham (now of George Mason University) will be available before long. It might be used as a text in teacher education (special or general education) or as a resource by parents or anyone who works with children with emotional or behavioral problems. The reference is:
Kauffman, J. M., & Brigham, F.J. (in press). Working with troubled children . Verona, WI: Attainment.

It’s now available in an Advance Reader’s Edition (bound but uncorrected proofs), and we expect it’ll be available in final form in early spring. You may find Attainment Company at http://www.attainmentcompany.com/xcart/home.php . Here’s a Table of Contents:

Chapter 1 Recognizing Early Signs of Behavior Problems: An Overview of Early Intervention and Prevention
Cases in Point
Nathan
Pauline
Larry
Typical Responses to Early Signs of Behavior Problems
Understanding Normal Development and Differences
The Concept of Normal
Differences That Are Not Normal
Definitions of Disorders for Special Education
General Guidelines for Judging Signs of Behavior Problems
Signs of Problems in Infancy
Signs of Problems in Toddlerhood
Signs of Problems in the Early School Years
Signs of Problems in Middle Childhood
Signs of Problems in Adolescence
The Need for Early, Accurate Labels
The Dimensions of Early Intervention and Prevention
Summary
Chapter 2 Understanding Causes
Cases in Point
Mark
Tommy
Increasing and Decreasing Risk
Major Causal Factors
Biological Factors
Genes
Temperament
Brain Malfunction
Other Health-Related Issues
Family Factors
Family Definition and Structure, Including Substitute Parents
Family Interactions
School Factors
Insensitivity to Individuality
Inappropriate Expectations
Inconsistent Management
Instruction in Nonfunctional or Irrelevant Skills Ineffective Instruction in Critical Skills
Undesirable Models
Destructive Contingencies
Social and Cultural Factors
Mass Media: Television, Movies, and Music
Peers
Neighborhood and Urbanization
Ethnicity, Social Class, and Poverty
Summary
Chapter 3 The Dilemma of Early Identification: To Identify or Not to Identify
Cases in Point
Esther P. Rothman
Edith
True and False Identification: Trying to Get Labels Right
At-Risk and Response to Intervention: What Do They Mean?
The “At-Risk” Label
Meanings of Response to Intervention
What’s the Problem? A Caution
Spoiled Identity: Dealing with Pride and Prejudice
Expectations: Setting Them Not Too High and Not Too Low
Social Rejection and Isolation: Facilitating Peer Affiliation
Going From Bad to Worse: Facing The Ultimate Horror
Summary
Chapter 4 Why Responding to Trouble Immediately Is Important
Cases in Point
Dean
Larissa
Behavior Change Is Easier
Chances for Better Life Outcomes Are Enhanced
Academic Progress Is More Likely
Social Acceptance Among Helpful Peers Is Possible
Summary
Chapter 5 General Ideas for Making Things Better
Cases in Point
Derrick
Joshua
A Class That Is Separate and Better
The Centrality of Effective Instruction
The Help of School-Wide Discipline
The Usefulness of Structure and Routine
A Focus on the Positive in Behavior and Consequences
The Importance of Clear Communication
Why Consistent Follow-Through Is Essential
Understanding Cycles of Behavior and Implications for Prevention
Seeing the Cycle or Pattern
Responding Effectively to the Stage or Level
Anticipating the Next Level or Stage
The Use and Abuse of Medication
Summary
Chapter 6 Using Incentives Intelligently
Cases in Point
Rewards Versus Bribes
Andy
Try the Simplest Things First
Telling
Showing Examples
What to Use as Rewards
How to Use Rewards
Getting Started and Moving On
Being As Good As Your Word: Follow-Through
Thinking About Our Fears and Struggles
Summary
Chapter 7 Using Deterrents Deftly
Cases in Point
A Boy with Behavior Problems
Eddie
Commentaries on Punishment
The Necessity of Punishment
Punishment As Part of Teaching
Self-Perception
Keeping Punishment Nonviolent and Matter-of-Fact
Uses and Abuses of Time Out
Exceptions and Evidence Beyond Reasonable Doubt
Making Punishment Consistent, Informative, and Instructive
Making Punishment Stick: Follow-Through
Summary
Chapter 8 Finding Help
Parents as Sources of Support
Working with Consultants
Finding Help in the Literature
Summary

New resource

I have not yet had the chance to review it, but from the table of contents, the new book entitled Effective Practices for Children With Autism: Educational and Behavioral Support Interventions That Work and edited by James Luiselli and colleagues appears to be a valuable resource. I’ve sent a request to my library to have dibs on it when some other reader returns it.

Luiselli, J. K., Russo, D. K., Christian, W. P., & Wilczynski, S. M. (Eds.). (2008). Effective practices for children with autism: Educational and behavioral support interventions that work. New York: Oxford.

Antisocial behavior

The most recent of a series of books examining the characteristics, causes, treatment, and consequences of antisocial behavior in children and youths, this volume by the Oregon Social Learning Center (OSLC) team examines the behavioral processes that build and sustain deviant interactions between children and their families (as well as teachers and others). Professors Patterson and Reid have been working on this topic for more than 40 years and they have examined these processes using many different scientific methods. They have assembled chapters from an all-star cast of people with whom they have worked during that time and the contributed chapters cover both the development of and intervention in antisocial behavior.

Reid, J. B., Patterson, G. R., & Snyder, J. J. (Eds.). (2002). Antisocial behavior in children and adolescents: A developmental analysis and model for intervention. Washington, D.C., American Psychological Association.

Learn more about the book from a page on the Web site of the American Psychological Association. To learn more about the OSLC, check the link in the sidebar. During my graduate studies, I worked with this research group for a bit more than a year; I learned a tremendous amount from the interactions and readings I had during that period.