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“The editors are very successful in organizing this book so that it covers assessment, implementation, and evaluation for the range of students who have an emotional and behavioral disorder (EBD) and are entitled to an education in a school setting....A strength of this book is that interventions are looked at within the three-tier model, which includes universal or preventive interventions for students at risk as well as interventions at the secondary tiers....I would highly recommend this book because it combines the effective 'clinical' and school-based interventions. After reading the text and looking at the charts, cited research studies, and bibliography, the school social worker can learn a multitude of ways of working with individuals, groups, classrooms, and parents in a school-based setting.”

—School Social Work Journal


“This practical guide serves as an ideal reference, not only for educators but clinicians and parents, as well as those who are interested in aiding students who suffer from various forms of emotional and behavioral disorders such as aggressive behaviors, anxiety, depression, ADHD, and autism. It addresses theoretical, methodological, and clinical issues on the fundamentals of cognitive-behavioral intervention. There are invaluable chapters exploring the use of various strategies and programs to reach out to at-risk children and adolescents. The forms of interventions proposed range from preventive programs for all levels to specific targeted interventions, thus capturing a broad spectrum of areas of concerns....An indeed welcome guide to schools in general and specifically to institutions with a special education system....It assists schools in improving their practice, to look into the active participation, achievement, and retention of marginalized students in an institution. The lack of existing literature in this area further illuminates the potential usefulness of this guide.”

—Australian Journal of Guidance and Counselling


“This book is a prize for clinicians, researchers, and students alike. The editors have assembled valuable chapters that address theoretical, methodological, and clinical issues. Most impressively, the contributors tackle the often harsh realities that confront clinicians doing cognitive-behavioral therapy in real-world settings. Further, they seamlessly integrate pivotal developmental and ethnocultural variables. I am already clearing space on my bookshelf for this much-needed resource.”

—Robert D. Friedberg, PhD, ABPP, Professor and Director, Center for the Study and Treatment of Anxious Youth, Palo Alto University


“Filling a critical void in the literature, this book illuminates the exciting potential of cognitive-behavioral interventions in school-based practice. The volume is current, comprehensive, and reader friendly. It explores both the theoretical foundations and the many exemplary programs paving the way in schools today. The impressive collection of scholar-authors steers clear of hyperbole in favor of more dispassionate examinations of what the science is saying. Their approach leaves the reader informed, optimistic, and energized.”

—Jim Larson, PhD, Coordinator, School Psychology Program, University of Wisconsin-Whitewater


“Mayer et al. have done all those who work with children and youth with emotional and behavioral disorders a great service by editing a volume about one of our greatest challenges. The book provides better scientific understanding of how young people think about their behavior and how they can be guided to manage their thoughts, feelings, and behaviors more effectively.”

—James M. Kauffman, EdD, Curry School of Education (Emeritus), University of Virginia

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Table of Contents

I. Foundations of Cognitive-Behavioral Interventions

1. Historical Roots, Theoretical and Applied Developments, and Critical Issues in Cognitive-Behavioral Modification, Matthew J. Mayer and Richard Van Acker

2. Intervention Development, Assessment, Planning, and Adaptation: The Importance of Developmental Models, John E. Lochman and Frank M. Gresham

3. Methodological Issues in Research Using Cognitive-Behavioral Interventions, Frank M. Gresham and John E. Lochman

4. Cognitive-Behavioral Interventions and the Social Context of the School: A Stranger in a Strange Land, Richard Van Acker and Matthew J. Mayer

II. Cognitive-Behavioral Interventions for Anger/Aggression

5. Cognitive-Behavioral Interventions for Anger and Aggression: Review of Research and Research-to-Practice Issues, Stephen W. Smith, Julia A. Graber, and Ann P. Daunic

6. Managing Anger and Aggression in Students with Externalizing Behavior Problems: Focus on Exemplary Programs, W. M. Nelson III and Janet R. Schultz

III. Cognitive-Behavioral Interventions for Anxiety/Phobic Disorders

7. Cognitive-Behavioral Therapy for Anxious Youth in School Settings: Advances and Challenges, Adam S. Weissman, Diana Antinoro, and Brian C. Chu

8. Cognitive-Behavioral Treatment for Childhood Anxiety Disorders: Exemplary Programs, Gretchen Schoenfield and Richard J. Morris

IV. Cognitive-Behavioral Interventions for Depression

9. Cognitive-Behavioral Interventions for Depression in Children and Adolescents: Meta-Analysis, Promising Programs, and Implications for School Personnel, John W. Maag, Susan M. Swearer, and Michael D. Toland

10. Cognitive-Behavioral Interventions for Depression during Childhood, Kevin D. Stark, Jenny Herren, and Melissa Fisher

V. Cognitive-Behavioral Interventions Addressing Other Needs

11. Attention-Deficit/Hyperactivity Disorder, George J. DuPaul, Lauren A. Arbolino, and Genery D. Booster

12. Cognitive-Behavioral Interventions for Students with Autism Spectrum Disorders, Laura Grofer Klinger and Amie Williams

VI. The Future of Cognitive-Behavioral Interventions

13. The Cognitive–Ecological Model: Paradigm and Promise for the Future, Jaleel Abdul-Adil, Patrick H. Tolan, and Nancy Guerra

14. Future Challenges to Cognitive-Behavioral Interventions in Practice and Policy, Michael M. Gerber and Emily Solari

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About the Editors

Matthew J. Mayer, PhD, is Assistant Professor of Educational Psychology in the Graduate School of Education at Rutgers, The State University of New Jersey. He is actively engaged in research on school violence and disruption, as well as in developing new models of graduate training for teachers and allied professionals that integrate professional preparation in cognitive-behavioral methods. Dr. Mayer is President of the Consortium to Prevent School Violence.

