Advances in Clinical Child Psychology, Softcover reprint of the original 1st ed. 1977 Volume 1 Advances in Clinical Child Psychology Series, Vol. 1

Psychologists have long been interested in the problems of children, but in the last 20 years this interest has increased dramatically. The in­ tensified focus on clinical child psychology reflects an increased belief that many adult problems have their origin in childhood and that early treatment is often more effective than treatment at later ages, but it also seems to reflect an increased feeling that children are inherently important in their own right. As a result of this shift in emphasis, the number of publications on this topic has multiplied to the extent that even full-time specialists have not been able to keep abreast of all new developments. Researchers in the more basic fields of child psychol­ ogy have a variety of annual publications and journals to integrate research in their areas, but there is a marked need for such an integra­ tive publication in the applied segment of child and developmental psychology. Advances in Clinical Child Psychology is a serial publication designed to bring together original summaries of the most important developments each year in the field. Each chapter is written by a key figure in an innovative area of research or practice or by an individual who is particularly well qualified to comment on a topic of major contemporary importance. Each author has followed the stan­ dard format in which his or her area of research was reviewed and the clinical implications of the studies were made explicit.

1 An Evaluation of Alternative Modes of Child Psychotherapy.- 1. Introduction.- 2. The Reviews.- 3. Methodological Considerations.- 3.1. General Design Strategies.- 3.2. Subjects.- 3.3. Treatments.- 3.4. Choice of Measures.- 3.5. Follow-up Assessments.- 3.6. Evaluation.- 4. Cost-Benefit Analysis.- 5. The Social Context of Outcome Research.- 6. Summary and Conclusions.- References.- 2 Current Developments in the Behavioral Assessment of Children.- 1. Behavioral Assessment.- 1.1. Behavior-Analytic Models for Assessment.- 2. Classification of Children’s Behavior.- 3. Other Problems Related to Child-Behavior Assessment.- 4. Methods of Behavioral Assessment.- 4.1. Behavioral Interviews.- 4.2. Problem Checklists and Rating Scales.- 4.3. Direct-Observation Procedures.- 4.4. Psychophysiological Data.- 4.5. Intelligence and Achievement Testing.- 4.6. Multifaceted Assessment.- 5. The Psychological Evaluation from a Behavioral Viewpoint.- 6. Case Report.- 6.1. Preliminary Evaluation.- 6.2. Behavioral Assessment.- 6.3. Recommendations for Placement.- 6.4. Educational Prescription.- 6.5. Therapeutic Recommendations.- 7. Conclusion.- References.- 3 The Behavioral Treatment of Disruption and Hyperactivity in School Settings.- 1. The Role of Teachers in Controlling Misbehavior.- 2. The Role of Peers in Controlling Misbehavior.- 3. The Role of a Token System in Controlling Misbehavior.- 4. Additional Procedures for Controlling Classroom Misbehavior.- 4.1. Feedback.- 4.2. Reinforcement Schedule.- 4.3. Free Time as a Reinforcer.- 4.4. Self-Regulation.- 4.5. Time-Out.- 4.6. Home-Based Reinforcement.- 5. A Direct versus an Indirect Approach to Controlling Classroom Misbehavior.- 6. Controlling Misbehavior through Events That Precede Academic Performance.- 6.1. Classroom Structure.- 6.2. Instructions and Modeling.- 6.3. Time Limits.- 7. Controlling Misbehavior through Events That Follow Academic Performance.- 7.1. Strengthening Academic Performance in Normal Children.- 7.2. Strengthening Academic Performance of Hyperactive Children.- 7.3. Strengthening Reinforcers by Including the Child’s Home.- 8. Summary and Conclusions.- 9. Special Conditions Requiring Further Behavioral Analysis.- References.- 4 Perinatal Influences on the Behavior and Learning A Problems of Children.- 1. Introduction.- 2. Major Research Issues.- 2.1. Methodology.- 2.2. Developmental Models.- 2.3. Assessment.- 3. Review of the Literature.- 3.1. Reading Disability.- 3.2. Hyperactivity.- 3.3. School Maladjustment.- 3.4. Emotional Disturbance.- 3.5. Psychoses.- 3.6. Summary of Research Outcomes.- 4. Background of the Educational Follow-up Study.- 4.1. Collaborative Project.- 4.2. Educational Follow-up Study.- 5. Analysis of Educational Follow-up Study Data.- 5.1. Multiple-Regression Analysis.- 5.2. Selected Group Comparisons.- 6. Clinical Implications.- References.- 5 Social-Skills Training with Children.- 1. Introduction.- 1.1. Definition.- 1.2. The Need for Social-Skills Training.- 1.3. Research Approaches and Trends.- 2. Identifying Valuable Social Skills.