Table of Contents

Part I: Contexts, Definitions and Terminologies
International perspectives in EBD: Critical issues - João A. Lopes (University of Minho, Portugal)
What do we mean by ‘EBD’? - Gary Thomas (University of Birmingham, UK)
Defining Emotional or Behavioral Disorders: The quest for affirmation - Nancy A. Mundschenk (Southern Illinois University, USA) and Richard Simpson (University of Kansas, USA)
Identifying EBD Students in the Context of Schooling Using the Federal ED Definition: Where we’ve been, where we are, and where we need to go - Hill M. Walker (University of Oregon, USA), Mitchell L. Yell (University of South Carolina) and Christopher Murray (University of Oregon)
Is EBD “Special,” and is “Special Education” an Appropriate Response? - Timothy J. Landrum (University of Louisville, USA), Andrew L. Wiley (Kent State Univeristy, Ohio, USA), Melody Tankersley (Kent State University, Ohio, USA) and James M. Kauffman (University of Virginia, Charlottesville, USA)
The Importance of the ‘E’ in ‘EBD’ - Maurice Place (University of Northumbria, UK) and Julian Elliott (Durham University, UK)
Part II: Roots, Causes and Allegiances
Causality and Emotional or Behavioral Disorders: An Introduction - Bryan G. Cook and Amy E. Ruhaak (University of Hawaii, USA)
Biology, Emotion and Behaviour: The Value of a Biopsychosocial Perspective in Understanding SEBD - Paul Cooper (Hong Kong Institute of Education)
Genetic causes and correlates of EBD: A snapshot in time and space - Elena L. Grigorenko (Yale University, USA)
Social contexts, Cultures and Environments - Susannah Learoyd-Smith and Harry Daniels (University of Oxford, UK)
The Influence of School Contexts and Processes on Violence and Disruption - Lindsey M. O′Brennan (Johns Hopkins University, USA), Michael J. Furlong (University of California Santa Barbra, USA), Megan D. O′Malley (WestEd, USA) and Camille N. Jones (Bonita Unifield School District, California)
Academic achievement and behaviour - Tom Nicholson (Massey University, New Zealand)
Childhood emotional and behavioural problems and later criminality: continuities and discontinuities - Paul O’Mahony (Trinity College, Dublin, Ireland)
Improving Behavior through Instructional Practices for Students with High Incidence Disabilities: EBD, ADHD, and LD - Shanna Eisner Hirsch, John Wills Lloyd and Michael J. Kennedy (University of Virginia)
Linking ADHD - Dyslexia and Specific Learning Difficulties - George Th. Pavlidis andVasiliki Giannouli (University of Macedonia, Greece)
EBD Teachers’ Knowledge, Perceptions, and Implementation of Empirically-Validated Competencies - Lori F. Anderson-DeMello and Jo M. Hendrickson (University of Iowa, USA)
Psychologists in the Schools: Perceptions of their role in working with Children with Emotional and Behavioral Disorders - Tamara Glen-Soles (Children’s Hospital, Los Angeles, USA) and Elizabeth Roberts (McGill University, Canada)
Part III: Strategies and Interventions
Advocacy for Students with Emotional and Behavioral Disorders - Carl R. Smith (Iowa State University, Ames, USA)
Developing Intervention and Resilience Strategies - Michael M. Gerber (University of California, Santa Barbara, USA)
Curriculum, Inclusion and EBD - Philip Garner (University of Northampton, UK)
Directions in teaching social skills to students with specific EBDs - Helen McGrath (Deakin University, Australia)
Parent Training for Behavioural Difficulties During the Transition to School: Promises and Challenges for Prevention and Early Intervention - Bernd Heubeck (Australian National University, Australia) and Gerhard Lauth (University of Cologne)
Including Students with Significant Social, Emotional and Behavioural Difficulties in Mainstream School Settings - Garry Hornby (Christchurch University, New Zealand) and Bill Evans (University of West Florida, USA)
Voices from the Margins: The Perceptions of Pupils with Emotional and Behavioural Difficulties about their Educational Experiences - John Dwyfor Davies and John Ryan (University of the West of England, UK)
Schoolwide Prevention and Proactive Behavior Interventions that Work - Kate Algozzine and Bob Algozzine (Behavior and Reading Improvement Center, University of North Carolina at Charlotte, USA)
Supporting Children and Youth with Emotional / Behavioral Disorders Through School-wide Systems of Positive Behavior Support - Timothy J. Lewis, Barbara S. Mitchell, Nanci W. Johnson & Mary Richter (University of Missouri, USA)
The Integrity of Interventions in Social Emotional Skill Development for Students with Emotional and Behavioral Disorders - John J. Wheeler (East Tennessee State University, USA) and Michael R. Mayton (West Virginia University, USA)
Part IV: Training and Professional Development Enhancement
Does Teacher Training Prepare Teachers for the Challenge of Students Experiencing Emotional/Behavioral Disorders? - Dawn Behan and Christopher Blake (Mount Mercy University, USA)
Professional development in EBD: what is most effective in supporting teachers? - Kathleen Lynne Lane (University of Kansas, USA), Holly Mariah Menzies (California State University, USA)Wendy Peia Oakes, Kris Zorigian (University of North Carolina, USA) and Kathryn A. Germer (Peabody College of Vanderbilt University, USA)
What is the value of award-bearing professional development for teachers working with students with EBD? - Robert Conway (Flinders University, Australia)
Teachers′ craft knowledge and EBD - Julian Elliott (Durham University, UK)
Part V: EBD Futures - Challenges and Opportunities
Hard Times and an Uncertain Future: Issues that Confront the Field of Emotional Disabilities - Lauren Reed, Robert A. Gable, and Kimberly Yanek (Old Dominion University, USA)
Classroom-based Intervention Research in the Field of EBD: Current practices and future directions - Maureen A. Conroy (University of Florida, USA), Peter J. Alter (St. Mary′s College of California, USA) and Kevin S. Sutherland (Virginia Commonwealth University)
What should we see, Watson?: Developing effective training for teachers working with EBD students - Égide Royer (Université Laval, Québec, Canada)
Attention Deficit Hyperactivity Disorder: Challenges and Tensions - Clayton Keller and Maha Al-Hendawi (Qatar University) and Dimitris Anastasiou (Southern Illinois University, USA)
How We Prevent the Prevention of EBD in Education - James M. Kauffman (University of Virginia, USA)

Reviews

′This important revision with updated material will inform professionals, students, and the interested public of evolving international perspectives on EBD.  New chapters consider causation, the influence and role of social contexts and social support, ADHD, teacher knowledge and parental engagement.  The new content presents us with fresh ideas and approaches!′
*Katherine Bilton*