Behavioral Interventions in Schools Evidence-Based Positive Strategies

This book shows psychologists and other mental health providers how to assess and treat emotional and behavioral problems in classrooms, including those arising from autism diagnoses. 

The emotional and behavioral problems of students in the classroom are a major concern for teachers, parents, and administrators. Fifty years of scientific research supports the efficacy of behavioral interventions in the classroom, yet school psychologists and teachers are often unaware of this evidence or of how to apply it.

As diagnoses of autism spectrum disorder (ASD) continue to rise, school psychologists today must have the theoretical and practical knowledge to assess, treat, and intervene on behalf of all children, including those with ASD. This fully updated second edition includes new chapters on screening and diagnosis of ASD, discrete trials training, pivotal response training, verbal behavior interventions, and structured teaching approaches. Contributors also describe interventions for using cognitive behavior therapy with children and families to treat a variety of symptoms and behaviors. 

Steven G. Little, PhD, is a Professor of clinical psychology at Walden University. He earned his PhD in school psychology from Tulane University in 1987 and has directed programs at various universities in the United States and New Zealand. Dr Little previously served as president of Division 16 (School Psychology) of APA and has worked on the editorial boards of numerous journals. His main research interest is in behavioral interventions with children in homes and schools. Dr. Little is widely published, and he is also assistant director of the Svarcanas Centre. He lives in Malone, New York.

Angeleque Akin-Little, PhD, is director of the Svarcanas Centre and president of Akin-Little and Little Behavioral Psychology Consultants, PLLC. She earned her PhD in school psychology from the University of Southern Mississippi in 1999 and is a licensed psychologist and board-certified behavior analyst (BCBA-D). She has served on the faculty at a number of universities in the United States and New Zealand and is a Fellow of Division 16 (School Psychology) at APA. Her primary research interests are in behavioral interventions in homes and schools, particularly applied behavior analysis with children with autism spectrum disorder and holistic approaches to behavioral interventions with children. She lives in Malone, New York.
 
 

Contributors
 Series Foreword
Michelle M. Perfect
 Acknowledgments
 Introduction
Steven G. Little and Angeleque Akin-Little
 
Part I: Foundations of Behavioral Interventions
Chapter 1: Narrative Reports and Recordings for Behavioral Problem–Solving in Schools
Christopher H. Skinner
 Chapter 2: School-Wide Positive Behavioral Interventions and Supports: A Systems-Level Application of Behavioral Principles
Brandi Simonsen and George Sugai
Chapter 3: Classroom Management
Joseph H. Wehby and Kathleen Lynne Lane
 Chapter 4: Reductive Procedures: Positive Approaches to Reducing the Incidence of Problem Behavior
Steven G. Little and Angeleque Akin-Little
 Chapter 5: Generalization and Maintenance
Jamie L. Pratt, Garry D. Wickerd, and Mark W. Steege
 Chapter 6: Effect of Extrinsic Reinforcement on “Intrinsic” Motivation: Separating Fact From Fiction
Angeleque Akin-Little and Steven G. Little
 Chapter 7: Applied Behavior Analysis in Education: The Role of the Board Certified Behavior Analyst
Mark D. Shriver
 Chapter 8: Behavioral Interventions for Academic Performance: A Summary of the Literature
Robin S. Codding, Kourtney R. Kromminga, and Kristin Running
 Chapter 9: Adults as Change Agents: Applications of Behavioral Consultation
William P. Erchul, Ann C. Schulte, Austin H. Johnson, and Cathleen A. Geraghty
 Part II: Working With Children With Autism Spectrum Disorder
Chapter 10: Autism Spectrum Disorder: Screening and Diagnosis
Steven G. Little, Angeleque Akin-Little, and Geri M. Harris
 Chapter 11: Overview of Applied Behavior Analysis and Early Intervention for Autism Spectrum Disorder
Caitlin Irwin and Judah B. Axe
 Chapter 12: Discrete Trial Training: A Structured Learning Approach for Children With ASD
Jeff Sigafoos, Amarie Carnett, Mark F. O’Reilly, and Giulio E. Lancioni
 Chapter 13: Classroom Pivotal Response Teaching
Rianne Verschuur, Bibi Huskens, and Laurie McLay
 Chapter 14: Verbal Behavior Intervention in Autism Spectrum Disorders
Elizabeth R. Lorah, Matt Tincani, and Ashley Parnell
 Chapter 15: Video-Based Interventions for Children With Autism Spectrum Disorder
Steven G. Little, Lauretta K. Montes, John Spangler, and Angeleque Akin-Little
 Chapter 16: TEACCH and Other Structured Approaches to Teaching
Laurie McLay, Sarah Hansen, and Amarie Carnett
 Part III: Cognitive Behavior Therapy
Chapter 17: What Is Cognitive Behavior Therapy?
Raymond DiGiuseppe, Rachel Venezia, and Roseanne Gotterbarn
 Chapter 18: Cognitive Behavior Therapy With Children
Mark D. Terjesen, Tamara Del Vecchio, and Nora Gerardi
 Chapter 19: Application of Alternatives for Families: A Cognitive Behavioral Therapy to School Settings
Carrie B. Jackson, Laurel A. Brabson, Amy D. Herschell, and David J. Kolko
 Chapter 20: Trauma-Focused Cognitive Behavior Therapy
Steven G. Little and Angeleque Akin-Little
 
Index
 About the Editors