2014_Book_Evidence-BasedInterventionsFor

2014_Book_Evidence-BasedInterventionsFor


DisciplinaPsicologia, Ciência e Profissão e História da Psicologia52 materiais1.151 seguidores
Pré-visualização50 páginas
Kathleen Hague Armstrong, Julia A. Ogg, Ashley N. Sundman-Wheat and Audra St. John WalshEvidence-Based Interventions for Children with Challenging Behavior201410.1007/978-1-4614-7807-2© Springer Science+Business Media New York 2014
Kathleen Hague Armstrong, Julia A. Ogg, Ashley N. Sundman-Wheat and Audra St. John Walsh
Evidence-Based Interventions for Children with Challenging Behavior
Kathleen Hague ArmstrongDepartment of Pediatrics College of Medicine, University of South Florida, Tampa, FL, USA
Julia A. OggDepartment of Psychological & Social Foundations, University of South Florida, Tampa, FL, USA
Ashley N. Sundman-WheatSchool Psychology District School Board of Pasco County, Land O\u2019Lakes, FL, USA
Audra St. John WalshDepartment of Pediatrics College of Medicine, University of South Florida, Tampa, FL, USA
					ISBN 978-1-4614-7806-5e-ISBN 978-1-4614-7807-2
Springer New York Heidelberg Dordrecht London
Library of Congress Control Number: 2013941039
© Springer Science+Business Media New York 2014
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher\u2019s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.
Printed on acid-free paper
Springer is part of Springer Science+Business Media (www.springer.com)
This book is gratefully dedicated to the children and caregivers who have taught us so much, and to the providers who are committed to ensuring that all children learn and develop to their best potential.
Contents
 1 Common Early Childhood Behavior Problems
 1
 Sleep Problems
 2
 Prevalence
 2
 Guidelines
 3
 Feeding Issues
 4
 Prevalence
 4
 Guidelines
 5
 Colic/\u200bExcessive Crying
 6
 Prevalence
 6
 Guidelines
 6
 Toileting Issues
 8
 Prevalence
 8
 Guidelines
 8
 Fears, Worries, and Anxiety
 9
 Prevalence
 9
 Guidelines
 10
 Sexual Behaviors
 12
 Prevalence
 12
 Guidelines
 13
 Aggression
 13
 Prevalence
 13
 Guidelines
 14
 Social Skills
 15
 Prevalence
 15
 Guidelines
 15
 Cultural Competence
 16
 Step 1:\u200b Awareness
 17
 Step 2:\u200b Reflection
 17
 Step 3:\u200b Knowledge
 18
 Conclusions
 18
 Assess Your Knowledge
 19
 2 Early Childhood Development Theories
 21
 Attachment Theory
 22
 Cognitive Theory
 23
 Applied Behavior Analysis
 24
 Parenting Styles
 26
 Ecological Systems Theory
 27
 Prevention Model
 28
 Conclusions
 28
 Assess Your Knowledge
 29
 3 The Prevention Model and Problem Solving
 31
 Primary Prevention
 32
 Secondary Prevention/\u200bIntervention
 32
 Tertiary Prevention/\u200bIntervention
 33
 Matching the Level of Care to the Child and Family\u2019s Needs
 33
 Problem-Solving Process Embedded in the Prevention Model
 34
 Collaborative Problem Solving
 37
 Conclusions
 38
 Assess Your Knowledge
 38
 4 Screening Techniques
 41
 Conclusions
 48
 Assess Your Knowledge
 48
 5 Evidence-Based Practices with Children and Their Caregivers
 51
 Parent/\u200bChild Programs:\u200b Primary Prevention
 54
 Reach Out and Read
 54
 Parent/\u200bChild Programs:\u200b Secondary Prevention
 57
 Helping Our Toddlers, Developing Our Children\u2019s Skills (HOT DOCS)
 58
 Incredible Years
 60
 Nurse-Family Partnership
 63
 Parents as Teachers
 65
 Parent/\u200bChild Programs:\u200b Tertiary Prevention
 67
 Helping the Noncompliant Child Parent Training Program
 68
 Lovaas Applied Behavior Analysis (Lovaas ABA)
 70
 Parent\u2013Child Interaction Therapy
 73
 Trauma-Focused Cognitive Behavior Therapy
 75
 Multi-tier Programs
 77
 Triple P-Positive Parenting Program
 78
 Child/\u200bClassroom Programs
 81
 Commonalities Among Child/\u200bClassroom Programs
 81
 Child/\u200bClassroom Programs:\u200b Primary Prevention
 81
 Promoting Alternative Thinking Strategies (PATHS)
 81
 Second Step
 85
 Social Skills in Pictures, Stories, and Songs Program
 87
 Tools of the Mind
 89
 Primary or Secondary Prevention Programs
 91
 Al\u2019s Pals
 92
 Devereux Early Childhood Assessment (DECA) Program
 94
 I Can Problem Solve/\u200bInterpersonal Cognitive Problem Solving (ICPS)
 96
 Incredible Years Dina Dinosaur
 98
 Classroom Programs:\u200b