Handbook of Child Psychopathology

672 Pages·1998·53.666 MB·English

by  Susan B. Campbell (auth.), Thomas H. Ollendick, Michel Hersen (eds.)

Handbookof
Child
Psychopathology
THIRD EDITION
Handbookof
Child
Psychopathology
THIRD EDITION
Edited by
Thomas H. Ollendick
Virginia Polytechnic Institute
and State University
Blacksburg, Virginia
and
Michel Hersen
School of Professional Psychology
Pacific University
Forest Grove, Oregon
~ Springer
Llbrarv of Congress Cataloglng-In-Publlcatlon Data
Handbook of chlld psychopathology I edtted by Tho.as H. Ollendlck and
Mlchel Harsen. -- 3rd Id.
p. c ••
Includes blbliographleal referenees and lnde~.
ISBN 978-1-4613-7709-2 ISBN 978-1-4615-5905-4 (eBook)
DOI 10.1007/978-1-4615-5905-4
1. Chl1d psyehopathology--Handbooks, Manuals, etc. l. Ollendtek,
Thoaas H. II. Hirsen, Mtehal.
RJ499.3.H36 1998
61S.92·S9--dc21 97-40923
CIP
C 1998 Springer Science+Business Media New York
Originally published by Springer-Verlag New York Ine. in 1998,1989,1983
Softcover reprint of the hardcover 3rd edition 1998
All rights reserved. This work may not be translated or copied in whole or in part without the written
permission of the publisher (Springer Science+Business Media, LLC), except for brief excerpts in
connection with reviews or scholarly anaJysis. Use in connection with any form of information storage
and retrievaJ, electronic adaptation, computer software, or by similar or dissimilar methodology now
know or hereafter developed is forbidden.
The use in this publication of trade narnes, tradernarks,
service marks and similar terms, even if the are not identified as such, is not to be taken as an
expression of opinion as to whether or not they are subject to proprietary rights.
987
springeronJine.com
Contributors
THOMAS M. ACHENBACH, Department of Psychiatry, University of Vermont, Burlington, Vermont
05401-3456
LISA ARMISTEAD, Department of Psychology, Georgia State University, Atlanta, Georgia
30302-5010
SANDRA T. AZAR, Frances L. Hiatt School of Psychology, Clark University, Worcester, Massa
chusetts 01610
BRET G. BENTZ, Department of Psychology, Louisiana State University, Baton Rouge, Louisiana
70803
JOSEPH BIEDERMAN,joint Program in Pediatric Psychopharmacology, Massachusetts General Hos
pital and McLean Hospital, Boston, Massachusetts 02114; and Harvard Medical School, Cam
bridge, Massachusetts 02138
SUSAN J. BRETON, Frances L. Hiatt School of Psychology, Clark University, Worcester, Massa
chusetts 01610
SUSAN B. CAMPBELL, Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylva
nia 15260
MARJORIE H. CHARLOP-CHRISTY, Department of Psychology, Claremont McKenna College, Clare
mont, California 91711
THOMAS L. CREER, Department of Psychology, Ohio University, Athens, Ohio 45701
JAN L. CULBERTSON, Child Study Center, Department of Pediatrics, University of Oklahoma
Health Sciences Center, Oklahoma City, Oklahoma 73117
LYNNDA M. DAHLQUIST, Department of Psychology, University of Maryland Baltimore County,
Baltimore, Maryland 21228
CYNTHIA R. ELLIS, Medical College of Virginia, Virginia Commonwealth University, Richmond,
Virginia 23298-0489
MARILYN T. ERICKSON, Psychology Department, Virginia Commonwealth University, Richmond,
Virginia 23284-2018
MONICA H. FERRARO, Frances L. Hiatt School of Psychology, Clark University, Worcester, Massa
chusetts 01610
REX FOREHAND, Psychology Department, University of Georgia, Athens, Georgia 30602
v
vi CONTRIBUTORS
JEAN FRAZIER, Pediatric Psychopharmacology Unit, Department of Psychiatry, Massachusetts
General Hospital, Boston, Massachusetts 02114; and Harvard Medical School, Cambridge, Massa
chusetts 02138
PAUL]' FRICK, Department of Psychology, University of Alabama, Tuscaloosa, Alabama 35487
ALICE G. FRIEDMAN, Department of Psychology, Binghamton University, Binghamton, New York
13905
GOLDA S. GINSBURG, Division of Applied Psychology and Quantitative Methods, University of
Baltimore, Baltimore, Maryland 21201
TRACY R. G. GLADSTONE, Judge Baker Children's Center, Boston, Massachusetts 02115
ALAN M. GROSS, Department of Psychology, University of Mississippi, University, Mississippi 38677
BARBARA HENKER, Department of Psychology, University of California, Los Angeles, Los Angeles,
California 90095
MARTIN HERBERT, Department of Psychology, University of Exeter, Exeter EX4 4QG, England
SUZANNE BENNETT JOHNSON, Center for Pediatric Psychology and Family Studies, University of
Florida Health Science Center, Gainesville, Florida 32610-0165
