The diagnosis of autism spectrum disorder (ASD) has evolved greatly since Asperger's day. And as our clinical understanding of this spectrum of disorders has grown, so has recognition of the connections between anxiety disorders and ASD a welcome development, but also a source of confusion for many in the field.

The "Handbook of Autism and Anxiety" brings together leading experts to explain this comorbidity, the diagnostic similarities and differences between the two disorders and the extent to which treatment for each can be coordinated for optimum results. Focusing on repetitive behaviors, social difficulties and fears as core components of anxiety disorders as well as ASD, contributors discuss specific symptoms in depth to aid in diagnosis. Assessment and treatment issues relevant to the autism-anxiety connection are considered in clinical and school contexts. And an especially timely conclusion details how key changes in the "DSM-5 "affect the diagnosis and conceptualization of each disorder.

Key topics addressed in the "Handbook "include: Phenotypic variability in ASD: clinical considerations.Etiologic factors and transdiagnostic processes.Social worries and difficulties: autism and/or social anxiety disorder?Implementing group CBT interventions for youth with ASD and anxiety in clinical practice.Autism and anxiety in school settings."DSM"-"5" and autism spectrum disorder.

The "Handbook of Autism and Anxiety" is an essential resource for researchers, clinicians/professionals and graduate students in child and school psychology, psychiatry, social work, education, clinical counseling and behavioral therapy."

Conduct problems, particularly oppositional defiant disorder (ODD) and conduct disorder (CD), are the most common mental health problems affecting children and adolescents. The consequences to individuals, families, and schools may be severe and long-lasting. To ameliorate negative outcomes and ensure the most effective treatment for aggressive and antisocial youth, early diagnosis and evidence-based interventions are essential. Clinical Handbook of Assessing and Treating Conduct Problems in Youth provides readers with both a solid grounding in theory and a comprehensive examination of the evidence-based assessment strategies and therapeutic practices that can be used to treat a highly diverse population with a wide range of conduct problems. It provides professional readers with an array of evidence-based interventions, both universal and targeted, that can be implemented to improve behavioral and social outcomes in children and adolescents. This expertly written resource: Lays the foundation for understanding conduct problems in youth, including epidemiology, etiology, and biological, familial, and contextual risk factors. Details the assessment process, with in-depth attention to tools, strategies, and differential diagnosis. Reviews nine major treatment protocols, including Parent-Child Interaction Therapy (PCIT), multisystemic therapy (MST) for adolescents, school-based group approaches, residential treatment, and pharmacotherapy. Critiques the current generation of prevention programs for at-risk youth. Explores salient issues in working effectively with minority youth. Offers methods for evaluating intervention programs, starting with cost analysis. This volume serves as a one-stop reference for all professionals who seek a solid grounding in theory as well as those who need access to evidence-based assessment and therapies for conduct problems. It is a must-have volume for anyone working with at-risk children, including clinical child, school, and developmental psychologists; forensic psychologists; social workers; school counselors and allied professionals; and medical and psychiatric practitioners.

Whether it's dogs, spiders, blood, heights or some other fear, specific phobias are one of the most prevalent mental health problems, affecting as many as one in eight people. In recent years, cognitive-behavioral therapy (CBT) has emerged as particularly effective in treating young people and adults with specific phobias. And of these methods, one-session treatment stands out as a long-lasting, cost-effective intervention of choice.

"Intensive One-Session Treatment of Specific Phobias" not only provides a summary of the evidence base, it also serves as a practical reference and training guide. This concise volume examines the phenomenology, epidemiology, and etiology of phobias, laying the groundwork for subsequent discussion of assessment strategies, empirically sound one-session treatment methods, and special topics. In addition, expert contributors address challenges common to exposure therapy, offer age-appropriate guidelines for treating young clients, and describe innovative computer-assisted techniques.

Organized to be read individually or in sequence, chapters delve into key areas, including: Evidence-based assessment and treatment of specific phobias in children, adolescents, and adults.One-session treatment theory and practice with children, adolescents, and adults.Handling difficult cases of specific phobias in youth.Interventions for specific phobias in special populations.Training and assessing therapists in one-session treatment.Ethical issues in considering exposure.

