Preface
Contents
About the Editor
Part I: Foundations of Clinical Child Psychology
1: History of Clinical Child Psychology
History
Introduction of Clinical Psychology
Professional Development
Theories
Treatment
Advancements in Treatment of Child and Adolescent Anxiety
Advancements in the Treatment of Autism Spectrum Disorder
Conclusion
References
2: Developmental Psychopathology
Age of Onset
Developmental Course
Developmental Influences on Manifestation of Problems
Conclusions and Future Directions
References
3: Evidence-Based Practice in Clinical Child Psychology
Historical Evolution and Controversies
Stool Leg 1: Best Available Research
Stool Leg 2: Clinical Expertise
Stool Leg 3: Patient Culture, Preferences, and Values
Frameworks and Methods for Delivering EBP and Selecting EBTs
Future Directions
Conclusion
References
4: The WHO International Classification of Diseases 11th Revision (ICD-11)
Introduction
ICD-11: Origins, Development, and Future Directions
Classifying Mortality: The Beginnings of the ICD
From Death to Disease
ICD Revisions Under the Guidance of the WHO
Mental Health Classification in the ICD
ICD-11: Vision, Development, and Process
Mental Health Classification: The Approach of ICD-11
ICD-11 Field Trials: Relevance for Children and Adolescents
Future Directions
ICD-11: Overall Structure
ICD-11: Overall Application
Clinical Descriptions and Diagnostic Guidelines for ICD-11 Mental, Behavioural, and Neurodevelopmental Disorders
Overview of Changes Related to Mental, Behavioural, and Neurodevelopmental Disorders in the ICD-11
Discussions and Debates Related to Changes in the ICD-11
Neurodevelopmental Disorders
Disorders of Addictive Behaviours
Highlighting New Additions to Mental Health in ICD-11
Cultural Considerations
Clinical Utility of ICD-11
Criticisms and Commentary on ICD-11
Similarities and Differences with DSM-5
Gaming Disorder
Conclusion
References
5: DSM-5 and Clinical Child Psychology
Introduction
Nosology
A Case for Classification
Challenges of Classification
History
Pre-DSM Nosology
DSM-I and DSM-II
DSM-III and DSM-IV: A Paradigm Shift
Developing the DSM-5
DSM-5 Task Force
DSM-5 Field Trials
Major Developments
Dimensional Approach
Developmental and Lifespan Considerations
Elimination of the Multiaxial System
Implications for Child and Adolescent Psychopathology
Attention-Deficit Hyperactivity Disorder
Obsessive-Compulsive Disorder
Autism Spectrum Disorder
Posttraumatic Stress Disorder
Criticisms
Diagnostic Inflation
Limited Data on Neurobiological Substrates
Using the DSM
Structure of the DSM-V
DSM in Assessment
DSM in Treatment
Conclusion
References
6: NIMH’s Research Domain Criteria (RDoC) and Clinical Child Psychology
Introduction and Rationale
Background
RDoC Assumptions and Goals
Structure of the RDoC Framework
Defining Construct and Dimension
The RDoC Matrix
RDoC Domains and Constructs
RDoC Approach to Conduct Disorder – An Illustrative Example
RDoC Approach to Two Conduct Disorder Vignettes
Research Domain Criteria – Development
Developing Neural Circuits
RDoC and Neurodevelopment
Developmental Trajectories
Sensitive Periods in Development
Dynamic Interactions in Development
RDoC Approach to Developmental Research
Research Domain Criteria – Environment
Environmental Factors in the RDoC Framework
Environmental Influence on Psychopathology
Research Domain Criteria – Current Status and Future Directions
RDoC in Clinical Research – Subject Selection
RDoC in Clinical Research – Variable Selection
RDoC in Clinical Research – Incremental Findings over DSM
RDoC in Clinical Assessment
RDoC in Developing Treatments
RDoC in Education and Training
Evolution of RDoC
References
7: Child and Youth Psychopathology: Ethics and Legal Considerations
Ethics
Informed Consent
Child Abuse Reporting
Harm to Self
Harm to Others
Balancing Child Privacy with Parental Rights
Treatment Without Parental Consent
Law and Science
Conclusions
References
8: Parental Stress in Raising a Child with Mental Health and Behavior Problems
What Is Parental Stress?