NADINE]. KASLow, Department of Psychiatry and Behavioral Sciences, Emory University School
of Medicine, Atlanta, Georgia 30335
BETH KOTCHlCK, Psychology Department, University of Georgia, Athens, Georgia 30602
ELISE E. LABBE, Department of Psychology, University of South Alabama, Mobile, Alabama 36688
SUSAN A. LATHAM, Department of Psychology, Binghamton University, Binghamton, New York
13905
BRIAN P. MARX, Department of Psychology, Oklahoma State University. Stillwater, Oklahoma
74047
NORMAN A. MILGRAM, Department of Psychology, Tel Aviv University, Ramat Aviv 69978, Israel
DIANE MORIN, Centre de Consultation Psychologique et Educationnelle, Montreal, Quebec H3C
3P8, Canada
STEVEN]' ONDERSMA, College of Medicine, University of Oklahoma Health Sciences Center,
Oklahoma City, Oklahoma 73190
DONALD P. OSWALD, Medical College of Virginia, Virginia Commonwealth University, Richmond,
Virginia 23298-0489
JODIE Y. RABALAIS, Department of Psychology, Louisiana State University, Baton Rouge, Louisiana
70803
JOHANNES ROJAHN, Nisonger Center for Developmental Disabilities and Department ofPsycholo
gy, Ohio State University, Columbus, Ohio 43210
SANDRA W. Russ, Psychology Department, Case Western Reserve University, Cleveland, Ohio
44106-7123
FLOYD R. SALLEE, Department of Psychiatry and Behavioral Science, Medical University of South
Carolina, Charleston, South Carolina 29425-0742
CONTRIBUTORS VB
LAURA SCHREIBMAN, Department of Psychology, University of California, San Diego, La Jolla,
California 92093-0109
JENNIFER A. J. SCHWARTZ, Department of Psychiatry and Behavioral Sciences, Emory University
School of Medicine, Atlanta, Georgia 30335
WENDY K. SILVERMAN, Child and Family Psychosocial Research Center, Department of Psycholo
gy, Florida International University, Miami. Florida 33199
NIRBHAY N. SINGH, Medical College of Virginia, Virginia Commonwealth University, Richmond,
Virginia 23298-0489
THOMAS j. SPENCER, Pediatric Psychopharmacology Unit, Department of Psychiatry, Massa
chusetts General Hospital, Boston, Massachusetts 02114; and Harvard Medical School, Cam
bridge, Massachusetts 02138
EVE G. SPRATT, Department of Psychiatry and Behavioral Science, Medical University of South
Carolina, Charleston, South Carolina 29425-0742
RIC STEELE, Psychology Department, University of Georgia, Athens, Georgia 30602
MARCj. TAssi, Department de psychologie, Universite du Quebec a Montreal, Montreal, Quebec
H3C 3P8, Canada
C. EUGENE WALKER, College of Medicine, University of Oklahoma Health Sciences Center, Okla
homa City, Oklahoma 73190
CAROL K. WHALEN, Department of Psychology and Social Behavior, University of California,
Irvine, Irvine, California 92697
TIMOTHY E. WILENS, Pediatric Psychopharmacology Unit, Department of Psychiatry, Massa
chusetts General Hospital, Boston, Massachusetts 02114; and Harvard Medical School, Cam
bridge, Massachusetts 02138
DONALD A. WILLIAMSON, Department of Psychology, Louisiana State University, Baton Rouge,
Louisiana 70803
RICHARD A. WI NETT, Center for Research in Health Behavior, Virginia Polytechnic Institute and
State University, Blacksburg, Virginia 24061
Preface
In our first edition of the Handbook in 1983, we the origins and course(s) of maladaptive behav
noted that child psychopathology should no ior, whatever the causes, whatever the age of on
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.
way, at least on a conceptual level. At that time, All the contributors are active researchers and
however, we also acknowledged that much re clinicians in the field of child psychopathology,
mained to be accomplished, not only in the con and all are keenly aware of the interface be
ceptual arena but also on the front line of clini tween clinical child psychology and develop
cal practice with children, adolescents, and mental psychology. In addition, all the contribu
their families. That is, although important con tors are conceptually and empirically minded;
ceptual advances were being made, there was as a result, the chapters are databased and theory
little evidence of this movement in the day-to driven and include the most up-to-date knowl
day practice of clinical child psychology. Chil edge available. However, as research-based
dren were still being viewed as miniature adults knowledge is more evident in some areas of
in clinical practice, as evidenced by downward child psychopathology than others, the chap
extensions of adult assessment and treatment ters necessarily vary in length and scope.
