The handbook examines the latest advancements in applied behavior analysis (ABA) as the preferred method of treatment for children diagnosed with autism spectrum disorder (ASD). It synthesizes the most current research data and trends with best-practice interventions to form a comprehensive, state-of-the-art resource. The handbook reviews ABA research and practices in depth and identifies the interventions most relevant to children across the autism spectrum.  Key areas of coverage include: Foundations of applied behavior analysis. ABA treatments for disorders comorbid with autism spectrum disorder. Functional assessment for children with autism. Operational definitions as well as observing and recording data for children with autism. The relationship of measures of psychopathology and applied behavior analysis. Transitioning across tasks for children with autism, including toe walking, feeding problems, and self-help issues. Anxiety, depression, and ADHD in children with autism. The Handbook of Applied Behavior Analysis for Children with Autism is an essential reference for researchers, clinicians and graduate students as well as clinicians, therapists, and other practitioners across such interrelated disciplines as clinical child, school, and developmental psychology, child and adolescent psychiatry, social work, rehabilitation medicine/therapy, pediatrics, and special education.

This Second Edition updates and expands on the original editorial content and coverage, including new chapters on definitions and rationale, a general overview, research on mental health disorders, report writing, the role of treatment planning, and treatment associated with mental health disorders. The Second Edition builds on the knowledge base by providing the most current information on all aspects of each topic. This unique volume addresses basic questions in salient detail, from types and rates of challenging behaviors to populations that warrant functional assessment. In addition, it examines typical assessment techniques, including interview, scaling, experimental, and in vivo methods. The use of functional assessment in treatment planning - and in combination with other interventions - is covered in depth. Given the vulnerable populations and challenging behaviors (e.g., individuals with autism, intellectual disabilities, mental health issues), the book provides detailed coverage of informed consent as well as legal and ethical issues. Key areas of coverage include: The history of behavior analysis and functional assessment. The nature, prevalence, and characteristics of challenging behaviors. Interview and observation methods in functional assessment and analysis. Experimental functional analysis for challenging behaviors. Treatment methods commonly used with functional assessment. Using functional assessment in treatment planning. Functional Assessment for Challenging Behaviors, Second Edition, is an essential updated resource for researchers, clinicians and other practitioners, and graduate students in clinical child and school psychology, pediatric psychiatry and medicine, social work, rehabilitation, developmental psychology as well as other interrelated disciplines.

This handbook addresses a broad range of topics relating to children's social behaviors and skills. It examines numerous disorders and problems that are directly affected by excesses and deficits of social skills. The book begins by providing an overview of the history and definition of social skills, citing it as a critical aspect of children's development. Chapters discuss developmental issues, provide theories of social competence, and assemble proven strategies for promoting the growth of social skills and for treating their deficits. The handbook also reviews a variety of methods for assessing various social competencies, including direct and naturalistic observation, skills checklists, self-reports, and functional behavior analysis. In addition, it provides a comprehensive overview of various training methods, including social learning, parent and peer treatments, self-control methods, social skill group programs, and curricula. Topics featured in the Handbook include: Current research and practical strategies for promoting children's social and emotional competence in schools. Social skills in children with autism spectrum disorder. Intellectual disabilities and their effect on social skills. Attention-deficit/hyperactivity disorder and its effect on the development of social skills in children. Evidence-based methods of dealing with social difficulties in conduct disorder. The Handbook of Social Behavior and Skills in Children is a must-have resource for researchers, graduate students, clinicians, and related therapists and professionals in clinical child and school psychology, pediatrics, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, and special education.

This book presents the similarities and intersections between Autism Spectrum Disorders and comorbid conditions in children. It describes the prevalence and magnitude of comorbid conditions occurring in conjunction with ASD that complicate diagnosis and can potentially lead to inappropriate treatment and negative outcomes. It addresses the strengths and limitations of age-appropriate assessment measures as well as activity and motor skill measurement methods. Specific comorbid disorders are examined through the review of core symptoms, prognostic and diagnostic issues and treatment options for children on the ASD spectrum. Featured topics include: Challenging behaviors in children with ASD. Conditions ranging from feeding and gastrointestinal disorders to epilepsy. Developmental coordination disorder (DCD). Intellectual disability (ID). Methods and procedures for measuring comorbid psychological, medical and motor disorders. Comorbid Conditions Among Children with Autism Spectrum Disorders is a must-have resource for researchers, clinicians and professionals and graduate students across such fields as clinical child, school and developmental psychology, child and adolescent psychiatry and social work as well as rehabilitation medicine/therapy, behavioral therapy, pediatrics and educational psychology.

This handbook details best practices and discusses ongoing challenges in assessment and diagnosis of autism spectrum disorder (ASD). Chapters address assessment and diagnostic protocols, developmental considerations in ASD assessment, and issues concerning comorbid psychological and medical conditions. Various aspects of the disorder are emphasized throughout the handbook - from assessment in adolescent and adult populations to the latest findings in neuropsychology. The book concludes with future directions for research and clinical applications, focusing on universal screening, improved assessment methods, and earlier and more accurate diagnosis. Topics featured in this handbook include: Types of ASD assessment. Report writing for ASD evaluations. Stress and satisfaction in the diagnostic process. Clinical and neuropsychological perspectives from comorbid diagnosis of ASD and ADHD. Executive functions in ASD. The Handbook of Assessment and Diagnosis of Autism Spectrum Disorder is an essential reference for researchers, clinicians, professionals, and graduate students in clinical child and school psychology, child and adolescent psychiatry, and social work as well as rehabilitation medicine/therapy, behavioral therapy, pediatrics, and educational psychology.

This handbook offers a comprehensive review of intellectual disabilities (ID). It examines historical perspectives and foundational principles in the field. The handbook addresses philosophy of care for individuals with ID, as well as parent and professional issues and organizations, staffing, and working on multidisciplinary teams. Chapters explore issues of client protection, risk factors of ID, basic research issues, and legal concerns. In addition, chapters include information on evidence-based assessments and innovative treatments to address a variety of behaviors associated with ID. The handbook provides an in-depth analysis of comorbid physical disorders, such as cerebral palsy, epilepsy and seizures, and developmental coordination disorders (DCD), in relation to ID. Topics featured in this handbook include: Informed consent and the enablement of persons with ID. The responsible use of restraint and seclusion as a protective measure. Vocational training and job preparation programs that assist individuals with ID. Psychological and educational approaches to the treatment of aggression and tantrums. Emerging technologies that support learning for students with ID. Key sexuality and relationship issues that are faced by individuals with ID. Effective approaches to weight management for individuals with intellectual and developmental disabilities. The Handbook of Intellectual Disabilities is an essential reference for researchers, graduate students, clinicians and related therapists and professionals in clinical child and school psychology, pediatrics, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, and special education.

This handbook addresses behavior problems and mental health disorders in persons with intellectual disabilities. It provides an overview of the history of dual diagnosis and related theories, ethics, diagnostic systems, mental health disorders, and challenging behaviors. The handbook examines general clinical issues, such as the effects of cognitive performance on the choice of assessment and treatment methods, service delivery systems, education models, risk factors, functional assessment, and structured interviews. Chapters provide a much-needed reference for practitioners and practitioners in training. The applied focus of the book continues with assessment/diagnosis sections of mental health disorders, and challenging behaviors. In addition, chapters describe treatments for discrete mental health and behavior problems, such as intellectual disabilities, severe psychopathology, autism, ADHD, substance abuse, and aggression. Topics featured in this handbook include: Genetic disorders and dual diagnosis. Assessment of anxiety in persons with dual diagnosis. Aging with intellectual disabilities. Feeding problems and assessment in individuals with dual diagnosis. Pica in individuals with intellectual disability. Treatment of social skills in dual diagnosis. The Handbook of Dual Diagnosis is an essential reference for researchers, graduate students, clinicians and related therapists and professionals in clinical child and school psychology, child and adolescent psychiatry, social work, developmental psychology, behavioral therapy/rehabilitation, pediatrics, and special education.

This handbook describes evidence-based methods of assessing psychological, educational, behavioral, and developmental problems in children and adolescents. It provides state-of-the-art analyses of leading assessment tools and methods. Chapters provide an overview of childhood assessment issues, diagnostic classification systems, interviewing and report writing, traditional assessment tools and methods, such as Applied Behavioral Analysis (ABA). In addition, chapters address daily living, academic, and social skills, commonly encountered psychological conditions, and developmental disorders, reviewing definitions and etiology, history of assessment and diagnosis, possible comorbid conditions, and current measures and procedures. The handbook also covers specific childhood disorders that often present assessment challenges in children, such as posttraumatic stress disorder, mood disorders, pain, and feeding and eating disorders. Topics featured in this handbook include: Adaptive and developmental behavior scales. Diagnostic classification systems and how to apply them to childhood problems and disorders. Intelligence testing and its use in childhood psychological assessment. Assessment of Attention Deficit Hyperactivity Disorder (ADHD) in persons with developmental disabilities. Self-Injurious behavior in children. Prevalence and assessment of common sleep problems in children. The Handbook of Childhood Psychopathology and Developmental Disabilities Assessment is an essential resource for researchers, graduate students, clinicians, and related therapists and professionals in clinical child and school psychology, pediatrics, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, and special education.

Since the early 1940s, when first identified as childhood psychosis and autistic psychopathy, autism spectrum disorder (ASD) has continued to burgeon into a major focus of inquiry and interest among researchers, practitioners, and the public alike. With each passing decade, the number of scholarly articles addressing ASD and related disabilities continues to soar. Today, thousands of papers on autism are published annually across various disciplines and journals, making it challenging - if not impossible - to keep pace with, let alone synthesize, all the latest developments. Based on a solid historical foundation of autism theory and research, the International Handbook of Autism and Pervasive Developmental Disorders integrates the broad scholarly base of literature with a trenchant analysis of the state of the field in nosology, etiology, assessment, and treatment. Its expert contributors examine recent findings and controversies (e.g., how prevalent autism actually is), along with longstanding topics of interest as well as emerging issues. Coverage includes: A survey of diagnostic criteria and assessment strategies. Genetic, behavioral, biopsychosocial, and cognitive models. Psychiatric disorders in persons with ASD. Theory of mind and facial recognition. Diagnostic instruments for assessing core features and challenging behaviors. Evidence-based psychosocial, pharmacological, and integrative treatments. Interventions specifically for adults with ASD. Training issues for professionals and parents. A review of findings of successful and promising therapies, coupled with guidance on how to distinguish between dubious and effective treatments. The International Handbook of Autism and Pervasive Developmental Disorders is an indispensable resource for researchers, professors, graduate students, and allied practitioners in clinical child and school psychology, child and adolescent psychiatry, education, social work, rehabilitation, pediatric medicine, and developmental psychology.

This handbook provides a comprehensive review of the numerous factors associated with treatments for children, youth, and adults with autism spectrum disorder (ASD). It offers in-depth analysis of evidence-based treatments for young children, providing coverage on interventions within social skills training, school curricula, communication and speech training, and augmentative communication. It also covers treatments for adolescents and adults, including vocational programs, social integration programs, and mental health resources. Chapters also review several popular interventions such as functional behavior analysis, sensory integration therapy, early intensive behavioral interventions (EIBI), and floor time. In addition, the Handbook discusses standards of practice, focusing on ethical issues, review boards, training concerns, and informed consent. Topics featured in the Handbook include: Training for parents of individuals diagnosed with ASD. Treatment of socially reinforced problem behavior. Comorbid challenging behaviors. Post-secondary education supports and programs for adults. The TEACCH Program for people with ASD. Treatment of addiction in adults with ASD. Diet and nutrition based treatments targeted at children with ASD. The Handbook of Treatments for Autism Spectrum Disorder is a must-have reference for researchers, clinicians/professionals, and graduate students in clinical child, school, and developmental psychology, child and adolescent psychiatry, and social work as well as rehabilitation medicine/therapy, behavioral therapy, pediatrics, and educational psychology.

Child psychology is a constantly expanding field, with dozens of specialized journals devoted to major disorders springing up in recent years. With so much information available and the prospect of overload inevitable researchers and clinicians alike need to navigate the knowledge base with as much confidence as they do the nuances of diagnosis and their young clients complex social, emotional, and developmental worlds.

Treating Childhood Psychopathology and Developmental Disabilities fills this need by summarizing and critiquing evidence-based treatment methods for pediatric patients from infancy through adolescence. After a concise history of evidence-based treatment, promising new trends, and legal/ethical issues involved in working with young people, well-known professors, practitioners, and researchers present the latest data in key areas of interest, including: (1) Cognitive-behavioral therapy and applied behavior analysis. (2) The effects of parenting in treatment outcomes. (3) Interventions for major childhood pathologies, including ADHD, PTSD, phobias, anxiety, depression, bipolar disorder, and conduct disorder. (4) Interventions for autistic spectrum disorders and self-injuring behaviors. (5) Techniques for improving communication, language, and literacy in children with developmental disabilities. (6) Treatments for feeding and eating disorders.

This comprehensive volume is an essential resource for the researcher s library and the clinician s desk as well as a dependable text for graduate and postgraduate courses in clinical child, developmental, and school psychology.

(A companion volume, Assessing Childhood Psychopathology and Developmental Disabilities, is also available.)"

Not long ago, conducting child assessment was as simple as stating that the child gets along with others or the child lags behind his peers . Today s pediatric psychologists and allied professionals, by contrast, know the critical importance of using accurate measures with high predictive quality to identify pathologies early, form precise case conceptualizations, and provide relevant treatment options.

Assessing Childhood Psychopathology and Developmental Disabilities provides a wide range of evidence-based methods in an immediately useful presentation from infancy through adolescence. Noted experts offer the most up-to-date findings in the most pressing areas, including: (1) Emerging trends, new technologies, and implementation issues. (2) Interviewing techniques and report writing guidelines. (3) Intelligence testing, neuropsychological assessment, and scaling methods for measuring psychopathology. (4) Assessment of major pathologies, including ADHD, conduct disorder, bipolar disorder, and depression. (5) Developmental disabilities, such as academic problems, the autism spectrum and comorbid pathology, and self-injury. (6) Behavioral medicine, including eating and feeding disorders as well as pain management.

This comprehensive volume is an essential resource for the researcher s library and the clinician s desk as well as a dependable text for graduate and postgraduate courses in clinical child, developmental, and school psychology.

(A companion volume, Treating Childhood Psychopathology and Developmental Disabilities, is also available to ensure greater continuity on the road from assessment to intervention to outcome.)"

This handbook explores the rapid growth in childhood developmental disabilities (DD) treatments. It reviews current evidence-based treatments for common psychopathologies and developmental disorders and evaluates the strengths of the treatments based on empirical evidence. Spanning infancy through the transition to young adulthood, chapters provide definitions, etiologies, prevalence, typical presentation and variants, assessment and diagnostic information, and age considerations. Chapters also review established and emerging psychological approaches and pharmacotherapies for cognitive, behavioral, emotional, medical, academic, and developmental issues as diverse as mood disorders, the autism spectrum, memory problems, feeding disorders, Tourette syndrome, and migraines. The wide range of topics covered aids practitioners in working with the complexities of young clients' cases while encouraging further advances in an increasingly relevant field. Topics featured in this handbook include: An introduction to Applied Behavior Analysis. Parent training interventions. Treatment strategies for depression in youth. Assessment and treatment of self-injurious behaviors in children with DD. Treatment approaches to aggression and tantrums in children with DD. Interventions for children with eating and feeding disorders. The Handbook of Childhood Psychopathology and Developmental Disabilities Treatment is a must-have resource for researchers, graduate students, clinicians, and related therapists and professionals in clinical child and school psychology, pediatrics, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, and special education.

One of the most important practical problems in child psychology and psychia try is the differential diagnosis of emotional disorders. Until recently, the gener al mode of assessment had been to apply to children the characteristics of psychopathology that were evident in adults. In addition, there had been few assessment tools available for use with children aside from modified versions of adult instruments. Understandably, this approach was controversial, and dissat isfaction with it led to the more recent knowledge that adult and child problems may be manifested quite differently. The third edition of the Diagnostic and Statistical Manual of Mental Disorders takes these factors into account much more extensively than previous editions. Furthermore, a great deal of research on methodology in child assessment procedures has emerged recently. Yet, in spite of these advances, practicing clinicians are still frequently at a loss in moving from the characteristics of the disturbed child before them to the final assign ment of a psychiatric diagnosis. The focus of this book is to outline the various methods of viewing and categorizing the wide range childhood psycho pathology, with special emphasis on the end product of making a differential diagnosis. Our goal was to make this book unique in several ways. First, we attempted to cover a wider range of disorders than is typical in currently available hand books."

The development of behavior modification principles and procedures and the ensuing research have had a dramatic impact on services for mentally re tarded persons. This book is the second edition of a volume that is designed to update readers on some of these many developments. Although many of the chapter titles and authors from the first edition remain unchanged, we have added additional chapters to reflect new areas of research. The book is thus a critical review of this literature and, as such, provides essential and important notions about what we know and what can be done to expand our current knowledge. The authors of the chapters are all recognized experts who have been active in publishing in the research areas they critique. As a result, they have a good understanding of what are the major issues in the field. And because they are also active in service provision to persons with identified handicaps, their material will be especially useful to practitioners and, it is hoped, to those_ professionals who are working in the field in estab lishing data-based treatments. One important change in the field has concerned the terminology used to We are aware that persons with mental retar describe handicapped persons. dation are no longer referred to as "the mentally retarded," and although no disrespect is intended, for the sake of continuity the original title has been retained on the advice of the publisher."

Current rates of autism diagnoses have been cause for concern and research as well as rumor and misinformation. Important questions surround the condition: how early can an accurate diagnosis be made? At what age should intervention start? How can parents recognize warning signs? And what causes autism in the first place? There are no easy answers, but the Handbook of Early Intervention for Autism Spectrum Disorders gives researchers, practitioners, and academics the science and guidance to better understand and intervene. Background chapters survey the history of professional understanding of the disorders and the ongoing debate over autism as a single entity or a continuum. Chapters on best methods in screening, assessment, and diagnosis reflect the transition between the DSM-V and older diagnostic criteria. And at the heart of the book, the intervention section ranges from evidence-based strategies for developing core skills to ethical concerns, cultural considerations, and controversial treatments. Included in the Handbook's broad-based coverage: Designing curriculum programs for children with autism spectrum disorders (ASD). Mainstream education for children with ASD. Teaching independent living skills to children with ASD. Social skills and play. Behavioral and mental health disorders in children with ASD. Training and supporting caregivers in evidence-based practices. Teaching cognitive skills to children with ASD. The Handbook of Early Intervention for Autism Spectrum Disorders is a comprehensive reference for researchers, professors, and graduate students as well as clinicians and other scientist-practitioners in clinical child and school psychology, child and adolescent psychiatry, social work, rehabilitation, special education, and pediatric medicine.

This handbook addresses behavior problems and mental health disorders in persons with intellectual disabilities. It provides an overview of the history of dual diagnosis and related theories, ethics, diagnostic systems, mental health disorders, and challenging behaviors. The handbook examines general clinical issues, such as the effects of cognitive performance on the choice of assessment and treatment methods, service delivery systems, education models, risk factors, functional assessment, and structured interviews. Chapters provide a much-needed reference for practitioners and practitioners in training. The applied focus of the book continues with assessment/diagnosis sections of mental health disorders, and challenging behaviors. In addition, chapters describe treatments for discrete mental health and behavior problems, such as intellectual disabilities, severe psychopathology, autism, ADHD, substance abuse, and aggression. Topics featured in this handbook include: Genetic disorders and dual diagnosis. Assessment of anxiety in persons with dual diagnosis. Aging with intellectual disabilities. Feeding problems and assessment in individuals with dual diagnosis. Pica in individuals with intellectual disability. Treatment of social skills in dual diagnosis. The Handbook of Dual Diagnosis is an essential reference for researchers, graduate students, clinicians and related therapists and professionals in clinical child and school psychology, child and adolescent psychiatry, social work, developmental psychology, behavioral therapy/rehabilitation, pediatrics, and special education.

This book offers a comprehensive overview of the universal issue of toilet training in children and explores issues that need to be considered by clinicians and other professionals. The book begins with a historical overview of the field, including origins and reviews of current practices. It discusses various toileting problems and their side effects, risk factors, normal developmental milestones in toileting, and theories of toileting. Chapters identify behavior problems (e.g., self-injury, noncompliance) as well as medical conditions (e.g., diabetes, constipation) that can affect continence, with proven strategies for addressing these challenges in toilet training children, including those with intellectual and developmental disabilities. The book concludes with a discussion of the strengths of current toilet training practices as well as suggestions for areas where continued improvement is required. Topics featured in this book include: * Complications and side effects associated with the lack of toileting skills. * Technology used in toilet training. * Applications of operant-based behavioral principles to toilet training. * Toilet training strategies involving modeling and modifications of the physical environment. * Toilet training children with physical disabilities. The Clinical Guide to Toilet Training Children is a must-have resource for researchers, graduate students, clinicians, and related therapists and professionals in clinical child and school psychology, pediatrics, family studies, developmental psychology, nursing, social work, and behavioral therapy/rehabilitation.

This book presents the similarities and intersections between Autism Spectrum Disorders and comorbid conditions in children. It describes the prevalence and magnitude of comorbid conditions occurring in conjunction with ASD that complicate diagnosis and can potentially lead to inappropriate treatment and negative outcomes. It addresses the strengths and limitations of age-appropriate assessment measures as well as activity and motor skill measurement methods. Specific comorbid disorders are examined through the review of core symptoms, prognostic and diagnostic issues and treatment options for children on the ASD spectrum. Featured topics include: Challenging behaviors in children with ASD. Conditions ranging from feeding and gastrointestinal disorders to epilepsy. Developmental coordination disorder (DCD). Intellectual disability (ID). Methods and procedures for measuring comorbid psychological, medical and motor disorders. Comorbid Conditions Among Children with Autism Spectrum Disorders is a must-have resource for researchers, clinicians and professionals and graduate students across such fields as clinical child, school and developmental psychology, child and adolescent psychiatry and social work as well as rehabilitation medicine/therapy, behavioral therapy, pediatrics and educational psychology.

This comprehensive edited volume synthesizes the current state of research and practice in psychological, medical, and motor disorders as they affect individuals with intellectual disabilities (ID). It examines how these disorders exist across this population, sometimes confound diagnosis, and often affect individuals’ quality of life. In addition, this book explores which treatments are effective for patients and points to future challenges. Comorbid conditions featured include: Challenging behaviors. ADHD, autism, and other conditions present during early childhood. Anxiety, depression, and schizophrenia. Balance and gait problems. Cerebral palsy. Medical conditions common to persons with ID, such as epilepsy, obesity, and chronic pain. Comorbid Conditions in Individuals with Intellectual Disabilities is an essential resource for researchers, clinicians/professionals, and graduate students in clinical child, school, and developmental psychology, child and adolescent psychiatry, and social work as well as rehabilitation medicine/therapy, behavioral therapy, pediatrics, and educational psychology.

Current rates of autism diagnoses have been cause for concern and research as well as rumor and misinformation. Important questions surround the condition: how early can an accurate diagnosis be made? At what age should intervention start? How can parents recognize warning signs? And what causes autism in the first place? There are no easy answers, but the Handbook of Early Intervention for Autism Spectrum Disorders gives researchers, practitioners, and academics the science and guidance to better understand and intervene. Background chapters survey the history of professional understanding of the disorders and the ongoing debate over autism as a single entity or a continuum. Chapters on best methods in screening, assessment, and diagnosis reflect the transition between the DSM-V and older diagnostic criteria. And at the heart of the book, the intervention section ranges from evidence-based strategies for developing core skills to ethical concerns, cultural considerations, and controversial treatments. Included in the Handbook's broad-based coverage: Designing curriculum programs for children with autism spectrum disorders (ASD). Mainstream education for children with ASD. Teaching independent living skills to children with ASD. Social skills and play. Behavioral and mental health disorders in children with ASD. Training and supporting caregivers in evidence-based practices. Teaching cognitive skills to children with ASD. The Handbook of Early Intervention for Autism Spectrum Disorders is a comprehensive reference for researchers, professors, and graduate students as well as clinicians and other scientist-practitioners in clinical child and school psychology, child and adolescent psychiatry, social work, rehabilitation, special education, and pediatric medicine.