Parental Stress Assessment
Parental Stress and Children with Special Needs
Parental Stress, Family Support, and Quality of Life
Socioeconomic Status and Parental Stress
Gender Difference and Parental Stress
Intervention and Policy Recommendation
Conclusion
References
9: Parental Substance Use
Introduction
Family Environment
Parenting
Children Affected by Parental Substance Use
Prenatal Exposure to Substances
Mental Health Problems
Health Behavior
Protective Factors and Resiliency
Interventions and Support
Interventions for Parents
Interventions for Children
Conclusion
References
10: Parental Separation and Divorce: Risk and Protective Factors and Their Implications for Children’s Adjustment
Prevalence of Parental Separation/Divorce
Consequences of Parental Separation/Divorce in Childhood, Adolescence, and Adulthood
Public Health Burden Associated with Parental Separation/Divorce
Putting the Consequences of Parental Separation/Divorce in Perspective
Theoretical Perspectives of the Effects of Parental Separation/Divorce on Children
Understanding Variability in Children’s Post-divorce Outcomes
Nonmodifiable Risk and Protective Factors
Demographic Factors – Child Sex, Age, Race/Ethnicity
Modifiable Risk and Protective Factors
Conclusion and Implications for Clinical Practice
References
11: Irritability
Brief History of Current Conceptualizations of Pediatric Irritability
Irritability in Normative Development
Etiology and Neurobiology
Diagnostic Considerations
Disorders Characterized by Irritability
Disorders Associated with Irritability
Summary
Assessment
Clinical Interviews
Rating Scales
Behavioral Observations
Summary
Treatment
Psychotherapy
Pharmacology
Summary
Conclusions
References
12: A Crisis in the Opportunity to Learn: Addressing the Causes and Consequences of Missing School
Absenteeism and Accountability
Definitions of Chronic Absenteeism and Truancy
History of Attendance and Accountability
Current Context of Attendance and Accountability
School Funding Formulas
Absenteeism and ESSA
Importance of Regular School Attendance
Who Is Missing the Most School?
Consequences of Missing School
Direct Effects to Academic Performance
Non-testing Outcomes
The Role of the School: Considering Push and Pull Factors Driving Student Absenteeism
Elementary Absenteeism
Secondary Absenteeism
Strategies to Reduce Absenteeism
School Level
Classroom Level
Family Level
Conclusion
References
Part II: Cognition and Clinical Child Psychopathology
13: Executive Function in Children and Adolescents: A Concept in Need of Clarity
Conceptualization of Executive Function During Childhood
Brief History
Theoretical Considerations
Models of Executive Function
Development of Executive Function
Infancy
Toddlerhood
The Preschool Years
Middle Childhood
Late Childhood and Adolescence
Neural Basis of Executive Function
Genetic and Environmental Factors Associated with the Development of Executive Function
Genetics
Environment
Socioeconomic Status
Maternal Depression and Anxiety
Parent–Child Interactions
Nutrition
Neurotoxicant
Executive Function and Neurodevelopmental, Behavioural, and Mental Health Disorders in Children
Assessments of Executive Function
Ratings of EF
Performance-Based Tasks of Executive Function
Neuroimaging and Physiological Indicators of Executive Function
Problems in the Assessment of Executive Function
Interventions for Executive Function
Directions for Future Research
References
14: Theory of Mind
Introduction
Theory of Mind: Construct and Assessment
Theory of Mind: The False Belief Task
Theory of Mind: The 5-Step Scale
Advanced Theory of Mind
Clinical Implications
Theory of Mind: Individual Differences and Social Behavior
Executive Function in Theory of Mind Development
Language and Theory of Mind Development
Theory of Mind and Social Behavior
Intervention
Types of Interventions
Targeted ToM Interventions
Group Social Skills-Theory of Mind Interventions
Computer-Based Theory of Mind Interventions
Language-Theory of Mind Interventions
Generalizability and Other Difficulties
Future Directions
Measurement and Construct
Interventions and Methods
Conclusions
References
15: Theories of Intelligence
Introduction
Early Theories of Human Intelligence
Twentieth-Century Perspectives
Recent Developments in Theories of Intelligence
Practical Applications and Implications
Conclusion
References
Part III: Testing Methods in Clinical Child Psychology
16: Intelligence Tests
Introduction
Overview of Popular IQ Tests
First Practical IQ Test and the Stanford-Binet
Wechsler Tests
Woodcock-Johnson Tests
Kaufman Assessment Battery for Children
Differential Ability Scales
Reynolds Intellectual Assessment Scales
Brief or Abbreviated IQ Tests
Nonverbal IQ Tests
Technological Advances
Conclusion
Current Uses of IQ Tests with Children
Qualified Test Users
Diagnostic Use
Educational Purposes
Healthcare Purposes
Other Purposes
IQ and Other Related Tests
Conclusion
References
17: Measures of Adaptive Behavior
History of Adaptive Behavior
Adaptive Behavior: Assessment
Adaptive Behavior Assessment System or ABAS
The Vineland Adaptive Behavior Scales or VABS
Scales of Independent Behavior – Revised
Diagnostic Adaptive Behavior Scale
Other Measurements for Assessing Adaptive Functioning as Part of Scales of Evaluation of Psychomotor Development
Adaptive Behavior in the Denver Developmental Screening Test and the Denver II
Adaptive Behavior in Bayley-III and the Bayley-4
When Standardized Scales Cannot Be Used
Adaptive Behavior in Some Neurodevelopmental Disorders
Adaptive Functioning in Individuals with Autism Spectrum Disorder (ASD)
Adaptive Profile of Individuals with ASD
Factors That Could Affect Adaptive Behavior in ASD
Adaptive Functioning in Individuals with Williams-Beuren Syndrome
Adaptive Profile in Individuals with WBS
Factors That Could Affect Adaptive Behavior in WBS
Adaptive Functioning in Individuals with Fragile X Syndrome
Adaptive Profile in Individuals with FXS
Factors That Could Affect Adaptive Behavior in FXS
Conclusion
References
Part IV: Treatment Methods in Clinical Child Psychopathology
18: Applied Behavior Analysis: Conceptual Foundations, Defining Characteristics, and Behavior-Change Elements
Origins and Conceptual Basis of Applied Behavior Analysis
Defining Characteristics of a Behavior-Analytic Approach
Dimensions of Applied Behavior Analysis
Applied
Behavioral
Analytic
Conceptually Systematic
Technological
Effective
Generalizable
Characteristics of Applied Behavior Analysis
Understanding the Operant Contingency
Selection of a Target Response
Measurement
Establishing, Selecting, and Delivering Consequences
Performance Evaluation
Fundamental Behavior-Change Elements
Response Acquisition
Teaching Strategies
Behavior Reduction
Development of a Function-Based Intervention
Antecedent-Based Interventions
Consequent-Based Interventions
Maintenance and Generalization
Concluding Remarks
References
19: Functional Assessment
Guiding Evidence-Based Practice of Functional Assessment
Have Universal Strategies Failed?
