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The Wiley Handbook of Disruptive and Impulse-Control Disorders. by Lochman, John E.; Matthys, Walter.;
Cover -- Title Page -- Copyright -- Contents -- Notes on Contributors -- Part 1 :Introduction to the Handbook -- Chapter 1: A Framework for the Handbook's Exploration of Disruptive Behavior Disorders, Intermittent Explosive Disorder, and Impulse-Control Disorders -- DBDs, IED, and Impulse-Control Disorders -- Background on Diagnostic Classification and its Purposes -- What Are the Purposes of, and Concerns about, Diagnostic Classification of Behavioral Problems? -- To Facilitate Research on the Causes and Active Mechanisms That Contribute to the Development and Maintenance of Behavioral Disorders -- Handbook Structure: Key Assumptions about Exploration of Research and Treatment Planning -- Overview of the Handbook -- References -- Part 2: Diagnostic Issues for the Disruptive and Impulse-Control Disorders -- Chapter 2: Diagnostic Issues in Oppositional Defiant Disorder -- The History of Oppositional Defiant Disorder -- Criteria -- Irritability and Disruptive Mood Dysregulation Disorder -- An ODD Specifier -- Exclusionary Issues in the Diagnosis of ODD -- Prevalence -- Developmental Issues: Is ODD a Childhood Disorder? -- Comorbidities -- Conclusion -- References -- Chapter 3: Conduct Disorder and Callous-Unemotional Traits -- A Brief History of Diagnostic Classification for Conduct Disorder -- Callous-Unemotional Traits and Developmental Pathways to Conduct Disorder -- Conclusions -- References -- Chapter 4: Diagnostic Issues for ODD/CD with ADHD Comorbidity -- Overview of ODD/CD with Comorbid ADHD -- Sociodemographic Factors Affecting Comorbidity Rates and Symptom Trajectory -- Considerations and Issues for Diagnosing Comorbid ODD/CD with ADHD -- Intervention Implications of Comorbid ODD/CD with ADHD -- Conclusion -- References -- Chapter 5: Comorbidity with Substance Abuse -- Associations between DBDs and Substance Abuse.Potential Common Pathways to DBDs and Substance Use -- Potential Moderators of the Association between DBDs and Substance Use -- Conclusion and Future Directions -- Acknowledgment -- References -- Chapter 6: Intermittent Explosive Disorder and the Impulse-Control Disorders -- Intermittent Explosive Disorder (IED) -- Kleptomania -- Pyromania -- Conclusions -- References -- Chapter 7: Related Personality Disorders Located within an Elaborated Externalizing Psychopathology Spectrum -- Personality Disorders -- Disruptive Behavior Disorders, Personality Disorders, and the Externalizing Spectrum -- Antisocial/Psychopathic Personality Disorder -- Borderline Personality Disorder -- Narcissistic Personality Disorder -- Paranoid Personality Disorder -- Dimensional Personality Traits: A Developmentally Sounder Way Forward -- Conclusion -- References -- Part 3: Etiological and Maintenance Factors: Child-Level Factors -- Chapter 8: Genetic and Gene-Environment Influences on Disruptive Behavior Disorders -- Heritability of DBDs -- Genetic Studies and DBDs -- Genome-Environment Interaction Studies -- Limitations of Approaches -- Summary and Recommendations -- Conclusion -- References -- Chapter 9: The Neurobiology of Oppositional Defiant Disorder and Conduct Disorder -- Brain Structure -- Diffusion Tensor Imaging -- Functional Brain Imaging -- Functional Connectivity -- Neurotransmitters -- Stress Response System -- Conclusion -- References -- Chapter 10: Cognitive Functions -- Intellectual Functioning -- Language -- Executive Functioning -- Conclusion -- References -- Chapter 11: Temperament -- Definition of Temperament -- Theoretical Models of Temperament and Psychopathology -- Research on Temperament and Disruptive Behavior Disorders -- Limitations of Current Literature -- Implications -- Conclusion -- References.Chapter 12: Prenatal and Perinatal Risk Factors -- Prenatal Risk Factors -- Perinatal Risk Factors -- The Role of Genetics in Prenatal and Perinatal Risk -- Conclusion -- References -- Chapter 13: Attachment and Disruptive Disorders -- Attachment -- Future Directions -- Conclusion -- References -- Chapter 14: Emotion Regulation -- Defining Emotion Regulation -- Implications for Prevention and Intervention -- Conclusions -- References -- Chapter 15: "It's Gonna End Up with a Fight Anyway": Social Cognitive Processes in Children with Disruptive Behavior Disorders -- A General Model of Social Cognition in Disruptive Behavior Problems -- Online Social-Cognitive Processing -- Offline Processes -- Socialization and the Development of Social-Cognitive Dispositions -- Clinical Implications -- Research Directions -- Conclusion -- References -- Etiological and Maintenance Factors: Family Factors -- Chapter 16: Family