"Intensive One-Session Treatment of Specific Phobias" is an essential resource for researchers, clinicians, and graduate students in child, school, clinical, and counseling psychology; social work; and general and special education.

This volume of Advances in Clinical Child Psychology is the third under our editorship and the seventeenth of the series. It continues the tradition of examining a broad range of topics and issues related to the study and treatment of child and adolescent behavior problems. Over the years, the series has served to identify important and exciting new developments in the field and provide scholarly review of current thought and practices. In the openingchapter, Cichetti, Toth, and Lynch examine attachment theory and its implications for psychopathology. They provide exacting commentary on the status of the construct of attachment and its potential role in the development of diverse psychopathologies. Similarly, Richards explores the impact of infant cognitive psychophysiology and its role in normal and abnormal development in the second chapter. Both of these chapters address issues of risk for subsequent psychopathology and are deeply embedded in developmental theory. In Chapter 3/ Nottelmann and Jensen tackle the important issue of comorbidity in psychiatric diagnosis from a developmental perspective.

It is with both pride and sadness that we publish the twentieth and last volume of Advances in Clinical Child Psychology. This series has seen a long and successful run starting under the editorship of Ben Lahey and Alan Kazdin, who passed the baton to us at Volume 14. We are grateful to the many contributors over the years and to the Plenum staff for producing a quality product in a timely manner. This volume covers a diverse array of significant topics. In the open ing chapter, Maughan and Rutter explore the research literatures related to continuity and discontinuity of antisocial behavior from childhood to adulthood. Their review and conceptualization emphasize the significance of hyperactivity and inattention, early-onset conduct problems, low reac tivity to stress, and poor peer relations as potentially influential variables in the persistence of antisocial behavior. Social cognitions, environmental continuities, substance abuse, cumulative chains of life events, and protec tive processes are considered as well."

Reknowned authorities offer the first international handbook on anxiety and phobic disorders in children and adolescents. Using DSM-IV and ICD classifications, this comprehensive and up-to-date volume addresses issues related to diagnostic classification, epidemiolgy, etiology, assessment, and treatment. With its case studies, this volume makes a practical reference for clinicians, researchers, and students.

This volume of Advances in Clinical Child Psychology, which is the second under our editorship and the sixteenth of the series, continues the tradi tion of including a broad range of timely topics on the study and treat ment of children and adolescents. Volume 16 includes contributions per taining to prevention, adolescents, families, cognitive processes, and methodology. The issue of prevention in child clinical psychology is no longer restricted to a few speculative sentences in the future directions part of a discussion section. Prevention research is actually being undertaken, as reflected in two contributions to the volume. Winett and Anderson pro vide a promising framework for the development, evaluation, and dis semination of programs aimed at the prevention of HIV among youth. Lorion, Myers, Bartels, and Dennis address some of the conceptual and methodological issues in preventive intervention research with children. Adolescent development and adjustment is an important area of study in clinical child psychology. Two contributors address key and somewhat related topics, social competence and depression in adoles cence. Inderbitzen critically reviews the assessment methods and meth odologies for social competence and peer relations in adolescence. Reynolds analyzes contemporary issues and perspectives pertaining to adolescent depression."

This nineteenth volume of Advances in Clinical Child Psychology continues our tradition of examining a broad range of topics and issues that charac terizes the continually evolving field of clinical child psychology. Over the years, the series has served to identify important, exciting, and timely new developments in the field and to provide scholarly and in-depth reviews of current thought and practices. The present volume is no exception. In the opening chapter, Sue Campbell explores developmental path ways associated with serious behavior problems in preschool children. Specifically, she notes that about half of preschool children identified with aggression and problems of impulse control persist in their deviance across development. The other half do not. What accounts for these differ ent developmental outcomes? Campbell invokes developmental and fam ily influences as possible sources of these differential outcomes and, in doing so, describes aspects of her own programmatic research program that has greatly enriched our understanding of this complex topic. In a similar vein, Sara Mattis and Tom Ollendick undertake a develop mental analysis of panic in children and adolescents in Chapter 2. In recent years, separation anxiety and/ or experiences in separation from attach ment figures in childhood have been hypothesized as playing a critical role in the development of panic. This chapter presents relevant findings in the areas of childhood temperament and attachment, in addition to experi ences of separation, that might predispose a child to development of panic."

