Evidence-based interventions for children with challenging behavior / Kathleen Hague Armstrong, Julia A. Ogg, Ashley N. Sundman-Wheat, Audra St. John Walsh.
"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, an...
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| Main Authors: | , , , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York :
Springer,
[2014]
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| Subjects: |
MARC
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| 020 | |a 1461478065 |q alk. paper | ||
| 020 | |a 9781461478065 |q alk. paper | ||
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| 050 | 0 | 0 | |a RJ506.B44 |b A76 2014 |
| 082 | 0 | 4 | |a 618.9289 |2 23 |
| 100 | 1 | |a Armstrong, Kathleen |q (Kathleen Hague) |e author. |9 507444 | |
| 245 | 1 | 0 | |a Evidence-based interventions for children with challenging behavior / |c Kathleen Hague Armstrong, Julia A. Ogg, Ashley N. Sundman-Wheat, Audra St. John Walsh. |
| 246 | 3 | |a Evidence-based interventions for children with challenging behaviour | |
| 264 | 1 | |a New York : |b Springer, |c [2014] | |
| 264 | 4 | |c ©2014 | |
| 300 | |a x, 230 pages : |b illustrations ; |c 25 cm | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a unmediated |b n |2 rdamedia | ||
| 338 | |a volume |b nc |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | 0 | |g 1. |t Common Early Childhood Behavior Problems -- |t Sleep Problems -- |t Prevalence -- |t Guidelines -- |t Feeding Issues -- |t Prevalence -- |t Guidelines -- |t Colic/Excessive Crying -- |t Prevalence -- |t Guidelines -- |t Toileting Issues -- |t Prevalence -- |t Guidelines -- |t Fears, Worries, and Anxiety -- |t Prevalence -- |t Guidelines -- |t Sexual Behaviors -- |t Prevalence -- |t Guidelines -- |t Aggression -- |t Prevalence -- |t Guidelines -- |t Social Skills -- |t Prevalence -- |t Guidelines -- |t Cultural Competence -- |t Step -- |g 1. |t Awareness{Step} -- |g 2. |t Reflection{Step} -- |g 3. |t Knowledge -- |t Conclusions -- |t Assess Your Knowledge -- |g 2. |t Early Childhood Development Theories -- |t Attachment Theory -- |t Cognitive Theory -- |t Applied Behavior Analysis -- |t Parenting Styles -- |t Ecological Systems Theory -- |t Prevention Model -- |t Conclusions -- |t Assess Your Knowledge -- |g 3. |t The Prevention Model and Problem Solving -- |t Primary Prevention -- |t Secondary Prevention/Intervention -- |t Tertiary Prevention/Intervention -- |t Matching the Level of Care to the Child and Family's Needs -- |t Problem-Solving Process Embedded in the Prevention Model -- |t Collaborative Problem Solving -- |t Conclusions -- |t Assess Your Knowledge -- |g 4. |t Screening Techniques -- |t Conclusions -- |t Assess Your Knowledge -- |g 5. |t Evidence-Based Practices with Children and Their Caregivers -- |t Parent/Child Programs: Primary Prevention -- |t Reach Out and Read -- |t Parent/Child Programs: Secondary Prevention -- |t Helping Our Toddlers, Developing Our Children's Skills (HOT DOCS) -- |t Incredible Years -- |t Nurse-Family Partnership -- |t Parents as Teachers -- |t Parent/Child Programs: Tertiary Prevention -- |t Helping the Noncompliant Child Parent Training Program -- |t Lovaas Applied Behavior Analysis (Lovaas ABA) -- |t Parent-Child Interaction Therapy -- |t Trauma-Focused Cognitive Behavior Therapy -- |t Multi-tier Programs -- |t Triple P-Positive Parenting Program -- |t Child/Classroom Programs -- |t Commonalities Among Child/Classroom Programs -- |t Child/Classroom