Cognitive-Behavioral Interventions For Emotional And Behavioral Disorders: School-Based Practice

Evidence based and practical, this book presents state-of-the-science approaches for helping K-12 students who struggle with aggressive behaviors, anxiety, depression, ADHD, and autism. It explains the fundamentals of cognitive-behavioral intervention and reviews exemplary programs that offer powerful new ways to reach at-risk children and adolescents. Leading authorities thoroughly describe the process of assessment, treatment planning, implementation, and program evaluation. What makes the book unique is its focus on the nitty-gritty of school-based intervention, including how to integrate mental health services into the special education system, overcome obstacles, and provide needed skills to school personnel

About The Author:

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:

Ch. 1 Historical Roots, Theoretical and Applied Developments, and Critical Issues in Cognitive-Behavior Modification Matthew J. Mayer Mayer, Matthew J. Richard Van Acker Van Acker, Richard 3

Ch. 2 Intervention Development, Assessment, Planning, and Adaptation: The Importance of Developmental Models John E. Lochman Lochman, John E. Frank M. Gresham Gresham, Frank M. 29

Ch. 3 Methodological Issues in Research Using Cognitive-Behavioral Interventions Frank M. Gresham Gresham, Frank M. John E. Lochman Lochman, John E. 58

Ch. 4 Cognitive-Behavioral Interventions and the Social Context of the School: A Stranger in a Strange Land Richard Van Acker Van Acker, Richard Matthew J. Mayer Mayer, Matthew J. 82

Ch. 5 Review of Research and Research-to-Practice Issues Stephen W. Smith Smith, Stephen W. Julia A. Graber Graber, Julia A. Ann P. Daunic Daunic, Ann P. 111

Ch. 6 Managing Anger and Aggression in Students with Externalizing Behavior Problems: Focus on Exemplary Programs W. M. Nelson III Nelson, W. M., III Janet R. Schultz Schultz, Janet R. 143

Ch. 7 Cognitive-Behavioral Therapy for Anxious Youth in School Settings: Advances and Challenges Adam S. Weissman Weissman, Adam S. Diana Antinoro Antinoro, Diana Brian C. Chu Chu, Brian C. 173

Ch. 8 Cognitive-Behavioral Treatment for Childhood Anxiety Disorders: Exemplary Programs Gretchen Schoenfield Schoenfield, Gretchen Richard J. Morris Morris, Richard J. 204

Ch. 9 Cognitive-Behavioral Interventions for Depression in Children and Adolescents: Meta-Analysis, Promising Programs, and Implications for School Personnel John W. Maag Maag, John W. Susan M. Swearer Swearer, Susan M. Michael D. Toland Toland, Michael D.235

Ch. 10 Cognitive-Behavioral Interventions for Depression during Childhood: Exemplary Programs Kevin D. Stark Stark, Kevin D. Jenny Herren Herren, Jenny Melissa Fisher Fisher, Melissa 266

Ch. 11 Cognitive-Behavioral Interventions for Attention-Deficit/Hyperactivity Disorder George J. DuPaul DuPaul, George J. Lauren A. Arbolino Arbolino, Lauren A. Genery D. Booster Booster, Genery D. 295

Ch. 12 Cognitive-Behavioral Interventions for Students with Autism Spectrum Disorders Laura Grofer Klinger Klinger, Laura Grofer Amie Williams Williams, Amie 328

Ch. 13 The Cognitive-Ecological Model: Paradigm and Promise for the Future Jaleel Abdul-Adil Abdul-Adil, Jaleel Patrick H. Tolan Tolan, Patrick H. Nancy Guerra Guerra, Nancy 365

Ch. 14 Future Challenges to Cognitive-Behavioral Interventions in Practice and Policy Michael M. Gerber Gerber, Michael M. Emily Solari Solari, Emily 385

Index 411

Special Features:

Cognitive-Behavioral Interventions for Emotional and Behavioral Disorders

School Social Work Journal

"The editors are very successful in organizing this book so that it covers assessment, implementation, and evaluation for the range of students who have an emotional and behavioral disorder (EBD) and are entitled to an education in a school setting....A strength of this book is that interventions are looked at within the three-tier model, which includes universal or preventive interventions for students at risk as well as interventions at the secondary tiers....I would highly recommend this book because it combines the effective ''clinical'' and school-based interventions. After reading the text and looking at the charts, cited research studies, and bibliography, the school social worker can learn a multitude of ways of working with individuals, groups, classrooms, and parents in a school-based setting."--School Social Work Journal

Doody Review Services

Reviewer:This book certainly provides a thorough and relevant review of the literature on cognitive behavioral interventions with children. The integration and execution of these approaches in the classroom needs improvement, but the absolute paucity of figures and summary tables is a glaring blunder.
Description:
Purpose:Cognitive behavioral therapy has become a widely studied and clinically applied treatment approach. There have been many variations of this general approach for specific populations, and this book takes a look at cognitive behavioral approaches for students.
Audience:The purpose is to provide an interdisciplinary state-of-the-science guide to cognitive behavioral approaches and their integration into the classroom.
Features:According to the editors, this book will appeal to child clinical psychologists, school psychologists, counselors, and special educators. The editors and contributing authors are well published in school psychology.
Assessment:The first two chapters provide a historical overview and an introduction to cognitive behavioral approaches within a developmental framework. The third chapter covers methodological issues, but these are rather general with few specific examples regarding CBT treatments in the school. The middle section is devoted to specific interventions for particular disorders. These chapters cover outcome research on a multitude of approaches, but there are no figures and few tables to summarize the data. Additionally, there are multiple chapters devoted to anxiety and depression, but they are redundant, especially the two on depression. The information is largely directed towards a review of the literature rather than on specifics of the treatments themselves. Readers interested in learning about the implementation of a specific intervention will need to seek other resources. On the up side, the references are plentiful and current and there is a reasonable index.