The aim of this book on psychotherapies with children and families is to present a comprehensive overview of the current array of intervention approaches in the child mental health field. There is a focus on the integration of theory, research, and practice throughout the book. The book proceeds from the more global pre sentations of basic theoretical approaches to applications of these approaches with specific problems and populations. It then presents more integrated intervention approaches and overviews of the research literature. One of the unique features of this book is its focus on future directions for each approach, both in clinical prac tice and in research. A second unique feature is its structured format across di verse approaches with a focus on empirical validation of approaches. Another innovation is the presentation of interventions that integrate major components of different theoretical approaches. Thus, the book reflects the current trends in the field of interventions with specific problems and populations, empirical valida tion of the approach, and the integration of treatment approaches. There are five major sections in this book. Part I consists of four chapters that address a variety of issues related to child psychotherapy. Chapter 1 by the editors examines the historical roots of child psychotherapy and explores current trends in the treatment of diverse child disorders. It emphasizes the movement to "treat ments that work" and sets the stage for the chapters that follow."

In our first edition of the Handbook in 1983, we the origins and course(s) of maladaptive behav ior, whatever the causes, whatever the age of on noted that child psychopathology should no longer be viewed as a downward extension of set, whatever the transformations in behavioral adult psychopathology. Rather, we suggested expression, and however complex the develop that children should be viewed as children, not mental pattern may prove to be. It strives to inte as miniature adults, and that a merger of the dis grate these two disciplines in an intimate and of ciplines of clinical child psychology and devel tentimes complex manner. opmental psychology must occur for this evolu Careful attention to issues of development and tion to be fully realized. In the second edition of other contextual issues relevant to children, ad the Handbook in 1989, we asserted that the syn olescents, and their families guided us in our ef thesis of these two fields of inquiry was under forts to solicit contributors for this third edition."

Exposure is the most important component of therapy for anxiety disorders and obsessive compulsive disorder (OCD) in children and adolescents. Unfortunately, few clinicians offer this treatment, making it very difficult for youth and their families to seek effective care. Exposure Therapy for Child and Adolescent Anxiety and OCD delivers a succinct yet comprehensive guide to the use of exposure therapy with youth suffering from anxiety and OCD. Within the heart of this book, clinicians will discover a clear, step-by-step model, illustrated with sample dialogue, for engaging their young patients in this most effective treatment. Detailed case examples bring to life the application of all forms of exposure (in vivo, imaginal, and interoceptive) to a wide range of anxiety and OCD presentations. Beyond teaching the mechanics for implementing exposure, the authors present a clinical model for understanding how exposure works, synthesizing the key issues from current competing theories. This model can enhance the ability of clinicians to apply exposure to new and more challenging presentations. The authors review common challenges to implementing exposure in real-world settings and assist clinicians in overcoming frequently encountered barriers. Within this compact book, clinicians will find a comprehensive guide to build their expertise in the delivery of exposure therapy for children and adolescents suffering from anxiety disorders or OCD.

The diagnosis of autism spectrum disorder (ASD) has evolved greatly since Asperger's day. And as our clinical understanding of this spectrum of disorders has grown, so has recognition of the connections between anxiety disorders and ASD-a welcome development, but also a source of confusion for many in the field. The Handbook of Autism and Anxiety brings together leading experts to explain this comorbidity, the diagnostic similarities and differences between the two disorders and the extent to which treatment for each can be coordinated for optimum results. Focusing on repetitive behaviors, social difficulties and fears as core components of anxiety disorders as well as ASD, contributors discuss specific symptoms in depth to aid in diagnosis. Assessment and treatment issues relevant to the autism-anxiety connection are considered in clinical and school contexts. And an especially timely conclusion details how key changes in the DSM-5 affect the diagnosis and conceptualization of each disorder. Key topics addressed in the Handbook include: Phenotypic variability in ASD: clinical considerations. Etiologic factors and transdiagnostic processes. Social worries and difficulties: autism and/or social anxiety disorder? Implementing group CBT interventions for youth with ASD and anxiety in clinical practice. Autism and anxiety in school settings. DSM-5 and autism spectrum disorder. The Handbook of Autism and Anxiety is an essential resource for researchers, clinicians/professionals and graduate students in child and school psychology, psychiatry, social work, education, clinical counseling and behavioral therapy.