Poverty and Structure -- Interpreting the Evidence -- Family Poverty -- Family Structure -- Conclusions -- References -- Chapter 17: Parent Psychopathology -- Parent Psychopathology -- Conclusions, Clinical Implications, and Future Directions -- References -- Chapter 18: Relationship Discord, Intimate Partner Physical Aggression, and Externalizing Problems of Children -- Relationship Discord -- Intimate Partner Aggression -- The Association of Relationship Discord and Intimate Partner Violence -- Prevalence of ODD/CD -- Association of Marital Discord/Conflict and ODD/CD -- Meta Analyses of the Association of Marital Discord/Conflict and Externalizing Behavior -- The Relationship between IPA and Externalizing Problems of Children -- Conclusions and Future Research Directions -- References -- Chapter 19: Parenting Practices and the Development of Problem Behavior across the Lifespan -- History of Parenting Literature -- Parenting across the Lifespan.Parenting Skills as a Target of Interventions -- Parenting Skills That Affect the Development of Problem Behavior -- Culture and Parenting -- Conclusion -- Acknowledgment -- References -- Etiological and Maintenance Factors: Peer Factors -- Chapter 20: Peer Rejection and Disruptive Behavioral Disorders -- Operationalization of Peer Acceptance and Rejection -- The Complex Relationship of Peer Rejection with Externalizing Problems -- Comorbidity with ADHD -- The Mechanisms for Peer Rejection's Effect on CD/ODD -- Conclusion -- References -- Chapter 21: The Role of Deviant Peers in Oppositional Defiant Disorder and Conduct Disorder -- Conduct Disorder, Oppositional Defiant Disorder, and Deviant Peers -- A Developmental-Ecological Perspective -- Risk Factors for Deviant Peer Involvement -- Mechanisms of Peer Influence -- Moderators of Deviant Peer Influence -- Conclusion and Future Directions -- References -- Etiological and Maintenance Factors: Broader Social Context -- Chapter 22: The Broader Context School and Neighborhood Factors Contributing to ODD and CD Symptomatology -- School Factors -- Neighborhood Factors -- Conclusion -- References -- Part 4: Assessment Processes -- Chapter 23: Problem-Solving Structure of Assessment -- General Issues -- An Overview of the Assessment Procedure -- Written Information -- Initial Interview with the Parents and the Child or Adolescent -- Hypotheses regarding Possible Diagnoses and Comorbidities -- Interview and Observation of the Child or Adolescent -- Additional Assessments -- DSM-5 Orientated Interview -- Categorical Diagnosis, Diagnostic Formulation, and the Treatment Plan -- Discussion of Diagnosis and Treatment Plan with the Parents, and Use of Psychoeducation in Order to Improve Treatment Engagement -- Conclusion -- References -- Part 5: Treatment and Prevention.Chapter 24: Engaging Families in Treatment for Child Behavior Disorders: A Synthesis of the Literature -- Prevalence of Disruptive Behavior Disorders and Families at Risk -- The Relationship between Poverty and Child Disruptive Behavior Disorders -- Treatments for DBDs and Parent Engagement -- Treatment Engagement Difficulties for Poverty-Affected Families -- The Need to Engage with Support Services -- Future Directions -- Conclusion -- References -- Chapter 25: Pharmacotherapy of Disruptive and Impulse Control Disorders -- Pharmacologic Treatment of ODD/CD -- Pharmacologic Treatment of Maladaptive Aggression and Irritability -- Strategies for Treatment -- Conclusions and Future Directions -- References -- Chapter 26: Psychosocial Treatment and Prevention of Conduct Problems in Early Childhood -- The Behavioral Model of Psychosocial Treatment for Early-Onset CPs -- Treatment Formats for the Psychosocial Treatment of Early-Onset CPs -- Leading Psychosocial Intervention Protocols for the Treatment of Early-Onset CPs -- Promising Trends and Innovations in the Psychosocial Treatment of Early-Onset CPs -- Conclusions -- References -- Chapter 27: Psychosocial Treatment and Prevention in Middle Childhood and Early Adolescence -- Universal Prevention Programs -- Indicated Prevention and Treatment Programs -- Conclusions and Future Directions -- Acknowledgment -- References -- Chapter 28: Psychosocial Treatment and Prevention in the Adolescent Years for ODD and CD -- Interventions That Are Child-Focused -- Interventions That Are Parent-Focused -- Interventions Delivered to Youth and their Parents -- Conclusion -- References -- Chapter 29: Factors Influencing Intervention Delivery and Outcomes -- Dissemination to Real-World Settings -- Factors at the Intervention Program Level -- Factors at the Client Level.Factors at the Level of the Clinician and the Practice Setting.Description based on publisher supplied metadata and other sources.
