Advances in Clinical Child Psychology

1 Promoting Social Development: Developmental Implications for Treatment.- 1. Introduction.- 2. Selection of Target Behaviors.- 2.1. Normative Approach.- 2.2. Social Validity.- 2.3. Current and Future Adjustment.- 2.4. Summary.- 3. Traditional Behavioral Techniques.- 3.1. Reinforcement.- 3.2. Punishment.- 3.3. Modeling.- 3.4. Self-Control.- 4. Innovative Techniques.- 4.1. Rules and Concepts.- 4.2. Rationales.- 4.3. Social Cognitive Skills.- 4.4. A Functional Approach.- 5. Conclusion.- 6. References.- 2 Sex-Role Socialization: A Field in Transition.- 1. Introduction.- 2. Sex Roles in North American Society.- 2.1. Definitions.- 2.2. Sex-Role Characteristics and Consensus.- 2.3. Aspects of Sex Roles and Sex Typing in Young Children.- 3. Correlates of Sex Typing.- 3.1. Mental Health.- 3.2. Sex Differences in Academic Performance and Cognitive Skills.- 3.3. The Consequences: Cancer and Pre-Professional Training.- 4. Measurement of Sex Roles in Young Children.- 4.1. Issues in Measurement.- 4.2. Measures of Sex Typing in Young Children.- 5. How Sex Roles Are Learned: Influences on Sex Typing and Sex-Role Acquisition.- 5.1. Sources of Sex-Role Acquisition.- 6. Modification of Sex-Role Behavior in Applied Settings.- 6.1. Environmental Control of Sex-Typed Behaviors in Gender-Disturbed Boys.- 6.2. Is Sex-Typed Behavior in Normal (Non-Gender-Disturbed) Children under Environmental Control?.- 7. Some Clinical Issues.- 8. Conclusion.- 9. References.- 3 Deviant Family Systems.- 1. Introduction.- 2. Systems.- 3. Assessment.- 3.1. Observational Methods.- 3.2. Outcome Measures.- 3.3. Methodological Issues.- 3.4. Assessment of “Nonprescription” Programs.- 3.5. Generality.- 3.6. “Deviant” versus “Normal” Families.- 4. Parent/Child Training.- 5. Family Communications.- 6. Marital Relationships.- 7. Summary.- 8. References.- 4 Self-Help Behavior Therapies in Parent Training.- 1. Introduction.- 2. Review of Experimental Studies.- 2.1. Broad-Focus Manuals.- 2.2. Narrow-Focus Manuals.- 3. Important Parameters.- 3.1. Target Behaviors.- 3.2. Therapeutic Procedures.- 3.3. Experimental Issues.- 3.4. Cost Effectiveness.- 4. Conclusions.- 5. References.- 5 Issues in Psychological Assessment: Interpreting the WISC-R Intelligently.- 1. Introduction.- 2. Implications of WISC-R Research for Interpretation.- 2.1. Factor Analysis.- 2.2. Subtest Specificity.- 2.3. Scatter.- 3. Application of Theory to WISC-R Profiles.- 3.1. The Meaning of V-P Discrepancies.- 3.2. The Distractibility Factor.- 4. Processing Models and the Assessment of Minorities.- 5. References.- 6 Obesity among Children and Adolescents: The Problem Belongs to Everyone.- 1. Introduction.- 2. Prevalence of Obesity among Young Persons.- 2.1. Race, Sex, Socioeconomic Class.- 3. Juvenile Obesity Tends to Persist.- 4. Obesity and Health.- 4.1. Cardiovascular Disease.- 4.2. Weight and Blood Pressure.- 4.3. Weight and Serum Cholesterol.- 4.4. Weight Loss and Reduced Risk.- 4.5. Childhood Weight and Adult Health.- 4.6. Other Physical Characteristics.- 4.7. Social-Psychological Implications.- 5. Response to Treatment Programs.- 6. The Hypercellularity Hypothesis.- 7. Treating Obesity: Some Promising Directions.- 7.1. Behavioral Treatment of Obesity in Children.- 7.2. Food Selection and Eating Behavior.- 7.3. Not Everyone Needs Everything.- 7.4. Learning and Performance.- 7.5. Intensive Treatment to Promote Performance.- 7.6. Involving Family Members.- 7.7. Contingency Contracting with Parents.- 7.8. Food Intake and Activity Patterns.- 7.9. Infancy and Obesity Prevention.- 8. The Problem Belongs to Everyone.- 8.1. Why Just Obesity?.- 8.2. Who Should Be Treated?.- 9. References.- 7 The Treatment of Psychosomatic Disorders: Bronchial Asthma in Children.- 1. Introduction.- 2. Psychological Aspects of Asthma.- 2.1. Psychological Studies.- 2.2. Psychophysiological Studies.- 3. Behavior Therapy and Asthma.- 3.1. Relaxation as Adjunctive Treatment.- 3.2. Other Behavioral Methods.- 4. Evaluation and Conclusions.- 5. References.- 8 Pediatric Psychology: An Appraisal.- 1. Introduction.- 2. Experimental Validation.- 3. Feasibility.- 4. Current Status of Validation and Feasibility Efforts.- 5. Future Directions.- 5.1. Health Care Delivery.- 5.2. Medical Compliance.- 5.3. Experimental Validation of Procedures.- 5.4. Social Validation.- 5.5. Exchange of Information.- 5.6. Training Opportunities in Pediatric Psychology.- 6. Concluding Remarks.- 7. References.- 8. Selected Bibliography.- 9 Institutional Treatment of Severely Disturbed Children: Fact, Possibility, or Nonsequitur?.- 1. Introduction.- 1.1. Definition of the Population.- 1.2. Prevalence and Prognosis.- 2. History of Institutional Care.- 2.1. The Institution.- 2.2. Recent Societal Trends.- 3. Legal Aspects of Institutional Care.- 4. Treatment Approaches.- 4.1. Psychotherapy.- 4.2. Behavior Modification.- 4.3. Milieu and Adjunctive Therapies.- 5. Conclusion.- 6. Commentary.- 7. References.- 10 Pragmatics and Language Development.- 1. Introduction: History.- 2. Current Status: Pragmatics.- 2.1. Definitions.- 2.2. The Context of Normal Language Development.- 3. Implications for the Clinician.- 3.1. The Training Context Should Either Be, or Replicate, the Context of Use.- 3.2. