Handbook of Child Behavior Therapy

505 Pages·1998·83.159 MB·English

by  Frank M. Gresham, Katina M. Lambros (auth.), T. Steuart Watson, Frank M. Gresham (eds.)

Handbook of
Child Behavior Therapy
Issues in Clinical Child Psychology
Series Editors: Michael C. Roberts, University of Kansas-Lawrence, Kansas
Lizette Peterson, University of Missouri-Columbia, Missouri
BEHAVIORAL ASPECTS OF PEDIATRIC BURNS
Edited by Kenneth J. Tarnowski
CHILDREN AND DISASTERS
Edited by Conway F. Saylor
CONSULTING WITH PEDIATRICIANS: Psychological Perspectives
Dennis Drotar
HANDBOOK OF ADOLESCENT HEALTH RISK BEHAVIOR
Edited by Ralph J. DiClemente, William B. Hansen, and Lynn E. Ponton
HANDBOOK OF CHILD ABUSE RESEARCH AND TREATMENT
Edited by John R. Lutzker, Ph.D.
HANDBOOK OF CHILD BEHAVIOR THERAPY
Edited by T. Steuart Watson and Frank M. Gresham
HANDBOOK OF CHILDREN'S COPING:
Linking Theory and Intervention
Edited by Sharlene A. Wolchik and Irwin N. Sandler
HANDBOOK OF DEPRESSION IN CHILDREN AND ADOLESCENTS
Edited by William M. Reynolds and Hugh F. Johnston
INTERNATIONAL HANDBOOK OF PHOBIC AND ANXIETY
DISORDERS IN CHILDREN AND ADOLESCENTS
Edited by Thomas H. Ollendick, Neville J. King, and William Yule
MENTAL HEALTH INTERVENTIONS WITH PRESCHOOL CHILDREN
Robert D. Lyman and Toni L. Hembree-Kigin
SCHOOL CONSULTATION: Conceptual and Empirical Bases of Practice
William P. Erchul and Brian K. Martens
SUCCESSFUL PREVENTION PROGRAMS FOR CHILDREN
AND ADOLESCENTS
Joseph A. Durlak
A Continuation Order Plan is available for this series. A continuation order will bring
delivery of each new volume immediately upon publication. Volumes are billed only
upon actual shipment. For further information please contact the publisher.
Handbook of
Child Behavior Therapy
Edited by
T. Steuart Watson
Mississippi State University
Starkville, Mississippi
and
Frank M. Gresham
University of California, Riverside
Riverside, California
Springer Science+Business Media, LLC
Llbrary of Congress Cataloglng-ln-Publlcatlon Data
Handbook of child behavlor therapy / edlted by T. Steuart ~atson and
Frank M. Gresham.
p. cm. -- <Issues In cllnical chi ld psychology)
Includes blbliographical references and index.
ISBN 978-1-4613-7429-9 ISBN 978-1-4615-5323-6 (eBook)
DOI 10.1007/978-1-4615-5323-6
1. Sehavior therapy for children. 1. ~atson, T, Steuart.
II. Gresham, Frank M. III. Series.
RJ505.S4H346 1997
61S:92'S9142--dc21 97-40442
CIP
ISBN 978-1-4613-7429-9
© 1998 Springer Science+Business Media New York
Originally published by Plenum Press in 1998
Softcover reprint of the hardcover 1s t edition 1998
AlI rights reserved
No part of this book may be reproduced, stored in a retrieval system. or transmitted in any
form or by any means. electronic. mechanical. photocopying. microfilming. recording. or
otherwise. without written permission from the Publisher
To Dorothy, for her unwavering strength and support, and to Mackenzie,
Tucker, and Addison, who put life events into proper perspective and who
make it all worthwhile
-T.S.W.
To my son Matt, whose attitude toward life and will to survive stands as a
model of inspiration to me and his mother, Laura
-F.M.G.