Subjects: Electronic books.; Behavior disorders in children--Handbooks, manuals, etc.;
On-line resources: CGCC online access;
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The Wiley Handbook of Disruptive and Impulse-Control Disorders. by Lochman, John E.; Matthys, Walter.(SAGE)1605751;
Cover -- Title Page -- Copyright -- Contents -- Notes on Contributors -- Part 1 :Introduction to the Handbook -- Chapter 1: A Framework for the Handbook's Exploration of Disruptive Behavior Disorders, Intermittent Explosive Disorder, and Impulse-Control Disorders -- DBDs, IED, and Impulse-Control Disorders -- Background on Diagnostic Classification and its Purposes -- What Are the Purposes of, and Concerns about, Diagnostic Classification of Behavioral Problems? -- To Facilitate Research on the Causes and Active Mechanisms That Contribute to the Development and Maintenance of Behavioral Disorders -- Handbook Structure: Key Assumptions about Exploration of Research and Treatment Planning -- Overview of the Handbook -- References -- Part 2: Diagnostic Issues for the Disruptive and Impulse-Control Disorders -- Chapter 2: Diagnostic Issues in Oppositional Defiant Disorder -- The History of Oppositional Defiant Disorder -- Criteria -- Irritability and Disruptive Mood Dysregulation Disorder -- An ODD Specifier -- Exclusionary Issues in the Diagnosis of ODD -- Prevalence -- Developmental Issues: Is ODD a Childhood Disorder? -- Comorbidities -- Conclusion -- References -- Chapter 3: Conduct Disorder and Callous-Unemotional Traits -- A Brief History of Diagnostic Classification for Conduct Disorder -- Callous-Unemotional Traits and Developmental Pathways to Conduct Disorder -- Conclusions -- References -- Chapter 4: Diagnostic Issues for ODD/CD with ADHD Comorbidity -- Overview of ODD/CD with Comorbid ADHD -- Sociodemographic Factors Affecting Comorbidity Rates and Symptom Trajectory -- Considerations and Issues for Diagnosing Comorbid ODD/CD with ADHD -- Intervention Implications of Comorbid ODD/CD with ADHD -- Conclusion -- References -- Chapter 5: Comorbidity with Substance Abuse -- Associations between DBDs and Substance Abuse.Potential Common Pathways to DBDs and Substance Use -- Potential Moderators of the Association between DBDs and Substance Use -- Conclusion and Future Directions -- Acknowledgment -- References -- Chapter 6: Intermittent Explosive Disorder and the Impulse-Control Disorders -- Intermittent Explosive Disorder (IED) -- Kleptomania -- Pyromania -- Conclusions -- References -- Chapter 7: Related Personality Disorders Located within an Elaborated Externalizing Psychopathology Spectrum -- Personality Disorders -- Disruptive Behavior Disorders, Personality Disorders, and the Externalizing Spectrum -- Antisocial/Psychopathic Personality Disorder -- Borderline Personality Disorder -- Narcissistic Personality Disorder -- Paranoid Personality Disorder -- Dimensional Personality Traits: A Developmentally Sounder Way Forward -- Conclusion -- References -- Part 3: Etiological and Maintenance Factors: Child-Level Factors -- Chapter 8: Genetic and Gene-Environment Influences on Disruptive Behavior Disorders -- Heritability of DBDs -- Genetic Studies and DBDs -- Genome-Environment Interaction Studies -- Limitations of Approaches -- Summary and Recommendations -- Conclusion -- References -- Chapter 9: The Neurobiology of Oppositional Defiant Disorder and Conduct Disorder -- Brain Structure -- Diffusion Tensor Imaging -- Functional Brain Imaging -- Functional Connectivity -- Neurotransmitters -- Stress Response System -- Conclusion -- References -- Chapter 10: Cognitive Functions -- Intellectual Functioning -- Language -- Executive Functioning -- Conclusion -- References -- Chapter 11: Temperament -- Definition of Temperament -- Theoretical Models of Temperament and Psychopathology -- Research on Temperament and Disruptive Behavior Disorders -- Limitations of Current Literature -- Implications -- Conclusion -- References.Chapter 12: Prenatal and Perinatal Risk Factors -- Prenatal Risk Factors -- Perinatal Risk Factors -- The Role of Genetics in Prenatal and Perinatal Risk -- Conclusion -- References -- Chapter 13: Attachment and Disruptive Disorders -- Attachment -- Future Directions -- Conclusion -- References -- Chapter 14: Emotion Regulation -- Defining Emotion Regulation -- Implications for Prevention and Intervention -- Conclusions -- References -- Chapter 15: "It's Gonna End Up with a Fight Anyway": Social Cognitive Processes in Children with Disruptive Behavior Disorders -- A General Model of Social Cognition in Disruptive Behavior Problems -- Online Social-Cognitive Processing -- Offline Processes -- Socialization and the Development of Social-Cognitive Dispositions -- Clinical Implications -- Research Directions -- Conclusion -- References -- Etiological and Maintenance Factors: Family Factors -- Chapter 16: Family Poverty and Structure -- Interpreting the Evidence -- Family Poverty -- Family Structure -- Conclusions -- References -- Chapter 17: Parent Psychopathology -- Parent Psychopathology -- Conclusions, Clinical Implications, and Future Directions -- References -- Chapter 18: Relationship Discord, Intimate Partner Physical Aggression, and Externalizing Problems of Children -- Relationship Discord -- Intimate Partner Aggression -- The Association of Relationship Discord and Intimate Partner Violence -- Prevalence of ODD/CD -- Association of Marital Discord/Conflict and ODD/CD -- Meta Analyses of the Association of Marital Discord/Conflict and Externalizing Behavior -- The Relationship between IPA and Externalizing Problems of Children -- Conclusions and Future Research Directions -- References -- Chapter 19: Parenting Practices and the Development of Problem Behavior across the Lifespan -- History of Parenting Literature -- Parenting across the Lifespan.Parenting Skills as a Target of Interventions -- Parenting Skills That Affect the Development of Problem Behavior -- Culture and Parenting -- Conclusion -- Acknowledgment -- References -- Etiological and Maintenance Factors: Peer Factors -- Chapter 20: Peer Rejection and Disruptive Behavioral Disorders -- Operationalization of Peer Acceptance and Rejection -- The Complex Relationship of Peer Rejection with Externalizing Problems -- Comorbidity with ADHD -- The Mechanisms for Peer Rejection's Effect on CD/ODD -- Conclusion -- References -- Chapter 21: The Role of Deviant Peers in Oppositional Defiant Disorder and Conduct Disorder -- Conduct Disorder, Oppositional Defiant Disorder, and Deviant Peers -- A Developmental-Ecological Perspective -- Risk Factors for Deviant Peer Involvement -- Mechanisms of Peer Influence -- Moderators of Deviant Peer Influence -- Conclusion and Future Directions -- References -- Etiological and Maintenance Factors: Broader Social Context -- Chapter 22: The Broader Context School and Neighborhood Factors Contributing to ODD and CD Symptomatology -- School Factors -- Neighborhood Factors -- Conclusion -- References -- Part 4: Assessment Processes -- Chapter 23: Problem-Solving Structure of Assessment -- General Issues -- An Overview of the Assessment Procedure -- Written Information -- Initial Interview with the Parents and the Child or Adolescent -- Hypotheses regarding Possible Diagnoses and Comorbidities -- Interview and Observation of the Child or Adolescent -- Additional Assessments -- DSM-5 Orientated Interview -- Categorical Diagnosis, Diagnostic Formulation, and the Treatment Plan -- Discussion of Diagnosis and Treatment Plan with the Parents, and Use of Psychoeducation in Order to Improve Treatment Engagement -- Conclusion -- References -- Part 5: Treatment and Prevention.Chapter 24: Engaging Families in Treatment for Child Behavior Disorders: A Synthesis of the Literature -- Prevalence of Disruptive Behavior Disorders and Families at Risk -- The Relationship between Poverty and Child Disruptive Behavior Disorders -- Treatments for DBDs and Parent Engagement -- Treatment Engagement Difficulties for Poverty-Affected Families -- The Need to Engage with Support Services -- Future Directions -- Conclusion -- References -- Chapter 25: Pharmacotherapy of Disruptive and Impulse Control Disorders -- Pharmacologic Treatment of ODD/CD -- Pharmacologic Treatment of Maladaptive Aggression and Irritability -- Strategies for Treatment -- Conclusions and Future Directions -- References -- Chapter 26: Psychosocial Treatment and Prevention of Conduct Problems in Early Childhood -- The Behavioral Model of Psychosocial Treatment for Early-Onset CPs -- Treatment Formats for the Psychosocial Treatment of Early-Onset CPs -- Leading Psychosocial Intervention Protocols for the Treatment of Early-Onset CPs -- Promising Trends and Innovations in the Psychosocial Treatment of Early-Onset CPs -- Conclusions -- References -- Chapter 27: Psychosocial Treatment and Prevention in Middle Childhood and Early Adolescence -- Universal Prevention Programs -- Indicated Prevention and Treatment Programs -- Conclusions and Future Directions -- Acknowledgment -- References -- Chapter 28: Psychosocial Treatment and Prevention in the Adolescent Years for ODD and CD -- Interventions That Are Child-Focused -- Interventions That Are Parent-Focused -- Interventions Delivered to Youth and their Parents -- Conclusion -- References -- Chapter 29: Factors Influencing Intervention Delivery and Outcomes -- Dissemination to Real-World Settings -- Factors at the Intervention Program Level -- Factors at the Client Level.Factors at the Level of the Clinician and the Practice Setting.Description based on publisher supplied metadata and other sources.
