Evidence-Based Interventions for Children with Challenging Behavior

2014
ISBN: 978-1-4899-9817-0
Verlag: Springer

Buch, Englisch, 234 Seiten, Paperback, Format (B × H): 155 mm x 235 mm, Gewicht: 3752 g

When a child has difficulties eating or sleeping, or throws frequent tantrums, many parents cross their fingers and hope it's a phase to be outgrown soon. But when they persist, challenging behaviors can follow children to school, contributing to academic problems, social difficulties, and further problems in adolescence and adulthood.

The authors of Evidence-Based Interventions for Children with Challenging Behavior take a preventive approach in this concise, well-detailed guide. Offering best practices from an extensive Response to Intervention (RTI) evidence base, the book provides guidelines for recognizing the extent of feeding, sleeping, toileting, aggression, and other issues, and supplies successful primary, secondary, and tertiary interventions with rationales. Case examples integrate developmental theories and behavior principles into practice, illustrate how strategies work, and show how to ensure that parents and caregivers can implement them consistently for maximum effect. Progress charts, content questions, and other helpful features make this an invaluable resource for students and professionals alike.

Included in the coverage:

- The prevention model and problem solving.
- Screening techniques.
- Evidence-based practices with children and their caregivers.
- Behavior principles and their application.
- Monitoring progress and evaluating outcomes.
- Plushelpful appendices, resource links, and other learning tools.

Evidence-Based Interventions for Children with Challenging Behavior is an essential text for graduate students, scientist-practitioners/professionals, and researchers in child and school psychology; assessment, testing and evaluation; occupational therapy; family; educational psychology; and speech pathology.
You can access a class syllabus that works as a companion to this book at http://health.usf.edu/nocms/medicine/pediatrics/child_dev_neuro/babybehavior/

Zielgruppe

Graduate

Autoren/Hrsg.

Armstrong, Kathleen Hague

St. John Walsh, Audra

Ogg, Julia A.

Sundman-Wheat, Ashley N.

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Vorschul- und Kindergartenpädagogik
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erziehung in der Familie

Inhaltsverzeichnis

Chapter 1: Common Early Childhood Behavior Problems.- Chapter 2: Early Childhood Development Theories.- Chapter 3: The Prevention Model and Problem Solving.- Chapter 4: Screening Techniques.- Chapter 5: Evidence-Based Practices with Children and their Caregivers.- Chapter 6: Behavioral Terms and Principles.- Chapter 7: Applying Principles of Behavior.- Chapter 8: Progress Monitoring.- Chapter 9: Evaluating Outcomes.- Chapter 10: Summary & Conclusions of Best Practices in Providing Services for YCCB.- Appendix A: Developmental Milestones References.- Appendix B: ABC Chart for Determining a Behavior’s Function.- Appendix C: HOT DOCS Behavior Chart.- Appendix D: Graphing by Hand.- Glossary of Terms.- References.

Über Autor(innen)

Kathleen Hague Armstrong, Ph.D., is a professor of Pediatrics at the University of South Florida College of Medicine, licensed psychologist and President of Florida Association of Infant Mental Health. She has extensive experience working with young children and families with behavioral issues, graduate teaching, and has authored several articles and book chapters on early childhood issues and parenting.

 

Julia A. Ogg, Ph.D., is an Assistant Professor in the School Psychology Program the University of South Florida, and is trained in recognized evidence-based programs including The Incredible Years and Parent Child Interaction Therapy.

 

Ashley N. Sundman-Wheat, B.A., is completing her doctoral internship in Pediatrics and School Psychology and has extensive work experiences in early childhood settings, such as Head Start.

 

Audra St. John Walsh, M.S., is completing her doctoral training in School Psychology, and comes with a strong background in early intervention. She is a licensed  Infant/Toddler Developmental Specialist.