Whether it's dogs, spiders, blood, heights or some other fear, specific phobias are one of the most prevalent mental health problems, affecting as many as one in eight people. In recent years, cognitive-behavioral therapy (CBT) has emerged as particularly effective in treating young people and adults with specific phobias. And of these methods, one-session treatment stands out as a long-lasting, cost-effective intervention of choice. Intensive One-Session Treatment of Specific Phobias not only provides a summary of the evidence base, it also serves as a practical reference and training guide. This concise volume examines the phenomenology, epidemiology, and etiology of phobias, laying the groundwork for subsequent discussion of assessment strategies, empirically sound one-session treatment methods, and special topics. In addition, expert contributors address challenges common to exposure therapy, offer age-appropriate guidelines for treating young clients, and describe innovative computer-assisted techniques. Organized to be read individually or in sequence, chapters delve into key areas, including: Evidence-based assessment and treatment of specific phobias in children, adolescents, and adults. One-session treatment theory and practice with children, adolescents, and adults. Handling difficult cases of specific phobias in youth. Interventions for specific phobias in special populations. Training and assessing therapists in one-session treatment. Ethical issues in considering exposure. Intensive One-Session Treatment of Specific Phobias is an essential resource for researchers, clinicians, and graduate students in child, school, clinical, and counseling psychology; social work; and general and special education.

This nineteenth volume of Advances in Clinical Child Psychology continues our tradition of examining a broad range of topics and issues that charac terizes the continually evolving field of clinical child psychology. Over the years, the series has served to identify important, exciting, and timely new developments in the field and to provide scholarly and in-depth reviews of current thought and practices. The present volume is no exception. In the opening chapter, Sue Campbell explores developmental path ways associated with serious behavior problems in preschool children. Specifically, she notes that about half of preschool children identified with aggression and problems of impulse control persist in their deviance across development. The other half do not. What accounts for these differ ent developmental outcomes? Campbell invokes developmental and fam ily influences as possible sources of these differential outcomes and, in doing so, describes aspects of her own programmatic research program that has greatly enriched our understanding of this complex topic. In a similar vein, Sara Mattis and Tom Ollendick undertake a develop mental analysis of panic in children and adolescents in Chapter 2. In recent years, separation anxiety and/ or experiences in separation from attach ment figures in childhood have been hypothesized as playing a critical role in the development of panic. This chapter presents relevant findings in the areas of childhood temperament and attachment, in addition to experi ences of separation, that might predispose a child to development of panic.

It is with both pride and sadness that we publish the twentieth and last volume of Advances in Clinical Child Psychology. This series has seen a long and successful run starting under the editorship of Ben Lahey and Alan Kazdin, who passed the baton to us at Volume 14. We are grateful to the many contributors over the years and to the Plenum staff for producing a quality product in a timely manner. This volume covers a diverse array of significant topics. In the open ing chapter, Maughan and Rutter explore the research literatures related to continuity and discontinuity of antisocial behavior from childhood to adulthood. Their review and conceptualization emphasize the significance of hyperactivity and inattention, early-onset conduct problems, low reac tivity to stress, and poor peer relations as potentially influential variables in the persistence of antisocial behavior. Social cognitions, environmental continuities, substance abuse, cumulative chains of life events, and protec tive processes are considered as well."

Reknowned authorities offer the first international handbook on anxiety and phobic disorders in children and adolescents. Using DSM-IV and ICD classifications, this comprehensive and up-to-date volume addresses issues related to diagnostic classification, epidemiolgy, etiology, assessment, and treatment. With its case studies, this volume makes a practical reference for clinicians, researchers, and students.