Subjects: Electronic books.; Behavior disorders in children--Handbooks, manuals, etc.;
On-line resources: CGCC online access;
unAPI

Skills training for children with behavior problems : a parent and practitioner guidebook / by Bloomquist, Michael L.(SAGE)1833361; Bloomquist, Michael L.Skills training for children with behavior disorders.;
Includes bibliographical references and index.Understanding behavior and adjustment problems in children -- Developing a plan for a struggling child -- Enhancing a child's self-control development -- Enhancing a child's social development -- Enhancing a child's emotional development -- Enhancing a child's academic development -- Improving parent well-being -- Improving family relationships -- Maintaining improvements for your child and family -- Assessing services to assist the child and family -- A practitioner's guide to using this book with children and parents.
Subjects: Behavior disorders in children; Problem children;
Available copies: 1 / Total copies: 1
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Quick Answers for Busy Teachers [electronic resource] : Solutions to 60 Common Challenges by Breaux, Annette.; Whitaker, Todd.;
Quick Answers for Busy Teachers: Solutions to 60 Common Challenges; Contents; About the Authors; Preface; How to Use This Book; Part One: Challenges with Students; 1. The Class Clown Is Not Humoring You; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 2. A Student Is Refusing to Do Work; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 3. Several Students Dislike You; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 4. You Embarrassed a Student in Front of His Peers; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 5. Students Who Don't Behave in Your Class Are Behaving for Another Teacher; IF THIS HAPPENS; TRY THISDON'T FORGET6. You're Not Sure If a Behavior Consequence Was Appropriate; IF THIS HAPPENS; Scenario 1; Scenario 2; Scenario 3; TRY THIS; DON'T FORGET; 7. You're Unsure When to Refer a Student to the Office; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 8. A Student Is Disrespectful to You in Front of the Class; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 9. Some Students Are Afraid to Make Mistakes; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 10. A Student Is Sleeping in Your Class; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 11. You Lost Your Temper with Your Students; IF THIS HAPPENS; TRY THISDON'T FORGET12. You Feel That Several of Your Students Are Lazy; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 13. You Ask a Student to Step Outside with You and He Refuses; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 14. Students Don't Bring Necessary Supplies to Your Class; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 15. Some Students Are Easier to Like than Others; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 16. A Student Is Prone to Angry Outbursts; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 17. It's Difficult to Stay Motivated When the Students Aren't Motivated; IF THIS HAPPENS; TRY THIS; DON'T FORGETPart Two: Challenges with Adults18. Some of Your Coworkers Are Negative; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 19. You Experience a Lack of Parental Interest; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 20. You Disagree with Your Administrator; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 21. You Want to Fit In with the Faculty; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 22. A Coworker Says Something Negative About You; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 23. Your Principal Gives You a Negative Evaluation; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 24. A Parent Will Not Return Your CallIF THIS HAPPENSTRY THIS; DON'T FORGET; 25. You're Afraid to Speak Your Mind in a Faculty Meeting; IF THIS HAPPENS; TRY THIS; DON'T FORGET; Part Three: Classroom Management Challenges; 26. You're Struggling to Get Organized; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 27. Your Content Knowledge Is Solid, But Your Management Skills Are Lacking; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 28. Students Enter Your Class and Immediately Begin Talking; IF THIS HAPPENS; TRY THIS; DON'T FORGET; 29. You Have a Chronic Talker in Your Class; IF THIS HAPPENS; TRY THIS; DON'T FORGET30. Your Students Misbehaved with the Substitute TeacherDeftly handle the sixty most common problems classroom teachers face Quick Answers for Busy Teachers presents some of the most common challenges teachers encounter in the classroom, and provides expert help toward solving those problems. This easy-to-read guide is organized into short, discreet chapters, making it an ideal quick reference for on-the-spot answers, with practical advice and concise, actionable solutions. Readers will develop systems for dealing with issues that repeatedly crop up, from handling the out-of-control class to falling out of love with the job. The book offers innovat
Subjects: Electronic books.; Behavior disorders in children; Classroom management; Teaching -- Handbooks, manuals, etc.;
© 2014., Wiley,
On-line resources: CGCC Online access;