Is the Topography of Problem Behavior Dangerous?
Is the Occurrence of Problem Behavior Socially Impactful?
Will the Functional Assessment Result in a Unique and More Effective Intervention?
Is the Functional Assessment Feasible Given the Current Staff and Resources?
Functional Assessment Models
Indirect Assessment
Descriptive Assessment
Functional Analysis
Functional Analysis Formats
Special Considerations
Application of Functional Assessment Models
Automatic Reinforcement
Conclusions
References
20: Cognitive Behavioral Therapy (CBT) with Children and Adolescents
Theoretical Framework
Therapeutic Relationship and Therapist’s Attitude
General CBT Components
Assessment and Systematic Evaluation of Outcome
Case Conceptualization
CBT Structure
Psychoeducation
Setting Goals
Monitoring Behaviors, Emotions, and Cognitions
Behavioral Techniques
Reinforcement of Desired Behavior
Behavioral Experiments and Exposures
Relaxation Training
Behavioral Activation
Cognitive Techniques
Cognitive Restructuring
Problem-Solving
Empirical Support for CBT in Internalizing and Externalizing Disorders in Children and Adolescents
Effectiveness of CBT in Routine Care
The Need for Developmental Sensitive Adaptations of CBT
Strategies to Make CBT Developmental Sensitive
Summing Up
References
21: Classical Conditioning
Introduction
Aversive Conditioning: Learning to Fear
The Developmental Trajectory of Fear Learning
Fear Conditioning – A Promising Translational Model for Anxiety, Fear, and Trauma-Related Disorders?
The Two-Factor Theory: Learning About Escape and Avoidance
Biological Dispositions in Classical Conditioning
The Flexibility of Aversive Conditioning
Exaggerated Fear: Elevated Excitatory and/or Deficient Inhibitory Responding?
Fear Conditioning in the Absence of Direct Aversive Experiences
Nature Versus Nurture in Pathological Fear
Fear Extinction: A Model for the Treatment of Pathological Fear and Anxiety
Exposure Therapy and Its Underlying Mechanisms
Strategies to Enhance Inhibitory Learning During Exposure Therapy
Facilitating the Generalization of Exposure Treatment Effects
Preventing the Return of Fear
Exposure Therapy with Children and Adolescents
Exposure Therapy Beyond the Treatment of Fear and Anxiety
Appetitive Conditioning as a Fundamental Learning Process in Children and Adolescents
Appetitive Conditioning: Risk-Taking, Sensation-Seeking, and Substance Use
Appetitive Conditioning and Depression
Beyond Exposure – Other Interventions Based on Classical Conditioning
Classical Versus Operant Conditioning
Conclusions
References
Glossary
22: Mindfulness
What Is Mindfulness?
Assessment Scales for Child Mindfulness
Mindfulness-Based Programs and Practices for Children
Mindfulness-Based Stress Reduction and Mindfulness-Based Cognitive Therapy for Children
.b and Paws b
MindUP
Learning to Breathe
Mindful School
MYmind
Soles of the Feet
Age and Sex Effects on the Outcomes of Child Mindfulness Programs
Can Mindfulness Programs Benefit Preschool Children?
Can Children and Adolescents Benefit Equally from Mindfulness Programs?
