Interventions for Disruptive Behaviors: Reducing Problems and Building Skills

178 Pages·2016·3.358 MB·English

by  Gregory A. Fabiano

ebook
THE GUILFORD PRESS
Interventions for Disruptive Behaviors
The Guilford Practical Intervention in the Schools Series
Kenneth W. Merrell, Founding Editor
T. Chris Riley-Tillman, Series Editor
www.guilford.com/practical
This series presents the most reader-friendly resources available in key areas of evidence-based practice in
school settings. Practitioners will find trustworthy guides on effective behavioral, mental health, and academic
interventions, and assessment and measurement approaches. Covering all aspects of planning, implementing,
and evaluating high-quality services for students, books in the series are carefully crafted for everyday utility.
Features include ready-to-use reproducibles, lay-flat binding to facilitate photocopying, appealing visual ele-
ments, and an oversized format. Recent titles have Web pages where purchasers can download and print the
reproducible materials.
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Interventions for
Disruptive Behaviors
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GREGoRy A. FAbiAno
THE GUiLFoRD PRESS
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These materials are intended for use only by qualified professionals.

The publisher grants to individual purchasers of this book nonassignable permission to
reproduce all materials for which photocopying permission is specifically granted in a
footnote. This license is limited to you, the individual purchaser, for personal use or use with
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The author has checked with sources believed to be reliable in his efforts to provide information
that is complete and generally in accord with the standards of practice that are accepted at the
time of publication. However, in view of the possibility of human error or changes in behavioral,
mental health, or medical sciences, neither the author, nor the editor and publisher, nor any other
party who has been involved in the preparation or publication of this work warrants that the
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Library of Congress Cataloging-in-Publication Data
Names: Fabiano, Gregory A., author.
Title: Interventions for disruptive behaviors : reducing problems and
building skills / Gregory A. Fabiano.
Description: New York : The Guilford Press, 2016. | Series: The Guilford
practical intervention in the schools series | Includes bibliographical
references and index.
Identifiers: LCCN 2015045798| ISBN 9781462526611 (paperback) | ISBN
9781462526703 (library pdf)
Subjects: LCSH: Behavior disorders in adolescence. | Behavior disorders in
children. | Behavior therapy for children | Behavior therapy for
teenagers. | BISAC: PSYCHOLOGY / Psychotherapy / Child & Adolescent. |
MEDICAL / Psychiatry / Child & Adolescent. | SOCIAL SCIENCE / Social Work.
| PSYCHOLOGY / Psychopathology / Attention-Deficit Disorder (ADD-ADHD).
Classification: LCC RJ506.B44 | DDC 618.92/89—dc23
LC record available at https://lccn.loc.gov/2015045798
To my wife, Nora, who has taught me much
about the practical application of behavior management skills,
and to my children, Thomas, Julia, and Mary,
who are good sports and hard workers when we try out
behavior management approaches within our own family

About the Author
Gregory A. Fabiano, PhD, is Professor of Counseling, School, and Educational Psychology
in the Graduate School of Education at the University at Buffalo, State University of New
York. He conducts research on evidence-based assessments and treatments for disruptive
behavior disorders, with a particular focus on attention-deficit/hyperactivity disorder. Dr.
Fabiano is a recipient of the Presidential Early Career Award for Scientists and Engineers,
the nation’s highest honor for early-career investigators. He is author or coauthor of over 70
peer-reviewed publications and book chapters.
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Acknowledgments
This book is written to help parents, educators, and other professionals support youth with
disruptive behavior disorders. I am indebted to the researchers and clinicians who have
helped create, evaluate, and validate effective strategies for assessment and intervention
directed to supporting youth with disruptive behavior disorders, as considerable prior work
and effort informed the current text. In particular, William E. Pelham Jr. served as an out-
standing mentor for me within graduate school (and beyond), providing multiple opportuni-
ties and excellent supervision, in order to foster the development of knowledge regarding
best practices within school, home, and community settings.
I would also like to thank and acknowledge the many families, educators, and children
with whom I have had the privilege to work, as together they provided the foundation of
experiences that were drawn upon in writing this book.
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