This volume of Advances in Clinical Child Psychology, which is the second under our editorship and the sixteenth of the series, continues the tradi tion of including a broad range of timely topics on the study and treat ment of children and adolescents. Volume 16 includes contributions per taining to prevention, adolescents, families, cognitive processes, and methodology. The issue of prevention in child clinical psychology is no longer restricted to a few speculative sentences in the future directions part of a discussion section. Prevention research is actually being undertaken, as reflected in two contributions to the volume. Winett and Anderson pro vide a promising framework for the development, evaluation, and dis semination of programs aimed at the prevention of HIV among youth. Lorion, Myers, Bartels, and Dennis address some of the conceptual and methodological issues in preventive intervention research with children. Adolescent development and adjustment is an important area of study in clinical child psychology. Two contributors address key and somewhat related topics, social competence and depression in adoles cence. Inderbitzen critically reviews the assessment methods and meth odologies for social competence and peer relations in adolescence. Reynolds analyzes contemporary issues and perspectives pertaining to adolescent depression.

In our first edition of the Handbook in 1983, we noted that child psychopathology should no longer be viewed simply as a downward extension of adult psychopathology. Rather, we suggested that children must be viewed as children, not as miniature adults, and that a merger of clinical child psychology and developmental psychology must occur in order for this objective to be realized. Now, 6 years later, we are sufficiently encouraged to assert that this synthesis, at least on a conceptual level, is well under way. Yet much growth remains to be seen along practical lines. The real test of the synthesis of these two fields of study will be evidenced on the battlefield, that is, the front line of clinical practice. Just how integrated clinical child psychology and developmental psychology really are remains to be seen. Nonetheless, progress is well under way. Careful attention to developmental and other contextual issues guided us in our efforts to solicit contributors for this second edition. All the contributors are active researchers and clinicians in the area of child psychopathology, and all are keenly aware of the subtle nuances and special considera tions of clinical and developmental psychology as they relate to child behavior problems. In addition, all the contributors are empirically minded; as a result, the chapters are data-based and represent some ofthe most up-to-date knowledge currently available. However, as research-based knowledge is more abundant and conclusive in some topic areas than in others, the chapters vary in length and scope."

As noted by its title, the focus of this book is centered on an examination of behavior therapy with children in clinical settings. Throughout, our goal has been to examine theoretical underpinnings, review empirical research, and illustrate clinical utility for a variety of behavioral proce dures with children. In pursuing this goal, we have described child behavior therapy as an approach based on empirical methodology, de rived from behavioral principles, and focused upon adjustment disor ders of children. The hallmark of such an approach is its accountability the extent to which the procedures and techniques presented in this text are demonstrably accountable must be determined at least partially by the reader. As students of child behavior, we have become sensitized to two trends in behavior therapy with children during the preparation of this book. First, we have been concerned with the simple application of behavioral procedures to children, irrespective of developmental con siderations. All too frequently, assessment strategies and treatment pro cedures found to be useful with adults have been applied to children in an indiscriminate fashion. For example, some recent studies have examined and assessed the very same social skill deficits in children as in adults (e. g., lack of eye contact, delayed latency of response, and absence of positive commendatory responses). Surely, skill deficits differ from age to age just as they differ from situation to situation."

One volume-reference work with approximately 300 entries Each entry will contain 5-8 references Entries will kept under 7 pages, with limited references and cross-referenced to 5 other topics in the encyclopdia

As in past volumes, the current volume of Advances in Clinical Child Psychology strives for a broad range of timely topics on the study and treatment of children, adolescents, and families. Volume 18 includes a new array of contributions covering issues pertaining to treatment, etiol ogy, and psychosocial context. The first two contributions address conduct problems. Using quali tative research methods, Webster-Stratton and Spitzer take a unique look at what it is like to be a parent of a young child with conduct problems as well as what it is like to be a participant in a parent training program. Chamberlain presents research on residential and foster-care treatment for adolescents with conduct disorder. As these chapters well reflect, Webster-Stratton, Spitzer, and Chamberlain are all veterans of programmatic research on treatment of child and adolescent conduct problems. Wills and Filer describe an emerging stress-coping model that has been applied to adolescent substance use and is empirically well justi fied. This model has implications for furthering intervention strategies as well as enhancing our scientific understanding of adolescents and the development of substance abuse. Foster, Martinez, and Kulberg confront the issue that researchers face pertaining to race and ethnicity as it relates to our understanding of peer relations. This chapter addresses some of the measurement and conceptual challenges relative to assessing ethnic variables and relating these to social cognitions of peers, friendship patterns, and peer accep tance."