Sex Effects on the Outcomes of School-Based Mindfulness Programs
Application of Mindfulness Programs in Clinical Populations
Attention-Deficit/Hyperactivity Disorder (ADHD)
Autistic Spectrum Disorder (ASD) and Intellectual Disability (ID)
Anxiety and Depression
Aggression and Disruptive Behaviors
Other Chronic Conditions
Impact of Mindfulness Training for Parents and Teachers on Children
Parents
Teachers
Conclusions
References
23: Family Therapy
Introduction
Delinquency and Disruptive Behavior Disorders
Functional Family Therapy
Multisystemic Therapy
Substance Use Disorders
Brief Strategic Family Therapy
Multidimensional Family Therapy
Attachment-Based Family Therapy for Depression
Cognitive Behavioral Family Therapy for Anxiety
Family-Based Therapy for Eating Disorders
Psychoeducational Family Therapy for Psychosis
Closing Comments
References
24: Parent Training
Behavioral Parent Training for Child Behavior Problems
Behavioral Parent Training for Attention-Deficit/Hyperactivity Disorder (ADHD)
Behavioral Parent Training for Disruptive Behavior Disorders
Behavioral Parent Training for Autism Spectrum Disorder (ASD)
Behavior Parent Training with Special Populations
Behavioral Parent Training with Foster Families
BPT with Incarcerated Parents
Cultural Considerations for BPT
Summary
References
25: Psychotropic Medication
The Evolution of Psychotropic Medication
Variability of Psychotropic Prescribing
Types of Psychotropic Medications
Stimulants
Antidepressants
Antipsychotics
Safety, Adverse Side Effects, and Adherence
Adverse Effects of SSRIs and Other Antidepressants
Adverse Effects of Stimulants
Adverse Effects of Antipsychotics
Medication Adherence
Benefits and Shortcomings of Psychotropic Treatment
Prescribing Parameters
Polypharmacy
Considerations for Specific Populations
Psychotropic Medication in Conjunction with Psychological Treatment
References
26: Prevention Strategies: Prevention and Promotion in Child Mental Health
A Framework for Conceptualizing Mental Health Prevention and Promotion
Who
What
When
Where
Why
How
Ecological Systems View of Prevention in Child Mental Health
Family-Based Preventive Interventions for Children
School-Based Preventive Interventions for Children
Preventive Interventions for Children in Primary Healthcare Settings
Community-Based Preventive Interventions for Children
Policy Implications
Summary and Future Directions
Future Directions
Conclusion
References
Part V: Assessment of Neurodevelopmental Disorders in Children
27: Assessment of Autism Spectrum Disorders
Screening Methods
Neurodevelopmental History
Diagnostic Assessment Instruments
Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)
Autism Diagnostic Interview—Revised
Autism Spectrum Rating Scale
Childhood Autism Rating Scale, Second Edition
Social Communication Questionnaire
Social Responsiveness Scale, Second Edition
Comprehensive Diagnostic Evaluations
Conclusions
References
28: Assessment of Intellectual Disabilities (ID) and Comorbid Disorders in Children
Introduction
Diagnostic Considerations
Comorbidity
Intellectual Assessments
Adaptive Behavior
Behavioral, Emotional, and Social Assessments
Evolution in Assessment Practices
Transition Planning Practices
Conclusions
References
29: ADHD
Attention-Deficit/Hyperactivity Disorder
Etiology
Diagnostic Criteria
Developmental Progression
Early Life
Elementary School Years
Adolescence and Adulthood
Comorbidities
Assessment of ADHD
Interviews
Initial Interview
Screening Measures
Assessment Measures
Formal Assessment Measures
Broad-Band Rating Scales
Targeted Rating Scales
Informal Assessment Measures
Behavioral Observations
School File Review
Additional Considerations in ADHD Assessment
Conditions That Present Similarly to ADHD
Gender
Cultural and Family Norms
Adolescent Assessment
Conclusion
References
30: Early Intensive Behavioral Intervention for Autism Spectrum Disorder
The History of EIBI
Foundations in Behavioral Science
Comprehensive ABA-Based Intervention: The Young Autism Project
Early Replications
Critiques and Clarifications: Evolution of Practice Across the Model
Associated Methodologies and Treatment Components of EIBI
Defining Dimensions of Applied Behavior Analysis
A Further Dimension: Social Validity
Toward Procedural Descriptions of Program Components
Commonly Used Evidence-Based Practices in EIBI
The Key Characteristics of an Effective EIBI Program
Early Intervention
Intensive Intervention
Behavioral Approach
Other Factors for Success
Populations Represented in the Literature
Contemporary Outcomes Associated with EIBI
EIBI Outcomes Summary by Decade
Critique of Research Design and Call for Analysis of Predictive Variables
Symptom Severity
IQ Scores
Comorbidities
Research Design
Statistical Analysis and Meta-analysis: Dosage and Duration
Conclusion
References
Part VI: Treatment of Neurodevelopmental Disorders in Children
31: Treatment of Autism Spectrum Disorders
Treatment Aims
General Trends in Treatment Delivery
Early Childhood Treatment
ABA-Based Interventions
Developmental Social Pragmatic Interventions
Naturalistic Developmental Behavioral Interventions
Group Interventions for Preschool Children
Treatments for School-Age Children
Treatment Settings
Key Skills
Evidence-Based Treatments
Applied Behavioral Analysis Strategies
School-Wide Positive Behavior Supports
Social Skills Training (SST)
Cognitive Behavioral/Instructional Strategies (CBIS)
Treatments in Adolescence
Key Skills
Evidence-Based Treatments
Applied Behavioral Analysis and Related Strategies
Social Cognitive Interventions
Emerging Interventions
Emerging Adulthood
Treatments in Adulthood
Social, Psychosocial, and Emerging Interventions
Supports for Young Adults in Post-secondary Education
Vocational Training and Supported Employment
Importance of Systems in Supporting Adults
Conclusion
References
Part VII: Assessment and Treatment of Pediatric Disorders
32: Toilet Training
Introduction
Primary Physiological Data of Lower Urinary Tract (LUT) and Lower Bowel Tract (LBT) (Bourdelat et al., 1992; Abrams et al., 2003; Wyndaele, 1998)
The Normal Development of the Voiding Process in Children (Sillén, 2001; Gladh et al., 2000)
The Normal Development of the Defecation (den Hertog et al., 2012; Çamurdan et al., 2014; Gulati et al., 2018; Van Aggelpoel et al., 2020)
Bladder and Bowel Interactions (Largo et al., 1978; Malykhina et al., 2012; De Wachter & Wyndaele, 2003a; Panayi et al., 2011; Burgers et al., 2010; Loening-Baucke, 1997; De Wachter et al., 2007; Ambartsumyan et al., 2016)
When to Start TT?
