Cognitive-Behavioral Interventions for Emotional and Behavioral Disorders : School-Based Practice

by Mayer, Matthew J.; Van Acker, Richard; Lochman, John E.; Gresham, Frank M.

• ISBN13: 9781593859763
• ISBN10: 1593859767
• Edition: 1st
• Format: Hardcover
• Copyright: 2008-10-09
• Publisher: The Guilford Press

Summary

"The volume explains the fundamentals of CBI and examines key systemic issues linked to service delivery in general and special education settings. Clearly organized chapters review specific approaches for helping K-12 students who struggle with aggressive behaviors, anxiety, depression, ADHD, and autism." "The book discusses issues in intervening at different levels of intensity, from preventive programs for ail children in a school or grade to more targeted interventions. Particular attention is given to working with students with disabilities within the special education system." "Unique in its interdisciplinary perspective, this state-of-the-science work will enhance the knowledge and skills of a broad range of practitioners, including special educators, school psychologists and counselors, and child clinical psychologists. Graduate students in these fields will find it an informative, practical supplemental text."--BOOK JACKET.

Author Biography

Matthew J. Mayer, PhD, is Assistant Professor of Educational Psychology in the Graduate School of Education at Rutgers, The State University of New Jersey. He is actively engaged in research on school violence and disruption, as well as in developing new models of graduate training for teachers and allied professionals that integrate professional preparation in cognitive-behavioral methods. Dr. Mayer is President of the Consortium to Prevent School Violence.

 

Richard Van Acker, EdD, is Professor of Special Education at the University of Illinois at Chicago. His research involves efforts to prevent the development of serious antisocial behavior in children and youth, with a special focus on violence and aggression and the social interaction between teachers and their students.  Formerly President of the Council for Children with Behavioral Disorders, Dr. Van Acker has written over 100 publications.

 

John E. Lochman, PhD, ABPP, is Professor and Doddridge Saxon Chairholder in Clinical Psychology at the University of Alabama, where he also directs the Center for Prevention of Youth Behavior Problems. Dr. Lochman has written over 200 publications on risk factors, social cognition, and intervention and prevention research with aggressive children. He is Editor in Chief of the Journal of Abnormal Child Psychology.

 

Frank M. Gresham, PhD, is Professor of Psychology at Louisiana State University. His research and practice interests are in social skills assessment and interventions with children at risk for or with emotional and behavioral disorders; response-to-intervention practices; treatment integrity; and applied measurement practices. He has written over 250 journal articles, books, and book chapters.

Table of Contents

Foundations of Cognitive-Behavioral Interventions
Historical Roots, Theoretical and Applied Developments, and Critical Issues in Cognitive-Behavior Modification	p. 3
Intervention Development, Assessment, Planning, and Adaptation: The Importance of Developmental Models	p. 29
Methodological Issues in Research Using Cognitive-Behavioral Interventions	p. 58
Cognitive-Behavioral Interventions and the Social Context of the School: A Stranger in a Strange Land	p. 82
Cognitive-Behavioral Interventions for Anger/Aggression
Review of Research and Research-to-Practice Issues	p. 111
Managing Anger and Aggression in Students with Externalizing Behavior Problems: Focus on Exemplary Programs	p. 143
Cognitive-Behavioral Interventions for Anxiety/Phobic Disorders
Cognitive-Behavioral Therapy for Anxious Youth in School Settings: Advances and Challenges	p. 173
Cognitive-Behavioral Treatment for Childhood Anxiety Disorders: Exemplary Programs	p. 204
Cognitive-Behavioral Interventions for Depression
Cognitive-Behavioral Interventions for Depression in Children and Adolescents: Meta-Analysis, Promising Programs, and Implications for School Personnel	p. 235
Cognitive-Behavioral Interventions for Depression during Childhood: Exemplary Programs	p. 266
Cognitive-Behavioral Interventions Addressing Other Needs
Cognitive-Behavioral Interventions for Attention-Deficit/Hyperactivity Disorder	p. 295
Cognitive-Behavioral Interventions for Students with Autism Spectrum Disorders	p. 328
The Future of Cognitive-Behavioral Interventions
The Cognitive-Ecological Model: Paradigm and Promise for the Future	p. 365
Future Challenges to Cognitive-Behavioral Interventions in Practice and Policy	p. 385
Index	p. 411
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