Richard Van Acker, EdD, is Professor of Special Education at the University of Illinois at Chicago. His research involves efforts to prevent the development of serious antisocial behavior in children and youth, with a special focus on violence and aggression and the social interaction between teachers and their students. Formerly President of the Council for Children with Behavioral Disorders, Dr. Van Acker has written over 100 publications.

John E. Lochman, PhD, ABPP, is Saxon Professor Emeritus in Psychology, Interim Director of the Alabama Life Research Institute, and Director Emeritus of the Center for Prevention of Youth Behavior Problems at the University of Alabama. He is also Adjunct Professor of Psychiatry and Behavioral Sciences at the Duke University Medical Center. A clinical psychologist, Dr. Lochman has authored more than 400 scientific articles, chapters, and books on the causes and consequences of highly aggressive behavior in childhood, and on the effects of intervention for this behavior. His current focus is research on dissemination, implementation, and adaptation of interventions. Dr. Lochman has served as Editor-in-Chief of the Journal of Abnormal Child Psychology and is a former President of the Society for Child and Family Policy and Practice (Division 37 of the American Psychological Association) and the American Board of Clinical Child and Adolescent Psychology. He is a recipient of the Distinguished Career Award from the Society of Clinical Child and Adolescent Psychology (Division 53 of the American Psychological Association).

• All titles by John E. Lochman

Frank M. Gresham, PhD, is Professor in the Department of Psychology at Louisiana State University. He is a Fellow of the American Psychological Association (APA) and of APA Divisions 16 (School Psychology), 5 (Quantitative and Qualitative Methods), and 53 (Society for Clinical Child and Adolescent Psychology). He is a recipient of the Lightner Witmer Award and the Senior Scientist Award from APA Division 16. Dr. Gresham is one of the few psychologists to be awarded Fellow status in the American Association for the Advancement of Science. His research and more than 260 publications address topics including social skills assessment and intervention, response to intervention, and assessment and interventions for students with emotional and behavioral disorders. He is codeveloper of the Social Skills Improvement System Rating Scales.

• All titles by Frank M. Gresham

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Contributors

Jaleel Abdul-Adil, PhD, Institute for Juvenile Research, University of Illinois at Chicago, Chicago, Illinois

Diana Antinoro, MA, Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey, Piscataway, New Jersey

Lauren A. Arbolino, PhD, College of Education, Lehigh University, Bethlehem, Pennsylvania

Genery D. Booster, MEd, College of Education, Lehigh University, Bethlehem, Pennsylvania

Brian C. Chu, PhD, Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey, Piscataway, New Jersey

Ann P. Daunic, PhD, College of Education, University of Florida, Gainesville, Florida

George J. DuPaul, PhD, College of Education, Lehigh University, Bethlehem, Pennsylvania

Melissa Fisher, MA, Department of Educational Psychology, College of Education, University of Texas at Austin, Austin, Texas

Michael M. Gerber, PhD, Center for Advanced Study of Individual Differences, University of California at Santa Barbara, Santa Barbara, California

Julia A. Graber, PhD, Department of Psychology, University of Florida, Gainesville, Florida

Frank M. Gresham, PhD, Department of Psychology, Louisiana State University, Baton Rouge, Louisiana

Nancy Guerra, EdD, Department of Psychology, University of California at Riverside, Riverside, California

Jenny Herren, MA, Department of Educational Psychology, College of Education, University of Texas at Austin, Austin, Texas

Laura Grofer Klinger, PhD, Department of Psychology, University of Alabama, Tuscaloosa, Alabama

John E. Lochman, PhD, ABPP, Department of Psychology, University of Alabama, Tuscaloosa, Alabama

John W. Maag, PhD, College of Education, University of Nebraska-Lincoln, Lincoln, Nebraska

Matthew J. Mayer, PhD, Department of Educational Psychology, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Richard J. Morris, PhD, College of Education, University of Arizona, Tucson, Arizona

W. M. Nelson III, PhD, Department of Psychology, Xavier University, Cincinnati, Ohio

Gretchen Schoenfield, BS, Department of Special Education, Rehabilitation, and School Psychology, College of Education, University of Arizona, Tucson, Arizona

Janet R. Schultz, PhD, Department of Psychology, Xavier University, Cincinnati, Ohio

Stephen W. Smith, PhD, College of Education, University of Florida at Gainesville, Gainesville, Florida

Emily Solari, PhD, Houston Health Science Center, University of Texas at Houston, Houston, Texas

Kevin D. Stark, PhD, Department of Educational Psychology, University of Texas at Austin, Austin, Texas

Susan M. Swearer, PhD, Department of Educational Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska

Patrick H. Tolan, PhD, Department of Psychiatry, University of Illinois at Chicago, Chicago, Illinois

Michael D. Toland, MA, Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln, Lincoln, Nebraska

Richard Van Acker, EdD, College of Education, University of Illinois at Chicago, Chicago, Illinois

Adam S. Weissman, MS, Department of Psychology, Rutgers, The State University of New Jersey, Piscataway, New Jersey

Amie Williams, MA, Department of Psychology, University of Alabama, Tuscaloosa, Alabama

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Audience

Practitioners in special education, school psychology, and child clinical psychology; others providing school-based services to students with EBDs.

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Course Use

Serves as a supplemental text in graduate-level courses dealing with EBDs and cognitive-behavioral interventions.