Acceptance and commitment therapy (ACT) is a modern form of cognitive behavior therapy that uses acceptance and mindfulness-based procedures to address clinical issues. A brief protocol of ACT was used with 3 children ages 10 and 11 years who were diagnosed with obsessive compulsive disorder (OCD). Results showed notable and clinically significant…

School is often considered an ideal setting for child social skills training due to the opportunities it provides for skills teaching, modeling, and practice. The current study evaluated the effectiveness of two variants of the Secret Agent Society social skills program for children with high-functioning autism spectrum disorders (HFASD) in a…

A number of evidence-based, cognitive-behavioral interventions have been developed that are appropriate for use with children and adolescents in school settings. Despite the potential for these interventions to prevent or ameliorate a number of child and adolescent mental health problems, their use in schools remains low. Literature related to…

It is clear that exposure to traumatic events is not uncommon in childhood and adolescence, and psychologists working in schools should have some training in meeting the needs of this segment of the population. One intervention that has been empirically supported in the trauma field is Trauma-Focused Cognitive Behavior Therapy (TF-CBT). This…

School practitioners and educators are frequently challenged by the diverse and pervasive academic, social, and behavioral needs of children at risk for and with emotional disturbance. The present article examines the outcome literature on school-based prevention and intervention programs by systematically reviewing the key treatment interventions…

Presents a critical review of the studies that have applied behavioral techniques in the treatment of school phobia. Notes the conspicuous absences of any studies designed to assess either the relative efficacy of behavior therapy in comparison to other types of therapy or the different effects of various behavioral treatments. (JAC)

Reviews assumptions, potential uses and misuses, research base, and developmental goodness of fit of behavioral and cognitive approaches to the treatment of childhood depression. Empirical data and rational analysis based on developmental considerations are used in evaluating the merits of the various therapeutic approaches. Implications for…

Examined the effects of daily report cards designed to increase the completion and accuracy of in-class assignments in two youngsters described as having a behavioral history of difficulty in completing seat work. Use of the procedure produced immediate significant changes in rates of both completion and accuracy. (Author)

Examines three major types of intervention strategies that have been utilized in school-based weight-reduction programs. Discusses behavior modification, dietary control/nutrition education, and physical activities which have been successfully combined in multifaceted obesity interventions to produce modest weight loss. (Author/NRB)

Used time-in and time-out to reduce undesirable behaviors exhibited by a child with severe language disabilities and by a child with a moderate mental disability combined with cerebral palsy. Unwanted behaviors were reduced dramatically shortly after the initiation of intervention. Follow-ups indicated a continued high rate of compliance. (RJM)

Describes a graduated reentry behavioral intervention to treat a child with school refusal. Following a multimethod evaluation, an initial graduated exposure to school combined with positive reinforcement for staying in school was chosen. The mother's influence prompted a change to rapid exposure to school, which proved effective. (RJM)

Describes a treatment package for children with attention deficit hyperactivity disorder. The components of the Kit, which uses whole-classroom reinforcement, are categorized into three areas and the empirical rationale for each component is discussed. Presents a case study of a six-year-old girl with reported disruptive behavior problems. (RJM)

Paradoxical strategies appear to provide a change in the dynamics of the teacher-child relationship and are thus a more systemic way of viewing problem behavior than time-out procedures. Three case studies are presented in which the paradoxical strategies have varying degrees of success. (Author/ABB)

Uses a case study to illustrate brief therapy with a parent and presents some implications for the school psychologist. Brief therapy is an active, focused, incisive intervention especially useful with children referred because of emotional adjustment problems. (Author/JAC)

Although published research continues to advocate medication as the first line of treatment for early onset bipolar spectrum disorder (EOBSD; N. Lofthouse & M.A. Fristad, 2004), preliminary research demonstrating the utility of cognitive, cognitive-behavioral, and psychoeducational therapies is promising. It appears as if future treatment of EOBSD…