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The Teacher's Concise Guide to Functional Behavioral Assessment. by Waller, Raymond J. (Jefferson).;
Cover Page -- Title -- Copyright -- Contents -- Acknowledgments -- About the Author -- 1. Why FBA? -- 2. Conjunction Junction, What's the Behavior's Function? -- 3. Getting Started Through the Back Door: Indirect Assessment -- 4. Descriptive Analysis -- 5. Functional Analysis -- 6. Multiple Functions -- 7. When to Use What -- 8. Summarizing and Reporting the Data -- 9. FBA Within an RTI Framework -- 10. A Beginner's Look at Function-Based Support Planning -- Conclusion -- Appendix A: Sample Behavioral Assessment Interview-Student -- Appendix B: Sample Behavior Assessment Summary -- Appendix C: Functional Behavioral Assessment Narrative Report -- Appendix D: Sample Collaborative Team Activity Guide -- Bibliography -- Index.This guidebook offers a practical overview for collecting data, understanding the underlying factors of challenging behaviors, and using evidence-based interventions to correct common classroom problems.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Behavior disorders in children -- United States -- Handbooks, manuals, etc.; Behavior modification -- United States -- Handbooks, manuals, etc.; Behavioral assessment of children -- United States -- Handbooks, manuals, etc.;
On-line resources: CGCC online access;
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Developmental and Behavioral Pediatrics [electronic resource] : A Handbook for Primary Care by Parker, Steven J.(SAGE)1848844; Zuckerman, Barry S.(SAGE)1790078; Augustyn, Marilyn C.;
Developmental and Behavioral Pediatrics; Contents; Contributing Authors; Preface from 1st Edition; Preface; I The Fundamentals of Developmental and Behavioral Pediatrics; Talking with Parents; Talking with Children; Teachable Moments in Primary Care; Touchpoints of Anticipatory Guidance in the First Three Years; Difficult Encounters with Parents; Helping Families Deal with Bad News; Promoting Early Literacy; Family Systems; Promoting Parental SelfUnderstanding; Behavioral Screening; Developmental Screening; Screening for Social and Emotional Delays in Early ChildhoodBehavioral Management: Theory and PracticeCoping with Stressful Transitions; Managing Behavior; Pain; Early Childhood Development in Developing Countries; Self-Regulation Therapy; Psychopharmacology; II Specific Child Problems; Recurrent Abdominal Pain; The Aggressive, Explosive Child; Anorexia Nervosa and Bulimia; Anxiety Disorders; Asperger Syndrome; Attention Deficit Hyperactivity Disorder; Autism; Bad News in the Media; Bipolar Disorder in Children; Biting Others; Breath Holding; Bullying; Cerebral Palsy; Chronic Conditions; Colic; Depression; Down Syndrome; The Dysmorphic ChildEncopresisEnuresis; Failure to Thrive; Fears; Fetal Alcohol Syndrome; Fragile X Syndrome; Gay, Lesbian, & Bisexual Youth; Gender Identity Issues; The Gifted Child; Headaches; Hearing Impairment; Language Delays; Lying, Cheating, & Stealing; Masturbation; Mental Retardation: Behavioral Problems; Mental Retardation: Diagnostic Evaluation; Motor Delays; Neglect; Nightmares and Night Terrors; Obesity; Physical Abuse; Picky Eating; Posttraumatic Stress Disorder; PTSD) in Children; Prematurity: Primary Care Follow-up; School Avoidance; School Failure; School Readiness; Selective MutismSelf-Esteem and ResilienceSensory Integration Disorder; Sex and the Adolescent; Sexual Abuse; Shyness; Sleep Problems; Speech-Sound Disorders; Stuttering; Substance Abuse in Adolescence; Suicide; Temper Tantrums; Temperamentally Difficult Children; Thumb Sucking; Tics and Tourette Syndrome; Toilet Training; Unpopular Children; Violent Youth; Visual Impairment; Witness to Violence; III Family Issues; Adoption; Bereavement and Loss; Child Care; Cultural Competence; Divorce; Dying Children; Foster Care; Gay and Lesbian Parents; Screening for Maternal Depression; Sibling Rivalry; Single ParentsStepfamiliesTelevision; Twins; Vulnerable Children; Appendices; Pediatric Symptom Checklist; Child Development in the First Five Years; Early Language Milestone Scale; Temperament; Child Development in the First 21 Months; Socioemotional Development of Infants and Children: Themes and Behaviors; IndexThe thoroughly updated Second Edition of this popular handbook provides practical guidance on diagnosing and treating children with developmental and behavioral problems in the primary care setting. New chapters cover pediatric psychopharmacology, sensory integrations disorder, bad news in the media, post-traumatic stress disorder, Asperger syndrome, promoting resilience, the explosive child, family treatment, cultural competence, and bipolar disorder. The authors present current information on common problems such as ADHD, biting, school avoidance, the picky eater, obesity, sleep problems, an
Subjects: Electronic books.; Behavior disorders in children -- Handbooks, manuals, etc.; Behavior disorders in children; Child development deviations -- Handbooks, manuals, etc.; Child development deviations; Pediatrics -- Psychological aspects -- Handbooks, manuals, etc.; Pediatrics -- Psychological aspects.; Primary care (Medicine) -- Handbooks, manuals, etc.; Primary care (Medicine);