How Is the Outcome When TT Starts During the First Year of Life? (Rugolotto et al., 2008)
Postponement of the TT Age (Bakker & Wyndaele, 2000; Barone et al., 2009; Blum et al., 2004; Jansson et al., 2005; Berk & Friman, 1990; Horn et al., 2006; Horstmanshoff et al., 2003; Rogers, 2002) [19–26]
Consequences of Postponement [19, 21, 23, 27–51] (Bakker & Wyndaele, 2000; Blum et al., 2004; Berk & Friman, 1990; Schum et al., 2001; AAP, 1999; Bakker et al., 2001; Hadler & Mc Farland, 1986; Hellstrom, 2000; Joinson et al., 2009;
The Concept of Toilet Readiness and the Use of Developmental Signs (DS) [28, 39, 52–62] (AAP, 1999; Pickering et al., 1986; Spock, 1946; Schuster et al., 2000; Wyndaele et al., 2020; Kaerts et al., 2012a; Kaerts, 2012; Carruth & Skinner,
Crucial: Is the Child Ready? [19–21, 26, 28, 33–34, 46, 50, 54, 56, 62–69] (Bakker & Wyndaele, 2000; Barone et al., 2009; Blum et al., 2004; Rogers, 2002; AAP, 1999; Joinson et al., 2009; Mota & Barros, 2008b; Largo & Stutzle, 1977; Wy
Description of Published TT-Related DS in Young Healthy Children
Can All DS Easily Been Detected? (Kaerts, 2012; Choby & George, 2008) [56, 64]
Can DS Help Define Readiness for TT and Probability of Success, Forming RS? [54] (Wyndaele et al., 2020)
Does the Start of TT Have an Influence on the RS?
TT Guidelines: Parents, Daycare and Nursery Schools
Parents (Bakker & Wyndaele, 2000; Barone et al., 2009; Berk & Friman, 1990; Horn et al., 2006; Horstmanshoff et al., 2003; AAP, 1999; Bakker et al., 2001, 2002; Mota & Barros, 2008b; Vermandel et al., 2008a; Brazelton et al., 1999
Information as a Crucial Help for TT by Parents [65–78] (Doleys & Dolce, 1982; Schum et al., 2001, 2002; Largo et al., 1996, 1999; Taubman, 1997b; Van Nunen et al., 2015; Wald et al., 2009; Jansson et al., 2008; MOnsen, 2001; Klack
Daycare [49, 77, 79–83] (Kinservik & Friedhoff, 2000; Kaerts et al., 2014; Barcelona European Council, 2002; Blackburn, 2006; Plantenga & Siegel, 2004; Wu, 2010; Vermandel et al., 2009)
Nursery Schools [78] (Van Aggelpoel et al., 2018)
Factors Influencing TT [24, 27, 34, 65–68, 71, 73, 84–91] (Horn et al., 2006; Schum et al., 2001, 2002; Mota & Barros, 2008a; Doleys & Dolce, 1982; Largo et al., 1996, 1999; Wald et al., 2009; Monsen, 2001; Vermandel, 2017; Bloom e
How Long Does It Take to TT [19, 21, 30, 33, 83, 92–94] (Bakker & Wyndaele, 2000; Blum et al., 2004, 2006; Joinson et al., 2009; Vermandel et al., 2009; Feehan et al., 1990; Djurhuus et al., 1997; Foxx & Azrin, 1973)
How to Perform TT [19, 51–52, 94] (Bakker & Wyndaele, 2000; Brazelton, 1962; Spock, 1946; Foxx & Azrin, 1973)
Basic Requirements
Positive Things To Do During TT
Negative Aspects of TT Methods
Long-Term Effects of TT Methods [26, 28, 33, 36–37, 49–50, 64–65, 73–75] (Rogers, 2002; AAP, 1999; Joinson et al., 2009; Vermandel et al., 2008a; Bakker et al., 2002; Kinservik & Friedhoff, 2000; Stadtler et al., 1999; Monsen, 2001; Sc
Enuresis nocturna-Bedwetting [95–111] (Butler & Holland, 2000; Doleys, 1977; Hjalmas, 1988; De Wachter & Wyndaele, 2003b; Sillén, 2001; Hamano et al., 2000; Watanabe & Kawauchi, 1995; Khan et al., 1993; Medel et al., 1998; Oredsson &
The Importance of an Equal Terminology
The TT Sequence
Special Techniques of TT
Group Training in Daycare Centres [112] (Van Aggelpoel et al., 2021)
Daytime Wetting Alarm [113–116] (Levato et al., 2016; Vermandel et al., 2008b; Friman & Vollmer, 1995; Van Laecke et al., 2006)
Bowel
Gastrocolic Reflex [9, 117–128] (Van Aggelpoel et al., 2020; Hertz & Newton, 1913; Di Lorenzo et al., 1995; Rodriguez et al., 2017; Dobson & Rogers, 2009; Loening-Baucke, 1994, 1996; Har & Croffie, 2010; Rajindrajith et al., 2016; Bo
What Can Be the Meaning of Children Hiding While Defecating Before They Have Completed TT [129] (Taubman et al., 2003)
Conclusion
References
33: Somatic Syndromes: Assessment and Treatment for Children and Adolescents
Introduction: Somatic Syndromes in Youth
Prevalence of Somatic Syndromes in Youth
Prevalence and Characteristics of Somatic Syndromes in Youth
Biopsychosocial Conceptual Framework for Somatic Syndromes in Youth
Screening and Assessing Youth with Somatic Syndromes
Psychological Clinical Assessment: Case Formulation
Treatment Interventions for Somatic Syndromes in Children and Adolescents