- 2.1. Correlates of Social Status.- 2.2. Peer Reinforcement and Reciprocity.- 2.3. Specific Social Skills and Discriminant Validity.- 3. Training through Contingent Reinforcement.- 3.1. Adult Contingencies.- 3.2. Peer Influences.- 3.3. Individual versus Group Application of Contingencies.- 3.4. Concluding Comments on Contingent Reinforcement.- 4. Training through Observational Learning.- 4.1. Modeling Films.- 4.2. Live Models.- 5. Cognitive Mediation in Social-Skills Training.- 5.1. Coaching.- 5.2. Role-Playing and Active Problem-Solving.- 5.3. Teaching Children Assertiveness and Behavior- Management Skills.- 6. Summary and Concluding Comments.- References.- 6 Use of Biofeedback in the Treatment of Seizure Disorders and Hyperactivity.- 1. Biofeedback.- 1.1. Definitions of Biofeedback and Brief Historical Overview.- 1.2 Areas of Biofeedback Application.- 2. Epilepsy: General Considerations.- 2.1. Definition and Incidence of Seizure Disorders and Epilepsy.- 2.2. Types of Epilepsy.- 3. The Use of Biofeedback in the Treatment of Epilepsy.- 3.1. Initial Studies in Animals.- 3.2. SMR Conditioning in Human Epileptics.- 3.3. Research Employing Epileptics in Our Laboratory.- 3.4. Control Procedures: Evaluation of Overall Results of SMR Training.- 4. Future Directions.- 5. Hyperkinesis: General Considerations.- 5.1. Definition of the Disorder.- 5.2. Hyperkinesis as a Brain-Damage Syndrome.- 5.3. Treatment of Hyperkinetic Children.- 5.4. CNS Arousal as an Integrative Mechanism in the Hyperkinetic Disorder.- 6. SMR Biofeedback as an Independent Test of the Arousal Hypothesis and a Potential Treatment Modality.- 6.1. Project Description.- 7. Results—Hyperkinesis Study.- 7.1. Pretraining Data.- 7.2. Training Data.- 8. Conclusions.- References.- 7 Assessment and Treatment of Childhood Gender Problems.- 1. The Childhood Gender Disturbances.- 2. The Diagnostic Assessment of Gender-Disturbed Boys.- 2.1. Clinic Assessment of Sex-Typed Play Behavior.- 2.2. Clinic Assessment of Sex-Typed Mannerisms.- 2.3. Assessment of Sex-Typed Behavior in the Natural Environment.- 2.4. Conventional Psychological Testing.- 2.5. Parent and Child Clinical Interviews.- 3. The Rationale for Treatment Intervention.- 3.1. The Psychological Maladjustment of Gender-Disturbed Children.- 3.2. Prevention of Adult Sexual Perversions.- 3.3. Prevention of Problems Secondary to Adult Gender Problems.- 3.4. Cooperation with Appropriate Parental Concern over Gender Deviance.- 4. The Research on Intervention Techniques.- 4.1. Treatment Techniques in the Clinic Setting.- 4.2. Treatment Techniques in the Home Setting.- 5. Other Treatment Strategies.- 5.1. Management in the School Setting.- 5.2. Athletic-Behavior Shaping.- 5.3. Individual Verbal Therapy.- 5.4. Group Therapy.- 5.5. Companionship Therapy.- 5.6. Self-Regulation of Sex-Role Behavior.- 6. Longitudinal Follow-up Assessment.- References.- 8 Uses of Modeling in Child Treatment.- 1. Overview.- 2. Modeling with Fearful Children.- 2.1. Animal Fears.- 2.2. Inanimate Fears.- 2.3. Dental and Medical Fears.- 3. Modeling with Socially Maladjusted Children.- 3.1. Social Withdrawal.- 3.2. Social Aggression.- 4. Modeling with Distractible Children.- 5. Modeling with Severely Deficient Children.- 5.1. Autism.- 5.2. Mental Retardation.- 6. Modeling-Program Development.- 6.1. Client Characteristics.- 6.2. Model Characteristics.- 6.3. Model Consequences.- 6.4. Pretherapy Training.- 6.5. Strengthening Imitation.- 6.6. Conclusion.- 7. Discussion.- 7.1. Multiple versus Single Models.- 7.2. Live versus Filmed Models.- 7.3. Generalization and Maintenance.- 7.4. Future Research.- 7.5. Summary.- 7.6. Conclusion.- References.- 9 Research on the Education of Autistic Children: Recent Advances and Future Directions.- 1. Introduction.- 2. Recent Advances.- 2.1. Self-Injurious Behavior.- 2.2. Self-Stimulatory Behavior.- 2.3. Prompting and Prompt Fading.- 2.4. Generalization and Maintenance of Behavior Change.- 2.5. Parent and Teacher Training.- 2.6. Classroom Instruction.- 3. Future Directions: Response Generalization.- 3.1. Stimulus Overselectivity.- 3.2. Motivation.- 3.3. Observational Learning.- 4. Conclusions.- References.- 10 The Prevention of Childhood Behavior Disorders.- 1. Person-Oriented Programs.- 1.1. The Family as Focus.- 1.2. School-Based Prevention Programs.- 1.3. Intervention by Health Professionals.- 2. The Physical Environment.- 2.1. The Geography of the Community.- 2.2. Design of Child Care Facilities.- 2.3. Design of Play Materials.- 3. Implementing Prevention Programs.- 3.1. Obstacles to Prevention.- 3.2. Ethics of Intervention.- 3.3. Present Status and Future Prospects.- References.- Name Index.