© 2011., Wolters Kluwer Health,
On-line resources: CGCC online access;
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Navigating the Medical Maze with a Child with Autism Spectrum Disorder [electronic resource] : A Practical Guide for Parents by Ming, Sue.; Pletcher, Beth.;
Navigating the Medical Maze with a Child with Autism Spectrum Disorder: A Practical Guide for Parents; Disclaimer; Preface; Chapter 1 When Your Child Is Diagnosed with an Autism Spectrum Disorder; Chapter 2 Co-occurrence of Neurological Disorders in Individuals with Autism Spectrum Disorders; Chapter 3 Co-occurrence of Psychiatric Disorders in Individuals with Autism Spectrum Disorders; Chapter 4 Gastrointestinal Disorders That Can Lead to Both Physical and Behavioral Problems in Individuals with Autism Spectrum DisordersChapter 5 Allergies and Immune-Mediated Conditions in Individuals with Autism Spectrum DisordersChapter 6 Oral and Dental Issues for Individuals with Autism Spectrum Disorders; Chapter 7 Genetic Considerations for Individuals with Autism Spectrum Disorders; Chapter 8 Traditional Treatment Options for Individuals with Autism Spectrum Disorders; Chapter 9 Complementary and Alternative Therapies for Individuals with Autism Spectrum Disorders; Chapter 10 Environmental Risk Factors and Autism Spectrum DisordersChapter 11 Tests for Individuals with Autism Spectrum Disorders and Their Associated Medical or Behavioral ConditionsChapter 12 The Medical Home for Individuals with Autism Spectrum Disorders; Chapter 13 Working with Non-Physician Members of the Treatment Team for Individuals with Autism Spectrum Disorders; Chapter 14 Puberty and Sexuality for Individuals with Autism Spectrum Disorders; Chapter 15 Bridging the Gap to Adulthood: Navigating the Transition for Individuals with Autism Spectrum Disorders to Their Futures; Chapter 16 Autism Spectrum Disorders and the LawChapter 17 Participating in a Research Project for Individuals with Autism Spectrum DisordersContributors; References; IndexThis practical guide contains everything parents of a child with autism need to know in order to get the best medical care for their child and to play an active and effective role in that care. It contains accessible descriptions and explanations of autism and related conditions, diagnostic tests, conventional and complementary therapies, and more.
Subjects: Electronic books.; Autism in children -- Diagnosis.; Autism spectrum disorders in children -- Handbooks, manuals, etc.; Parents of autistic children -- Handbooks, manuals, etc.;
© 2014., Jessica Kingsley Publishers,
On-line resources: CGCC online access;
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Classroom Management Techniques for Students with ADHD [electronic resource] : A Step-by-Step Guide for Educators by Pierangelo, Roger(SAGE)1869762; Giuliani, George.;
Cover; Dedication; Title Page; Copyright; Contents; Preface; Acknowledgments; Authors; Step I. Reviewing Your Current Knowledge of Students With ADHD; Step II. Identifying Characteristics of Students With ADHD in Your Classroom; Step III. Understanding the Legal Requirements for Identification of Students With ADHD; Step IV. Understanding the Evaluation Procedures Used in the Assessment of Students With ADHD; Step V. Understanding How Students With ADHD Are Diagnosed; Step VI. Identifying Treatment Options for Students With ADHDStep VII. Understanding the Key Components to Effective Classroom Management for Students With ADHDStep VIII. Implementing Academic Instruction Techniques; Step IX. Implementing Behavioral Intervention Techniques; Step X. Implementing Classroom Accommodation and Modification Techniques; Glossary; References; IndexWorking with students who have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) presents unique challenges for educators. This valuable resource provides general and special education professionals with an understanding of ADHD and appropriate strategies to help children participate in the classroom experience and develop to their fullest potential.Aligned with the reauthorization of IDEA 2004, Classroom Management Techniques for Students With ADHD presents practical, nuts-and-bolts methods and a concise glossary for teaching and working with this unique group of students. T
Subjects: Electronic books.; Attention-deficit-disordered children -- Behavior modification -- Handbooks, manuals, etc.; Attention-deficit-disordered children -- Education -- Handbooks, manuals, etc.; Classroom management -- Handbooks, manuals, etc.;
© 2015., Skyhorse Publishing,
On-line resources: CGCC online access;
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The School Counselor's Mental Health Sourcebook [electronic resource] : Strategies to Help Students Succeed by Auger, Rick.;
