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Playing God in the Nursery

his book was designed to serve as L both an introductory behavior disorders text and a resource for professionals involved in the education and treatment of emotionally disturbed children and youth. In both categories the book is a success. It is an excellent introductory text suitable for preservice and inservice training as well as a useful guide for practitioners and theorists. The unique feature of this book is the author's ability to combine theory and practice. Thus, readers are exposed to an integration of background information and theory along with the manner in which such theories and models are applied to meet the unique needs of emotionally and behaviorally disordered children and adolescents. While a number of authors have purported to offer such insight, Coleman actually accomplishes it. The book is composed of 10 chapters: definition and identification; historical perspective; biophysical and psychodynamic models; behavioral, sociological, and ecological models; educational programming; assessment and instruction; methods for management; ecological programming: home and community; adolescents; and severe behavior disorders. The author admits to an ecological bias; yet, the theoretical models and accompanying educational and intervention methods are presented in an objective and unbiased manner. Additionally, the reality-based examples and practical translation of theory into practice suggest that the author has a thorough understanding of and firsthand experience with each of the approaches she presents. At the end of each chapter the following helpful features are provided: "Key Points", a short summary of the most salient points in the chapter, and a listing of related readings and resources. The suggested readings have been chosen with care and should be particularly useful to neophytes in the field of behavior disorders as they attempt to pursue areas of interest. Such a listing is mandatory in a text such as this since the introductory format precludes a detailed analysis of many subtopics. Chapter Eight, "Ecological Programming: Home and Community" is particularly informative. Here the author apprises readers of the need to consider the myriad of interrelated systems that comprise the lives of children and youth, including social welfare, legal-correctional, and mental health. In addition to offering effective strategies for working with these agencies, several sound and practical methods for parental involvement and cooperation are also presented. Finally, readers are offered information and suggestions on the role of the special education teacher as liaison within the school and community. As in other chapters, the author strikes a balance between theory and practice in an area where such integration has historically been absent.