protocols from adults for, or to, children. Perhaps Like the second edition, this edition is orga
not unlike the proverbial parenting dictum, nized into four parts: "Basic Issues," "Specific
children were being "seen" but not "heard." Childhood Psychopathologies," "Psychological
Fortunately, much has occurred in the 15 Aspects of Physical Conditions," and "Preven
years since that first edition of this work. Of criti tion and Treatment." In the first part, develop
cal importance, the field of developmental psy mental, etiological, diagnostic, and taxonomic
chopathology has emerged and, although its in issues are considered in detail. Furthermore,
fluence has not yet been fully assimilated into clinical formulation of psychopathology is ad
our clinical armamentarium, its presence is be dressed. The purpose of this part is to provide
ing felt. Concern with development and de the background and a framework for the specific
velopmental variations throughout and across psychopathologies that follow. In the second
the life span characterizes this approach. Ba part, a wide variety of psychopathologies are ex
sically, developmental psychopathology studies amined. Each chapter is organized around a set
IX
x PREFACE
of specific issues, including definition, taxon In a comprehensive project such as this, many
omy or diagnosis, etiology, assessment, and persons are to be acknowledged. Among the
treatment. Furthermore, each chapter includes foremost is our distinguished list of contribu
a case study in which the process of clinical for tors. Quite obviously, without them, up-to-date
mulation is illustrated. Although not exhaus and scholarly treatment of topics could hardly
tive, this section samples a wide array of child be have been possible. We would also like to ac
havior problems. As in the second edition, we knowledge Ms. Mariclaire Cloutier, Mr. Eliot
include a set of chapters on the psychological as Werner, and the various professionals at Plenum
pects of a host of physical conditions in the third Publishing Corporation, whose support over
part, including pediatric headaches, childhood the years has been untiring and invaluable. In
asthma, juvenile diabetes, childhood cancer, addition, we would also like to give special thanks
and pediatric AIDS. We also offer chapters on to the many children and adolescents who have,
child abuse and neglect and on children under perhaps unknowingly and unwittingly, served as
stress. Each of the chapters in this section re the impetus for this third edition. As students of
flects the tremendous impact of the field of be child psychopathology, we are grateful for what
havioral medicine and its welcome sibling, pedi they have taught us. Although we have learned
atric psychology, on the practice of clinical child much from them over the past 15 years, we have
psychology. Finally, in the fourth part, psycho much more to learn in the years ahead. We look
dynamic, behavioral, and psychopharmacologi forward to this continued process.
cal treatments are carefully reviewed and evalu Finally, we would like to thank our own chil
ated. Special attention is afforded the empirical dren, Laurie and Katie (THO) and Jonathan
support of use of these various modalities of and Nathaniel (MH). When we completed the
treatment. New and exciting preventive strate first edition of this book in 1983, they were chil
gies, couched within a proactive-developmen dren; in 1989, at the time of second edition, they
tal-ecological perspective, are highlighted in were adolescents. Now, they are young adults.
the final chapter of this edition. All in all, like They, too, have taught us much-especially
the first and second editions of this book, the about development and developmental varia
third edition is intended to be a sourcebook de tions that have occurred across their own develop
tailing the curren t status of, and highlighting fu ment-and ours. To them, we dedicate this effort.
ture directions for, research and practice in the
broad fields of child psychopathology and clini Thomas H. Ollendick
cal child psychology. Michel Hersen
Contents
PART I. BASIC ISSUES
Chapter 1. Developmental Perspectives 3
Susan B. Campbell
Chapter 2. Etiological Factors 37
Marilyn T. Erickson
Chapter 3. Diagnosis, Assessment, Taxonomy, and Case Formulations 63
Thomas M. Achenbach
PART II. SPECIFIC CHILDHOOD PSYCHOPATHOLOGIES
Chapter 4. Mental Retardation 91
Nirbhay N. Singh, Donald P. Oswald, and Cynthia R. Ellis
Chapter 5. Learning Disabilities 117
Jan L. Culbertson
Chapter 6. Autistic Disorder 157
Laura Schreibman and Marjorie H. Charlop-Christy
Chapter 7. Attention-Deficit/Hyperactivity Disorders 181
Carol K. Whalen and Barbara Henker
XI