Evaluation of Psychotherapy Interventions for Somatic Syndromes in Youth
Clinical and Research Implications
Concluding Comments
References
34: Pediatric Cancer
Overview of Pediatric Cancer
Psychosocial Care for Pediatric Cancer Patients and Their Families
Diagnosis and Treatment
Psychological Functioning and Adjustment of Patients
Screening and Prevention
Management of Somatic Symptoms
Management of Emotional and Behavioral Symptoms
Risk and Resilience Factors
End of Treatment and Survivorship
Cognitive and Academic Functioning
Psychological Functioning and Adjustment of Survivors
Disease Recurrence and End-of-Life Care
Advance Care Planning
End of Life
Legacy-Making and Bereavement
Across the Cancer Trajectory
Communication and Decision-Making
Family Coping and Psychosocial Interventions for Family Members
Adherence
Promotion of Health Behaviors
Summary
Resources
References
35: Health-Related Fitness During Early Years, Childhood, and Adolescence
Physical Fitness Definition and Its Components
Growth, Maturation, and Development in Physical Fitness
Physical Fitness Assessment
Laboratory-Based Tests
Cardiorespiratory Endurance
Muscular Fitness
Body Composition
Field-Based Tests
Cardiorespiratory Endurance
Muscular Fitness
Balance, Coordination, Speed-Agility, and Flexibility
Body Composition
Normative-Referenced Standards
Questionnaires
Tracking Health-Related Fitness from Childhood and Adolescence to Adulthood
Health-Related Fitness Secular Trends
Physical Fitness and Health Benefits
Anthropometric and Body Composition
Cardiometabolic Risk Factors
Bone Health
Mental Health, Cognitive, and Academic Outcomes
Physical Fitness Components and Training
References
Part VIII: Assessment and Treatment of Challenging Behaviors in Children
36: Defining Aggression: Form and Function
Forms of Aggression
Functions of Aggression
Function by Form
Assessment
Intervention Implications
Future Directions
Summary
References
37: Self-Injurious Behavior
SIB and Intellectual and Developmental Disabilities
Emergence and Classification of SIB
Behavioral Treatments for SIB
Antecedent Interventions
Consequence Interventions
Reinforcement Procedures
Extinction
Response Interruption Procedures
Safety Management Techniques
Treatment Generalization
Social Validity
Ethical Principles in the Assessment and Treatment of SIB
Principle A: Beneficence and Nonmaleficence
Principle B: Fidelity and Responsibility
Principle C: Integrity
Principle D: Justice
Principle E: Respect for People’s Rights and Dignity
Special Section: Automatic Self-Injurious Behavior
References
38: Noncompliance
Noncompliance – Chapter 61
Assessment of Noncompliance
Informant (Indirect) Methods
Descriptive (Direct) Methods
Experimental Analysis Method
Interventions to Increase Compliance
Antecedent-Based Interventions
Consequence-Based Interventions
Conclusions
References
39: Trichotillomania (Hair-Pulling Disorder)
Introduction
Concept
Epidemiology
Etiopathogenesis
Signs and Symptoms
Impact and Evaluation Scales
Differential Assessment and Diagnoses
Treatment
Conclusion
References
40: Oppositional Defiant Disorder
Introduction
Definitions and Concepts
Distinguishing ODD from Other Disruptive Behavior Disorders
Attention-Deficit Hyperactivity Disorder
Conduct Disorder
Disruptive Mood Dysregulation Disorder
Etiology and Risk Factors of ODD
Heritability
Temperament
Attachment Security
Harsh Parenting
Additional Environmental Risk Factors
Comorbidity
Attention-Deficit Hyperactivity Disorder
Conduct Disorder
Disruptive Mood Dysregulation Disorder
Anxiety Disorders
Depression
Prevalence
Developmental Trajectories
Screening Tools and Assessments for ODD
Diagnostic Interview Schedule for Children
Anxiety Disorders Interview Schedule
Child Behavior Checklist
Disruptive Behavior Disorders Rating Scale
Swanson, Nolan, and Pelham Teacher and Parent Rating Scale
The Vanderbilt ADHD Diagnostic Parent and Teacher Rating Scales
Evidence-Based Treatments
Non-pharmacological or Behavioral Interventions
Additional Factors for Non-pharmacological Therapies
References
Part IX: Assessment and Treatment of Childhood Adjustment
41: Play Skills
The Importance of Play
The Benefits of Play on Children’s Social, Emotional, and Mental Health Outcomes
Definitions and Theories of Play
Defining Play