As the cornerstone of applied behavior analysis, functional assessment is supported by a burgeoning literature that focuses on identification of and interventions for aggressive, self-injurious, and other challenging behaviors. Although the number of research studies continues to grow, full-length volumes on using functional assessment to address these behaviors remain few and far between. Comprehensive in coverage, Functional Assessment for Challenging Behaviors expands the knowledge base by providing information on all aspects of its topic. This unique volume addresses basic questions in salient detail, from types and rates of challenging behaviors to populations that warrant functional assessment. In addition, it examines typical assessment techniques, including interview, scaling, experimental, and in vivo methods. The use of functional assessment in treatment planning - and in combination with other interventions - is covered in depth. An especially timely chapter identifies key ethical and legal concerns in working with challenging behavior populations. Coverage includes: The history of behavior analysis and functional assessment. The nature, prevalence, and characteristics of challenging behaviors. Interview and observation methods in functional assessment and analysis. Experimental functional analysis for challenging behaviors. Treatment methods commonly used with functional assessment. Using functional assessment in treatment planning. Functional Assessment for Challenging Behaviors is an essential resource for researchers, scientist-practitioners, and graduate students in clinical child and school psychology, pediatric psychiatry and medicine, social work, rehabilitation, and developmental psychology.

This book presents the similarities and intersections between Autism Spectrum Disorders and comorbid conditions in children. It describes the prevalence and magnitude of comorbid conditions occurring in conjunction with ASD that complicate diagnosis and can potentially lead to inappropriate treatment and negative outcomes. It addresses the strengths and limitations of age-appropriate assessment measures as well as activity and motor skill measurement methods. Specific comorbid disorders are examined through the review of core symptoms, prognostic and diagnostic issues and treatment options for children on the ASD spectrum. Featured topics include: Challenging behaviors in children with ASD. Conditions ranging from feeding and gastrointestinal disorders to epilepsy. Developmental coordination disorder (DCD). Intellectual disability (ID). Methods and procedures for measuring comorbid psychological, medical and motor disorders. Comorbid Conditions Among Children with Autism Spectrum Disorders is a must-have resource for researchers, clinicians and professionals and graduate students across such fields as clinical child, school and developmental psychology, child and adolescent psychiatry and social work as well as rehabilitation medicine/therapy, behavioral therapy, pediatrics and educational psychology.

One of the most important practical problems in child psychology and psychia try is the differential diagnosis of emotional disorders. Until recently, the gener al mode of assessment had been to apply to children the characteristics of psychopathology that were evident in adults. In addition, there had been few assessment tools available for use with children aside from modified versions of adult instruments. Understandably, this approach was controversial, and dissat isfaction with it led to the more recent knowledge that adult and child problems may be manifested quite differently. The third edition of the Diagnostic and Statistical Manual of Mental Disorders takes these factors into account much more extensively than previous editions. Furthermore, a great deal of research on methodology in child assessment procedures has emerged recently. Yet, in spite of these advances, practicing clinicians are still frequently at a loss in moving from the characteristics of the disturbed child before them to the final assign ment of a psychiatric diagnosis. The focus of this book is to outline the various methods of viewing and categorizing the wide range childhood psycho pathology, with special emphasis on the end product of making a differential diagnosis. Our goal was to make this book unique in several ways. First, we attempted to cover a wider range of disorders than is typical in currently available hand books."

The development of behavior modification principles and procedures and the ensuing research have had a dramatic impact on services for mentally re tarded persons. This book is the second edition of a volume that is designed to update readers on some of these many developments. Although many of the chapter titles and authors from the first edition remain unchanged, we have added additional chapters to reflect new areas of research. The book is thus a critical review of this literature and, as such, provides essential and important notions about what we know and what can be done to expand our current knowledge. The authors of the chapters are all recognized experts who have been active in publishing in the research areas they critique. As a result, they have a good understanding of what are the major issues in the field. And because they are also active in service provision to persons with identified handicaps, their material will be especially useful to practitioners and, it is hoped, to those_ professionals who are working in the field in estab lishing data-based treatments. One important change in the field has concerned the terminology used to We are aware that persons with mental retar describe handicapped persons. dation are no longer referred to as "the mentally retarded," and although no disrespect is intended, for the sake of continuity the original title has been retained on the advice of the publisher."