RENT TEXTBOOKS

by: Edited by Matthew J. Mayer, PhD, Grad School of Edu, Rutgers, The State U of NJ;

ISBN: 9781609184810 | 1609184815

Evidence based and practical, this book presents state-of-the-science approaches for helping K-12 students who struggle with aggressive behaviors, anxiety, depression, ADHD, and autism. It explains the fundamentals of cognitive-behavioral intervention and reviews exemplary programs that offer powerful new ways to reach at-risk children and adolescents. Leading authorities thoroughly describe the process of assessment, treatment planning, implementation, and program evaluation. What makes the book unique is its focus on the nitty-gritty of schoo... MOREl-based intervention, including how to integrate mental health services into the special education system, overcome obstacles, and provide needed skills to school personnel.

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 Scho... MOREol: 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

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 Professor and Doddridge Saxon Chairholder in Clinical Psychology at the University of Alabama, where he also directs the Center for Prevention of Youth Behavior Problems. Dr. Lochman has written over 200 publications on risk factors, social cognition, and intervention and prevention research with aggressive children. He is Editor in Chief of the Journal of Abnormal Child Psychology. Frank M. Gresham, PhD, is Professor of Psychology at Louisiana State University. His research and practice interests are in social skills assessment and interventions with children at risk for or with emotional and behavioral disorders; response-to-intervention practices; treatment integrity; and applied measurement practices. He has written over 250 journal articles, books, and book chapters.