Theories of Play
Arousal Modulation Theories of Play – Exploration Vs. Play
Psychodynamic Theories of Play – Play and Emotional Development
Cognitive Developmental Theories of Play – Play and Cognitive Development
Sociocultural Theories of Play – Play as Socialisation and Communication
Delays in the Development of Play
Children with ADHD
Children with ASD
Children Exposed to Abuse
Children with HIV/AIDS
Children with CP and DCD
Children with Developmental Delay and Other Disabilities
Assessment of Play
Supportiveness of the Play Environment
Engaged and Preferred Play Activities
Source of Motivation for Play
Approach to Play (Playfulness)
Skills Used in Play
Treatment of Play
Play-Based Interventions
Systematic Reviews of Play-Based Interventions
Directions for Future Research
Conclusions and Recommendations
References
42: Evidence-Based Interventions to Teach Social Skills
Evidence-Based Interventions to Teach Social Skills
Remediation for Social Skills Deficits
Ineffective Procedures and Fad Treatments
Applied Behavior Analysis and Social Skills Intervention
Social Skills Interventions
Discrete Trial Teaching
Video Based Instruction
Script Fading
The Teaching Interaction Procedure and Behavioral Skills Training
The Cool Vs. Not Cool™ Procedure
Parent-Mediated Intervention
Peer-Mediated Intervention
Social Skills Groups
Conclusion
References
43: Language Development and Disorders: Guidelines for Assessment and Treatment
Language Development and Disorders: Guidelines for Assessment and Treatment
Assessment and Diagnosis of Language and Social Communication Disorder
Language and Social Development Milestones
Assessment and Diagnosis
Assessment Components
Norm-Referenced Assessments
Observational Measures
Cultural Considerations for Assessment
Treatment
Goals of Intervention
Preschool
Elementary School
Middle and High School
Post-Secondary School and Adulthood
Evidence-Based Interventions for LD
Shaping
Discrete Trial Teaching
Functional Communication Training
Incidental Teaching
Pivotal Response Training
Parent-Mediated Intervention
Augmentative and Alternative Communication
Conclusion
References
44: Functional Communication Training
Functional Behavior Assessments
Indirect Assessments
Direct Assessments
Selecting a Replacement Behavior
Teaching the New Replacement Behavior
Systems of Prompts
Additional Considerations to FCT
Reinforcement Schedule Thinning
Recommendations for Successful Implementation of Reinforcement Thinning Procedures
Summary
References
45: Internet Gaming Disorder
Internet Gaming Disorder
Ongoing Controversies About the IGD Diagnosis
Prevalence of IGD
Risk Factors for IGD
Consequences and Correlates of IGD
Natural Course of IGD
Common Comorbidities
Assessment of IGD
Impact of the COVID-19 Pandemic on IGD
Effective Treatments for IGD
Practical Suggestions for Treatment Providers
Conclusions
References
46: COVID-19 and Children’s Mental Health
Massive Economic Dislocation and Financial Stressors
School Closures and Distance Education
Childhood Trauma
Mental Health
Academic Functioning
Socioemotional Functioning
COVID-19 and Disparities
Mental Health Supports
Health Promotion
Prevention
Treatment
Conclusion
References
Part X: Assessment of Psychopathology in Children
47: Assessment of Anxiety Disorders in Children and Adolescents
Introduction
Occurrence and Sociodemographic Variables
Symptom Presentation
Separation Anxiety Disorder
Selective Mutism
Specific Phobia
Social Anxiety Disorder (Social Phobia)
Panic Disorder
Agoraphobia
Generalized Anxiety Disorder
Etiology
Comorbidities
Evidence-Based Assessments
Unstructured Interviews
Diagnostic Interviews
The Anxiety Disorders Interview Schedule for DSM-IV Child and Parent Version
Kiddie-Schedule for Affective Disorders and Schizophrenia for School Aged Children-Present and Life Time Version (K-SADS-PL)
National Institute of Mental Health Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV)
Questionnaires
The Multidimensional Anxiety Scale for Children, Second Edition (MASC-2)
Revised Children’s Manifest Anxiety Scale Version 2 (RCMAS-2)
The Fear Survey Schedule for Children-Revised
The Child Behavior Checklist 6–18 (CBCL 6–18) and Related Questionnaires
Screen for Childhood Anxiety Related Emotional Disorders (SCARED)
Physiological Assessment of Anxiety