Contributors
Keith D. Allen • Division of Pediatric Psychol Jeffrey M. Hutchinson • Education Division,
ogy, Munroe-Meyer Institute for Genetics and Re Mercyhurst College, Erie, Pennsylvania 16546
habilitation, and University of Nebraska Medical
Kevin M.Jones • Father Flanagan's Boys'Home,
Center, Omaha, Nebraska 68198-5450
Boys Town, Nebraska 68010
Robert T. Ammerman • Allegheny General
Christopher A. Kearney • Department of Psy
Hospital, Department of Psychiatry, MCP. Hahne
chology, University of Nevada-Las Vegas, Las
mann School of Medicine, Allegheny University of
Vegas, Nevada 89154-5030
the Health Sciences, Pittsburgh, Pennsylvania 15212
Katina M. Lambros • School of Education,
Phillip J. Belfiore • Education Division, Mercy
University of California-Riverside, Riverside, Cali
hurst College, Erie, Pennsylvania 16546
fornia 92521-0102
Brad Donohue • Center for Psychological
Jeff Laurent • Department of Psychology, Illi
Studies, Nova Southeastern University, Fort Laud
nois State University, Normal, Illinois 61790-4620
erdale, Florida 33314
Thomas R. Linscheid • Division of Psychol
George J. DuPaul • School Psychology Pro
ogy/Pediatrics, Children's Hospital/The Ohio State
gram, Lehigh University, Bethlehem, Pennsylvania
University, Columbus, Ohio 43205
18015-4793
Amy B. Mace • School Psychology Program,
V. Mark Durand • Department of Psychology, Lehigh University, Bethlehem, Pennsylvania 18015-
University at Albany, State University of New York, 3094
Albany, New York 12222
F. Charles Mace • The University of Pennsyl
Patrick C. Friman • Father Flanagan's Boys' vania and Children's Seashore House, Philadelphia,
Home, Boys Town, Nebraska 68010; and Creighton Pennsylvania 19104
University School of Medicine, Omaha, Nebraska
Eileen Mapstone • Department of Psychology,
68178-0001
University at Albany, State University of New York,
Peter Gernert-Dott • Department of Psychol Albany, New York 12222
ogy, University at Albany, State University of New
Judith R. Matthews • Division of Pediatric
York, Albany, New York 12222
Psychology, Munroe-Meyer Institute for Genetics
Frank M. Gresham • School of Education, Uni and Rehabilitation, and University of Nebraska
versity of California-Riverside, Riverside, California Medical Center, Omaha, Nebraska 68198-5450
92521-0102
Joan Mayfield • Division of Pediatric Psychol
Kathryn E. Hoff • School Psychology Pro ogy, Munroe-Meyer Institute for Genetics and Re
gram, Lehigh University, Bethlehem, Pennsylvania habilitation, and University of Nebraska Medical
18015-4793 Center, Omaha, Nebraska 68198-5450
vii
viii CONTRIBUTORS
Janice McAllister • Division of Pediatric Neu Program, Mississippi State University, Mississippi
rology, University of Nebraska Medical Center, State, Mississippi 39762
Omaha, Nebraska 68198-2165
George Sugai • College of Education, Univer
Colleen M. McMahon • School of Education, sity of Oregon, Eugene, Oregon 97403
University of California-Riverside, Riverside, Cali
Judith A. Sylva • School of Education, Univer
fornia 92521-0102
sity of California-Riverside, Riverside, California
Raymond G. Miltenberger • Department of 92521-0102
Psychology, North Dakota State University, Fargo,
Cheryl A. Tillotson • Department of Psychol
North Dakota 58105
ogy, University of Nevada-Las Vegas, Las Vegas,
Jodi Mindell • Department of Psychology, St. Nevada 89154-5030
Joseph's University, Philadelphia, Pennsylvania
Timothy R. Vollmer • The University of Penn
19131-1395
sylvania and Children's Seashore House, Philadel
George H. Noell • Department of Psychology, phia, Pennsylvania 19104
Louisiana State University, Baton Rouge, Louisiana
Hill Walker • College of Education, University
70803-5501
of Oregon, Eugene, Oregon 97403
Lizette Peterson • Department of Psychology,
William J. Warzak • Department of Psychol
University of Missouri- Columbia, Columbia, Mis
ogy, Munroe-Meyer Institute for Genetics and ~e­
souri 65211
habilitation, and University of Nebraska Medlcal
Kirsten I. Potter • Department of Psychology, Center, Omaha, Nebraska 68198-5450
Illinois State University, Normal, Illinois 61790-
T. Steuart Watson • School Psychology Pro
4620
gram, Mississippi State University, Mississippi
Patrick R. Progar • The University ofPennsyl State, Mississippi 39762
vania and Children's Seashore House, Philadelphia,
Donald A. Williamson • Department of Psy
Pennsylvania 19104
chology, Louisiana State University, Baton Rouge,
Sheri L. Robinson • School Psychology Pro Louisiana 70803-3103
gram, Mississippi State University, Mississippi
Joseph C. Witt • Department of Psychology,
State, Mississippi 39762
Louisiana State University, Baton Rouge, Louisiana
Lisa Saldana • Department of Psychology, Uni 70803-5501
