This book shows psychologists and other mental health providers how to assess and treat emotional and behavioral problems in classrooms, including those arising from autism diagnoses.
The emotional and behavioral problems of students in the classroom are a major concern for teachers, parents, and administrators. Fifty years of scientific research supports the efficacy of behavioral interventions in the classroom, yet school psychologists and teachers are often unaware of this evidence or of how to apply it.
As diagnoses of autism spectrum disorder (ASD) continue to rise, school psychologists today must have the theoretical and practical knowledge to assess, treat, and intervene on behalf of all children, including those with ASD. This fully updated second edition includes new chapters on screening and diagnosis of ASD, discrete trials training, pivotal response training, verbal behavior interventions, and structured teaching approaches. Contributors also describe interventions for using cognitive behavior therapy with children and families to treat a variety of symptoms and behaviors.
Edited by:
Steven G. Little,
Angeleque Akin-Little
Imprint: American Psychological Association
Country of Publication: United States
Edition: 2nd edition
Dimensions:
Height: 254mm,
Width: 178mm,
Weight: 942g
ISBN: 9781433830143
ISBN 10: 1433830140
Series: Applying Psychology in the Schools Series
Pages: 422
Publication Date: 12 March 2019
Audience:
Professional and scholarly
,
Undergraduate
Format: Hardback
Publisher's Status: Active
Contributors Series Foreword Michelle M. Perfect Acknowledgments Introduction Steven G. Little and Angeleque Akin-Little Part I: Foundations of Behavioral Interventions Chapter 1: Narrative Reports and Recordings for Behavioral Problem–Solving in Schools Christopher H. Skinner Chapter 2: School-Wide Positive Behavioral Interventions and Supports: A Systems-Level Application of Behavioral Principles Brandi Simonsen and George Sugai Chapter 3: Classroom Management Joseph H. Wehby and Kathleen Lynne Lane Chapter 4: Reductive Procedures: Positive Approaches to Reducing the Incidence of Problem Behavior Steven G. Little and Angeleque Akin-Little Chapter 5: Generalization and Maintenance Jamie L. Pratt, Garry D. Wickerd, and Mark W. Steege Chapter 6: Effect of Extrinsic Reinforcement on “Intrinsic” Motivation: Separating Fact From Fiction Angeleque Akin-Little and Steven G. Little Chapter 7: Applied Behavior Analysis in Education: The Role of the Board Certified Behavior Analyst Mark D. Shriver Chapter 8: Behavioral Interventions for Academic Performance: A Summary of the Literature Robin S. Codding, Kourtney R. Kromminga, and Kristin Running Chapter 9: Adults as Change Agents: Applications of Behavioral Consultation William P. Erchul, Ann C. Schulte, Austin H. Johnson, and Cathleen A. Geraghty Part II: Working With Children With Autism Spectrum Disorder Chapter 10: Autism Spectrum Disorder: Screening and Diagnosis Steven G. Little, Angeleque Akin-Little, and Geri M. Harris Chapter 11: Overview of Applied Behavior Analysis and Early Intervention for Autism Spectrum Disorder Caitlin Irwin and Judah B. Axe Chapter 12: Discrete Trial Training: A Structured Learning Approach for Children With ASD Jeff Sigafoos, Amarie Carnett, Mark F. O’Reilly, and Giulio E. Lancioni Chapter 13: Classroom Pivotal Response Teaching Rianne Verschuur, Bibi Huskens, and Laurie McLay Chapter 14: Verbal Behavior Intervention in Autism Spectrum Disorders Elizabeth R. Lorah, Matt Tincani, and Ashley Parnell Chapter 15: Video-Based Interventions for Children With Autism Spectrum Disorder Steven G. Little, Lauretta K. Montes, John Spangler, and Angeleque Akin-Little Chapter 16: TEACCH and Other Structured Approaches to Teaching Laurie McLay, Sarah Hansen, and Amarie Carnett Part III: Cognitive Behavior Therapy Chapter 17: What Is Cognitive Behavior Therapy? Raymond DiGiuseppe, Rachel Venezia, and Roseanne Gotterbarn Chapter 18: Cognitive Behavior Therapy With Children Mark D. Terjesen, Tamara Del Vecchio, and Nora Gerardi Chapter 19: Application of Alternatives for Families: A Cognitive Behavioral Therapy to School Settings Carrie B. Jackson, Laurel A. Brabson, Amy D. Herschell, and David J. Kolko Chapter 20: Trauma-Focused Cognitive Behavior Therapy Steven G. Little and Angeleque Akin-Little Index About the Editors
Steven G. Little, PhD, is a Professor of clinical psychology at Walden University. He earned his PhD in school psychology from Tulane University in 1987 and has directed programs at various universities in the United States and New Zealand. Dr Little previously served as president of Division 16 (School Psychology) of APA and has worked on the editorial boards of numerous journals. His main research interest is in behavioral interventions with children in homes and schools. Dr. Little is widely published, and he is also assistant director of the Svarcanas Centre. He lives in Malone, New York. Angeleque Akin-Little, PhD, is director of the Svarcanas Centre and president of Akin-Little and Little Behavioral Psychology Consultants, PLLC. She earned her PhD in school psychology from the University of Southern Mississippi in 1999 and is a licensed psychologist and board-certified behavior analyst (BCBA-D). She has served on the faculty at a number of universities in the United States and New Zealand and is a Fellow of Division 16 (School Psychology) at APA. Her primary research interests are in behavioral interventions in homes and schools, particularly applied behavior analysis with children with autism spectrum disorder and holistic approaches to behavioral interventions with children. She lives in Malone, New York.