Programs: Primary Prevention -- |t Promoting Alternative Thinking Strategies (PATHS) -- |t Second Step -- |t Social Skills in Pictures, Stories, and Songs Program -- |t Tools of the Mind -- |t Primary or Secondary Prevention Programs -- |t Al's Pals -- |t Devereux Early Childhood Assessment (DECA) Program -- |t I Can Problem Solve/Interpersonal Cognitive Problem Solving (ICPS) -- |t Incredible Years Dina Dinosaur -- |t Classroom Programs: Tertiary Prevention -- |t Early Start Denver Model -- |t First Step to Success -- |t Learning Experiences and Alternative Programs for Preschoolers and Their Parents (LEAP) -- |t Conclusions -- |t Assess Your Knowledge -- |g 6. |t Behavioral Terms and Principles -- |t Reinforcement -- |t Punishment -- |t Schedules of Reinforcement -- |t Time Out -- |t Setting Up Time Out -- |t Using Time Out -- |t Options for Younger Children -- |t Extinction -- |t Imitation/Modeling -- |t Using Stories to Facilitate Imitation/Modeling in Novel Situations -- |t Shaping -- |t Conclusions -- |t Assess Your Knowledge -- |g 7. |t Applying Principles of Behavior -- |t The Problem-Solving Process -- |t Problem Identification -- |t Problem Analysis -- |t Intervention Implementation -- |t Intervention Evaluation -- |t Conclusions -- |t Assess Your Knowledge -- |g 8. |t Progress Monitoring -- |t Introduction to Progress Monitoring -- |t Progress Monitoring Methods -- |t Rating Scales -- |t Behavioral Observations -- |t Existing Tools -- |t General Outcome Measurements for Preschool -- |t Creating Your Own Progress Monitoring Tool -- |t Naturalistic Observation -- |t Systematic Direct Observations -- |t Conclusions -- |t Assess Your Knowledge -- |g 9. |t Evaluating Outcomes -- |t Directions for Graphing by Hand -- |t Computer Graphing -- |t Graphing with Excel 2007 -- |t Graphing with Excel 2011 -- |t Guidelines for Evaluating Outcomes -- |t Continue the Intervention -- |t Modifythe Intervention -- |t Discontinue the Intervention -- |t Evaluating Outcomes Examples -- |t Conclusions -- |t Assess Your Knowledge -- |g 10. |t Summary and Conclusions of Best Practices in Providing Services for YCCB -- |t Daniel: An Example of Primary Prevention -- |t Diane: An Example of Secondary Prevention -- |t Review of Diane's Case -- |t Elizabeth: An Example of Tertiary Prevention -- |t Review of Elizabeth's Case -- |t Easton: An Example of Tertiary Prevention -- |t Review of Easton's Case -- |t Conclusions -- |g Appendix A. |t Developmental Milestones References -- |g Appendix B. |t ABC Chart for Determining a Behavior's Function -- |g Appendix C. |t HOT DOCS Behavior Chart -- |g Appendix D. |t Graphing by Hand. |
| 520 | |a "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."--Publisher's website. | ||
| 650 | 0 | |a Behavior disorders in children. |9 326357 | |
| 650 | 0 | |a Behavior disorders in children |x Treatment |9 700972 | |
| 650 | 0 | |a Child psychology. |9 349469 | |
| 650 | 0 | |a Children |x Conduct of life. |9 315254 | |
| 650 | 0 | |a Etiquette for children and teenagers |9 344573 | |
| 650 | 0 | |a Behavior therapy |x Methodology |9 738466 | |
| 650 | 2 | |a Behavioral Symptoms |x therapy |9 356761 | |
| 650 | 2 | |a Evidence-Based Practice |x methods |9 361710 | |
| 650 | 2 | |a Child. |9 362769 | |
| 700 | 1 | |a Ogg, Julia A., |e author. |9 819972 | |
| 700 | 1 | |a Sundman-Wheat, Ashley N., |e author. |9 277084 | |
| 700 | 1 | |a St. John Walsh, Audra, |e author. |9 277085 | |
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