The Handbook of Research on Emotional and Behavioral Disorders explores the factors necessary for successful implementation of interventions that foster productive relationships and ecologies to establish, reinforce, and sustain adaptive patterns of emotional and behavioral functioning across childhood and into adulthood.

Although there has been a concerted focus on developing evidence-based programs and practices to support the needs of children and youth with emotional and behavioral disorders, there has been less emphasis on the developmental, social, and environmental factors that impact the implementation and effectiveness of these approaches. Chapters from leading experts tackle this complexity by drawing on a range of disciplines and perspectives including special education; mental health services; school, clinical, and community psychology; social work; developmental psychology and psychopathology; and prevention science.

An essential resource for scholars and students interested in emotional and behavioral disorders, this volume crafts an essential framework to promote developmentally meaningful strategies for children and youth with even the most adverse experiences and intensive support needs.

part Part 1|80 pages

Developmental Processes and Timing

chapter 1|20 pages

The Development, Prevention, and Treatment of Emotional and Behavioral Disorders

An Interdisciplinary Developmental Systems Perspective
ByThomas W. Farmer, Lisa Gatzke-Kopp, Shawn J. Latendresse

chapter 2|12 pages

The Epidemiology of Childhood Emotional and Behavioral Disorders

ByHeather Ringeisen, Leyla Stambaugh, Dalia Khoury

chapter 3|15 pages

Prevention and Intervention in Preschool and Early Elementary School Years

ByMaureen A. Conroy, Rebecca Bulotsky-Shearer, Chelsea Morris, Allyse A. Hetrick

chapter 4|15 pages

Developmental Processes and Emotional and Behavioral Disorders during the Middle and High School Years

ByMolly Dawes, Kevin S. Sutherland, Terri N. Sullivan, Jennifer Harrist

chapter 5|16 pages

The Transition to Adulthood

A Critical Developmental Period within a Changing Social-Contextual Landscape
ByKathryn Sabella, Maryann Davis, Michelle R. Munson

part Part 2|102 pages

Targeting Social Processes and Environmental Ecologies

chapter 6|13 pages

Interaction-Centered Model of Language and Behavioral Development

ByJason C. Chow, Jennifer E. Cunningham, Erin Stehle Wallace

chapter 7|15 pages

Peer to Peer Support

Innovative Strategies for Families of Youth with Emotional/Behavioral Disorders
ByKristin Duppong Hurley, Al Duchnowski, Krista Kutash, Jennifer Farley

chapter 8|14 pages

The Family Check-Up

Building on Family Strengths to Promote Child Wellbeing
ByAnne M. Gill, Daniel S. Shaw

chapter 9|15 pages

Classroom Peer Ecologies and Cultures, and Students with EBD

Social Dynamics as Setting Events for Intervention
ByJill V. Hamm, Kristen L. Granger, Richard A. Van Acker

chapter 10|13 pages

Implementation of Violence Prevention Programs

ByTerri N. Sullivan, Katherine M. Ross, Megan M. Carlson, Stephanie A. Hitti, Kathryn L. Behrhorst

chapter 11|14 pages

Interventions for Youth Who Experience Trauma and Adversity

ByElizabeth A. Miller, David J. Kolko

chapter 12|16 pages

Strengthening Social Processes to Support Youth with Emotional and Behavioral Difficulties

An Ecological, Public Health Approach in Afterschool Programs
ByElise Cappella, Stacy L. Frazier, Emilie P. Smith, Sophia H. J. Hwang

part Part 3|232 pages

Selected Effective Programs and Practices

chapter 13|15 pages

The Family Check-Up for Elementary and Middle School Youth and Families Emotional/Behavioral Disorders

ByLucia E. Cardenas, Jordan M. Matulis, Elizabeth A. Stormshak

chapter 14|14 pages

Multi-Tiered Systems of Support

ByLee Kern, Kent McIntosh, Colleen E. Commisso, Sean C. Austin

chapter 15|13 pages


A Tier-2 Program for Children with and at Risk for Emotional/Behavioral Disorders
ByKevin S. Sutherland, Maureen A. Conroy, Kristen L. Granger

chapter 16|18 pages

An Adaptive, Correlated Constraints Model of Classroom Management

The Behavioral, Academic, and Social Engagement (BASE) Program
ByThomas W. Farmer, Jill V. Hamm, David L. Lee, Brittany Sterrett, Karen Rizzo, Kate Norwalk

chapter 17|16 pages

Multi-Tiered Social-Emotional Learning

PATHS and Friendship Group in the Fast Track Program
ByKaren L. Bierman, Mark T. Greenberg

chapter 18|15 pages

Checking the Connections between Effective Interventions for Students with Emotional/Behavioral Disorders

ByAllison Bruhn, Sara McDaniel, Kay Augustine

chapter 19|14 pages

Multisystemic Therapy for High-Risk Youth

Emotional/Behavioral Disorders
ByMichael R. McCart, Ashli J. Sheidow, Phillippe B. Cunningham

chapter 20|16 pages

Treatment Foster Care

Providing Out-of-Home Treatment in Community- and Family-Based Environments
ByElizabeth M.Z. Farmer, Maureen E. Murray, Barbara J. Burns, Allison D. Little

chapter 21|15 pages

Residential Programs

Opportunities and Challenges in the 21st-Century Treatment Environment
ByBethany R. Lee

chapter 22|20 pages

Managing and Adapting Practice (MAP)

ByMichael A. Southam-Gerow, Julia R. Cox, Abigail Kinnebrew

chapter 23|15 pages

Best Practices for Prescribing and Deprescribing Psychotropic Medications for Children and Youth

ByChristopher Bellonci, Jonathan C. Huefner

chapter 24|15 pages

The Homework, Organization, and Planning Skills (HOPS) Intervention

ByJoshua M. Langberg, Rosanna Breaux, Melissa R. Dvorsky, Stephen J. Molitor, Zoe R. Smith, Elizaveta Bourchtein

chapter 25|15 pages

The Daily Report Card Intervention

Summary of the Science and Factors Affecting Implementation
ByJulie Sarno Owens, Chelsea L. Hustus, Steven W. Evans

chapter 26|14 pages

Cognitive-Behavioral Prevention and Intervention Approaches to Student Emotional and Behavioral Functioning

ByStephen W. Smith, Joni W. Splett, Daniel V. Poling, Joseph W. Graham

chapter 27|15 pages

School-based Mental Health

BySteven W. Evans, R. Elizabeth Capps, Julie Sarno Owens

part Part 4|64 pages

Preparing and Supporting the EBD Workforce

chapter 29|16 pages

Recruiting, Preparing, and Retaining a Diverse Emotional and Behavioral Disorders Educator Workforce

ByLaRon Scott, Cassandra Willis, Lauren Bruno, Katherine Brendli, Colleen A. Thoma, Robin Walsh

chapter 30|13 pages

Leading the Team for Youth with Emotional and Behavioral Disorders

Special Educators as Intervention Specialists
ByElizabeth Talbott, Serra De Arment, Brittany Sterrett, Chin-Chih Chen

chapter 31|17 pages

Professional Development to Support Service Providers of Children and Adolescents with or at Risk of Emotional and Behavioral Disorders

Issues and Innovations
ByCristin M. Hall, David L. Lee, Rachel Robertson, Karen Rizzo