Physiological Measures
Observational Methods
Behavior Avoidance Tasks (BATS)
The Trier Social Stress Test-C
Assessment of Anxiety Disorders in Special Populations
Case Conceptualization
Comorbidity and Differential Diagnosis
Multiple Reporters
Summary
References
48: Depression Assessment
Depressive Disorders in Children and Adolescents
Prevalence of Depression in Children and Adolescents
Developmental Course of Depression
Risk Factors for Youth Depression
Familial and Genetic Risk
Biological Factors
Cognitive Risk Factors
Temperament
Negative Life Events and Stress Generation
Interpersonal Factors
General Considerations for Depression Assessment in Youth
Developmental Considerations
Diversity and Cultural Considerations
Interviews Versus Rating Scales
Informant Reports
Categorical Versus Dimensional Perspectives
Assessment of Suicidal Thoughts and Behaviors
Overview of Measures
Diagnostic Interviews
Schedule for Affective Disorders and Schizophrenia for School-Age Children (K-SADS)
Child and Adolescent Psychiatric Assessment (CAPA) and Preschool Age Psychiatric Assessment (PAPA)
Mini International Neuropsychiatric Interview for Children and Adolescents (MINI-KID)
Diagnostic Interview Schedule for Children (DISC)
Questionnaires and Rating Scales
Children’s Depression Inventory (CDI)
Center for Epidemiological Studies Depression Scale for Children (CES-DC)
Mood and Feelings Questionnaire (MFQ)
Reynolds Child and Adolescent Depression Scales (RADS/RCDS)
Patient Health Questionnaire for Adolescents (PHQ-9)
Child Behavior Checklist (CBCL) and Youth Self Report (YSR)
Behavior Assessment System for Children
Assessment of Specific Depression Symptom Dimensions
Anhedonia
Irritability
Summary and Conclusions
References
Part XI: Treatment of Psychopathology in Children
49: Treatment of Anxiety Disorders in Children and Adolescents
Introduction
Prevalence
Cross-cultural Variations
Treatment Seeking
Associated Impairments
Impairment Across the Lifespan
Evidence-Based Treatment
Exposure
Relaxation Training
Systematic Desensitization (SD)
Modeling
Contingency Management (Reinforced Practice)
Cognitive Behavioral Treatments
Coping Cat
Cool Kids
One-Session Treatment
Computerized CBT
Camp-Cope-A-Lot
Cool Teens CD-ROM
Parent Involvement
Triple P Program
Supportive Parenting for Anxious Childhood Emotions
Modular Therapy and Transdiagnostic Treatments
Modular Cognitive Behavioral Therapy
Modular Approach to Therapy for Children with Anxiety, Depression, or Conduct Problems
Unified Protocol for Treatment of Emotional Disorders in Children and Adolescents
Treatment Adaptations in Special Populations
Future Directions for Treatment in Anxious Youth
References
50: Nonsuicidal Self-Injury in Children and Adolescents
Risk Factors for Engaging in Nonsuicidal Self-Injury
Assessment of Nonsuicidal Self-Injury
Screening for Nonsuicidal Self-Injury
Risk Assessment
Stage of Change
Onset, Frequency, and Methods
Aftercare
Reasons
Suicidal Ideation
Treatment Options for Nonsuicidal Self-Injury
Treatments Targeting Emotion Regulation
Dialectical Behavior Therapy
Emotion Regulation Group/Individual Therapy
Mentalization-Based Treatment
Treatments Targeting Differential Reinforcement of Alternative Behaviors
Manual-Assisted Cognitive Therapy
Treatment for Self-Injurious Behaviors
Cutting Down Program
Digital Interventions for Nonsuicidal Self-Injury
Considerations for Treatment Choice
Summary of the Current Evidence-Base for Nonsuicidal Self-Injury
Conclusion
References
51: Understanding Selective Mutism: A Comprehensive Guide to Assessment and Treatment
Definition and Diagnostic Criteria for Selective Mutism
History
Descriptive Features of Selective Mutism
Symptom Profile
Speaking Behaviour
Nonverbal Social Behaviour
Internalising Symptoms
Cognitions
Attentional Focus
Externalising Symptoms
Comorbidity
Trajectory of SM
Risk Factors for Selective Mutism
Internal Risk Factors
Genetics
Temperament
Auditory Processing Skills
Speech and Language Skills
Social Performance Skills
Environmental Factors
Parent-Child Interaction
Negative Life Events
Assessment
Other Measures to Consider for Child-, Parent- and/or Teacher-Report
Treatment
Evidence-Based Treatment
Components of Treatment
Duration of Treatment
Conclusions
References
Index