versity of Missouri-Columbia, Columbia, Missouri
Leslie G. Womble • Department of Psychology,
65211
Louisiana State University, Baton Rouge, Louisiana
Mark D. Shriver • Division of Pediatric Psy 70803-3103
chology, Munroe-Meyer Institute for Genetics and
Douglas W. Woods • Department of Psychol
Rehabilitation, and University of Nebraska Medical
ogy, Western Michigan University, Kalamazoo,
Center, Omaha, Nebraska 68198-5450
Michigan 49008
Christopher H. Skinner • School Psychology
Kathleen Zelis • Center for Psychological
Program, Mississippi State University, Mississippi
Studies, Nova Southeastern University, Fort Laud
State, Mississippi 39762
erdale, Florida 33314
Jeffrey Sprague • College of Education, Uni
Nancy L. Zucker • Department of Psychology,
versity of Oregon, Eugene, Oregon 97403
Louisiana State University, Baton Rouge, Louisiana
Heather Elise Sterling • School Psychology 70803-3103
Preface
The genesis of this book occurred several years ago provide readers with not only the "what to do" of
in Seattle on the veranda of a Chilean cafe overlook child behavior therapy, but the "how to do it" as
ing Pikes Place Market during a National Associa well. Each of the chapters guides the reader through
tion of School Psychologists conference. We were the clinical decision-making process, from identify
discussing, along with several other behavioral ing a problem to evaluating the effectiveness of a
school psychologists, how the field of child behavior chosen intervention.
analysis and therapy has experienced rapid growth One of the difficulties in assembling an edited
over the past forty years, but lamenting that books in book is ensuring a high degree of continuity and
the area did not reflect the advancements made in the similarity between chapters, without infringing on
assessment and treatment of a wide variety of prob the individual writing style of the authors. This
lem behaviors evidenced by children. That is not to book is certainly no exception. To help with conti
say that there are no good books available to the child nuity, we provided the authors with an outline to use
behavior therapist. In fact, most readers of this book as a guide as they prepared their manuscripts. The
undoubtedly have bookshelves lined with noteworthy operative word here is "guide." Authors were free to
volumes on this very topic. What was missing, in our alter the outline but not so dramatically as to violate
opinion, was a book reflecting the relationship be the basic premise of the book. For example, preven
tween assessment and treatment, more specifically tion of injuries is an extremely important social
functional assessment/analysis, and describing the concern for anyone involved in the care and treat
process a clinician uses when treating a particular be ment of children. It is not, however, a traditional
havior problem. area where a behavior therapist would intervene in
Without diminishing the contributions of the a clinical setting. Therefore, the outline we provided
many excellent books on child behavior therapy did not readily accommodate the information on
currently available, it seems that most have fol this topic. It was then up to the chapter authors (Sal
lowed a formula or "cookbook" approach. That is, dana and Peterson, in this case) to modify the head
the authors give a brief introduction to the topic, ings as necessary while maintaining as much
discuss possible etiologies and contributing factors, integrity as possible with the original intent of the
and then review the assessment and treatment liter book. Thus, in comparing the structure of the chap
ature on that topic. Although there is nothing ters, the reader will notice that authors have taken a
patently wrong with this approach, it seems to com degree of liberty in describing the assessment and
municate the wrong message to the reader; namely treatment process and in deciding what information
that the function of a behavior is less important than goes under each major heading.
knowing what treatment to implement. We believe Many radical behaviorists or applied behavior
that effective treatment arises from a process: iden analysts who read a couple of the chapters in this
tifying the problem behavior, discerning the func book will undoubtedly be offended by the occa
tion of a behavior, formulating an intervention, and sional use of the "c" word: cognitive. Those who
evaluating that intervention. In essence, effective will be offended are reminded to say "intraverbal
intervention is more than just knowing what has behavior" every time they read "cognitive" to re
worked in the past. Thus, the aim of this book is to duce the unpleasantness associated with this word.