In our first edition of the Handbook in 1983, we the origins and course(s) of maladaptive behav ior, whatever the causes, whatever the age of on noted that child psychopathology should no longer be viewed as a downward extension of set, whatever the transformations in behavioral adult psychopathology. Rather, we suggested expression, and however complex the develop that children should be viewed as children, not mental pattern may prove to be. It strives to inte as miniature adults, and that a merger of the dis grate these two disciplines in an intimate and of ciplines of clinical child psychology and devel tentimes complex manner. opmental psychology must occur for this evolu Careful attention to issues of development and tion to be fully realized. In the second edition of other contextual issues relevant to children, ad the Handbook in 1989, we asserted that the syn olescents, and their families guided us in our ef thesis of these two fields of inquiry was under forts to solicit contributors for this third edition.

Conduct problems, particularly oppositional defiant disorder (ODD) and conduct disorder (CD), are the most common mental health problems affecting children and adolescents. The consequences to individuals, families, and schools may be severe and long-lasting. To ameliorate negative outcomes and ensure the most effective treatment for aggressive and antisocial youth, early diagnosis and evidence-based interventions are essential. Clinical Handbook of Assessing and Treating Conduct Problems in Youth provides readers with both a solid grounding in theory and a comprehensive examination of the evidence-based assessment strategies and therapeutic practices that can be used to treat a highly diverse population with a wide range of conduct problems. It provides professional readers with an array of evidence-based interventions, both universal and targeted, that can be implemented to improve behavioral and social outcomes in children and adolescents. This expertly written resource: Lays the foundation for understanding conduct problems in youth, including epidemiology, etiology, and biological, familial, and contextual risk factors. Details the assessment process, with in-depth attention to tools, strategies, and differential diagnosis. Reviews nine major treatment protocols, including Parent-Child Interaction Therapy (PCIT), multisystemic therapy (MST) for adolescents, school-based group approaches, residential treatment, and pharmacotherapy. Critiques the current generation of prevention programs for at-risk youth. Explores salient issues in working effectively with minority youth. Offers methods for evaluating intervention programs, starting with cost analysis. This volume serves as a one-stop reference for all professionals who seek a solid grounding in theory as well as those who need access to evidence-based assessment and therapies for conduct problems. It is a must-have volume for anyone working with at-risk children, including clinical child, school, and developmental psychologists; forensic psychologists; social workers; school counselors and allied professionals; and medical and psychiatric practitioners.

Childhood anxiety, obsessive-compulsive disorder (OCD) and post-traumatic stress disorder (PTSD) represent some of the most common mental health disorders affecting young people, often leading to major life impairments. This book brings together the world's leaders in treatment science to provide evidence-based psychosocial interventions for these disorders. It supplies practitioners and researchers with innovations in clinical science, highlighting advances in technology and neuroscientific discovery which have informed the development of these novel treatment advances. The authors tackle the two main challenges facing the field of childhood psychopathology: improving access to evidence-based cognitive behavioural therapy (CBT) through innovations in treatment delivery, and increasing the positive outcomes for youth through unique therapies. Any reader who wants to be informed on the latest approaches to cognitive and behavioural interventions and how to apply them will benefit from this book.

Childhood anxiety, obsessive-compulsive disorder (OCD) and post-traumatic stress disorder (PTSD) represent some of the most common mental health disorders affecting young people, often leading to major life impairments. This book brings together the world's leaders in treatment science to provide evidence-based psychosocial interventions for these disorders. It supplies practitioners and researchers with innovations in clinical science, highlighting advances in technology and neuroscientific discovery which have informed the development of these novel treatment advances. The authors tackle the two main challenges facing the field of childhood psychopathology: improving access to evidence-based cognitive behavioural therapy (CBT) through innovations in treatment delivery, and increasing the positive outcomes for youth through unique therapies. Any reader who wants to be informed on the latest approaches to cognitive and behavioural interventions and how to apply them will benefit from this book.