Cover; Title Page; Copyright; Contents; Preface; Acknowledgments; About the Author; Dedication; 1. Mental Health, Children, and Schools: A Call to Action; It's Not Just About Diagnoses; It's Not Just About Numbers; What If Everything Is Being Done Right?; A Children's Mental Health Miniprimer; The Meaning of a Mental Health Diagnosis; Final Thoughts; 2. Intervention Basics; Intervention Guidelines; An Approach to Intervention; 3. Culture, Race, and Children's Mental Health; Impact of Culture and Race; Recommendations for School Counselors; 4. Disruptive Behavior DisordersCorrelates, Antecedents, and OutcomesTypes of Disruptive Behavior Disorders; Intervention Guidelines; 5. Attention-Deficit/Hyperactivity Disorder; Impact, Developmental Course, and Race and Gender Disparities; Intervention Guidelines; 6. Mood Disorders; Patterns Associated With Mood Disorders; Types of Mood Disorders; Intervention Guidelines; Bipolar Disorder; Intervention Guidelines for Students With Bipolar Disorder; 7. Anxiety Disorders; Research Findings; Types of Anxiety Disorders; Intervention Guidelines; 8. Autism Spectrum Disorders; Types of Autism Spectrum DisordersIntervention Guidelines9. Communicating With Teachers and Families About Students' Mental Health Needs; Barriers and Opportunities; Guidelines for Communicating With Teachers and Parents; References; IndexThe American School Counselor Association (ASCA) National Model urges school counselors to know every student and broaden their knowledge of mental health disorders. With more students in need of mental health services than ever before, the timing is ideal for a guide that equips staff to meet these challenges. The School Counselor's Mental Health Sourcebook provides tools for keeping students on track, including:Methods for addressing many disorders, including anxiety, autism, and other disruptive behavior disordersIntervention strategies that workEffective ways to collaborate with families f
Subjects: Electronic books.; Children -- Mental health -- Handbooks, manuals, etc.; Children; School mental health services -- Handbooks, manuals, etc.;
© 2015., Skyhorse Publishing,
On-line resources: CGCC online access;
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Cognitive-Behavioral Interventions in Educational Settings [electronic resource] : A Handbook for Practice by Mennuti, Rosemary B.; Freeman, Arthur.; Christner, Ray W.;
""Front cover""; ""Contents""; ""Foreword""; ""Acknowledgments""; ""About the Editors""; ""Contributors""; ""Part I: FOUNDATIONS""; ""Chapter 1. An Introduction to a School-Based Cognitive-Behavioral Framework""; ""Chapter 2. Multicultural Issues in Working with Children and Families: Responsive Intervention in the Educational Setting""; ""Chapter 3. A Cognitive-Behavioral Case Conceptualization Approach for Working with Children and Adolescents""; ""Part II: APPLICATION OF CBT INTERVENTIONS FOR SPECIFIC ISSUES""; ""Chapter 4. School-Based Interventions for Anxiety Disorders""""Chapter 5. School Refusal Behavior""""Chapter 6. Understanding and Treating Selective Mutism""; ""Chapter 7. Understanding Depression in Children and Adolescents: Cognitive-Behavioral Interventions""; ""Chapter 8. Attention-Deficit/Hyperactivity Disorder""; ""Chapter 9. A Cognitive-Behavioral Approach with Underachieving Gifted Youth""; ""Chapter 10. Cognitive-Behavioral Interventions for Participants in Bullying and Coercion ""; ""Chapter 11. Working with Angry and Aggressive Youth""""Chapter 12. Personality Disorders among Children and Adolescents: Are Euphemistic Labels Hindering Time-Sensitive Interventions?""""Chapter 13. Cognitive Behavioral Interventions for Individuals with Developmental Disabilities in School Settings""; ""Chapter 14. Cognitive-Behavioral Interventions with Autism Spectrum Disorder""; ""Chapter 15. Female Adolescents with Eating Disorders: A Cognitive-Behavioral Approach""; ""Chapter 16. Substance Abuse Prevention: School-Based Cognitive-Behavioral Approaches""; ""Chapter 17. Sexual Minority Youth: School-Based Issues and Interventions""""Chapter 18. Interventions for Health Problems: A Multisystemic Cognitive-Behavioral Approach""""Part III: APPLICATION OF CBT INTERVENTIONS WITH SYSTEMS""; ""Chapter 19. Parent Consulation: A Cognitive-Behavioral Perspective""; ""Chapter 20. Working with Family Systems from a Cognitive-Behavioral Perspective in Educational Settings""; ""Chapter 21. Cognitive-Behavioral Strategies for School Behavioral Consulation""; ""Chapter 22. Cognitive-Behavioral Approaches to School Crisis Response""; ""Part IV: SUMMARY""; ""Chapter 23. The Future of Cognitive-Behavioral Interventions in Schools""""Chapter 24. Concluding Comments""""Index""; ""Back cover""School and mental health therapists are often called on to deal with school-related problems, such as bullying, ADHD, and underachievement, along with other emotional and behavioural disorders that interfere with learning and performance. As the first guide to the use of Cognitive Behaviour Therapy in school settings, this book provides innovative and well-established approaches to working with children and adolescents. The authors provide assessment and intervention tactics, with specific sensitivity given to the unique needs of youth within the context of school and family. ""Cognitive-Behav
Subjects: Electronic books.; Behavior modification -- Handbooks, manuals, etc.; Cognitive therapy for children -- Handbooks, manuals, etc.; School psychology -- Handbooks, manuals, etc.;
© 2014., Routledge,
On-line resources: CGCC online access;
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