ix
x PREFACE
At first, we were tempted to inform authors to ei by which to identify the variables that are related to
ther avoid "cognitive" or recast the information in a specific problem so that the likelihood of treat
behavioral terms. We resisted this impulse for sev ment effectiveness is greatly enhanced. Behavioral
eral reasons: (1) as long as the information is em consultation is a process that one uses when work
pirical, it should not be summarily discarded; (2) it ing with parents, teachers, or other behavior change
does not harm behavior analysts to read chapters agents to deliver psychological services, including
from a less than radical behavioral perspective so functional analysis. We hope that by presenting as
that they may learn what is happening outside their sessment and treatment from a behavioral consulta
field; and (3) it allows the behavior analyst to rein tion perspective, where functional analysis is the
terpret what the authors have written, thus strength primary methodology for designing interventions,
ening their verbal repertoire regarding behavior both experienced and novice behavior therapists
analysis. will learn new skills and approaches for a wide ar
The organization of a book is important for ray of child problems.
many reasons, the primary reason being that it pro Completing a book requires inordinate amounts
vides a conceptual context that communicates to the of time, energy, and assistance and credit to many
reader what the authors/editors deem important. individuals. Our foremost appreciation is extended
The organization of this book attempts to commun to the chapter authors who delivered manuscripts
icate the notion of the importance of ecological that exceeded our expectations in terms of quality
considerations in the identification, assessment, and innovativeness. Our editor, Mariclaire Cloutier,
treatment, and evaluation of child behavior prob first approved the prospectus and saw the potential
lems. Thus, we grouped problem behaviors into the in a book espousing a different method and ap
settings where the problem is usually manifested! proach for treating child behavior problems. Mari
identified, assessed, treated, and evaluated, all the claire dispensed valuable advice to a relative novice
while realizing that such clear distinctions do not (TSW) and was also extremely patient and consid
often exist. We also included a "Foundations" sec erate when intervening circumstances made com
tion that provides basic information in important pletion of this book difficult. Lizette Peterson and
adjunctive areas of child behavior therapy: behav Michael Roberts, co-editors of Plenum's Issues in
ioral assessment, single subject research designs, Clinical Child Psychology series, helped to orga
and behavioral consultation. Without a working nize and shape the content into a meaningful and
knowledge of the information within each of these coherent text for the reader. We sincerely thank our
adjunctive areas, the behavior therapist is little more behavioral colleagues in school psychology, pedi
than a technician implementing a prescribed treat atric psychology, and child-clinical psychology for
ment protocol. their support of this idea and for their many sugges
The two overriding themes of this book are tions. Finally, we thank our families for their en
functional assessment/analysis and behavioral con during support and encouragement, not only for
sultation. We stress functional assessment in addi completing the project, but for making it easier for
tion to experimental functional analysis with the us to produce a quality book.
acknowledgment that practitioners will use the for
mer most of the time as opposed to the latter. Func T. Steuart Watson
tional assessment/analysis provides a methodology Frank M. Gresham
Contents
I. Foundations of Child Behavior Therapy ............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1. Behavioral and Functional Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
FRANK M. GRESHAM AND KATINA M. LAMBROS
2. Designs for Evaluating Behavior Change: Conceptual Principles of
Single Case Methodology ........................................................ 23
FRANK M. GRESHAM
3. Toward a Behavior Analytic Approach to Consultation ................................. 41
GEORGE H. NOELL AND JOSEPH C. WITI'
II. School-Based Problems ......................................................... 59
4. Preventing Academic Skills Deficits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
CHRISTOPHER H. SKINNER
5. Enhancing Academic Achievement through Related Routines: A Functional Approach ....... 83
PHILLIP J. BELFIORE AND JEFFREY M. HUTCHINSON
6. Attention/Concentration Problems ................................................. 99
GEORGE J. DUPAUL AND KATHRYN E. HOFF
7. Speech Disfluencies ............................................................. 127
W
RAYMOND G. MILTENBERGER AND DOUGLAS WOODS
8. School Attendance .............................................................. 143
CHRISTOPHER A. KEARNEY AND CHERYL A. TILLOTSON
III. Home-Based Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
9. Teaching Parenting Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
MARK D. SHRIVER
10. Child Physical Abuse and Neglect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
BRAD DONOHUE, ROBERT T. AMMERMAN, AND KATHLEEN ZELIS
xi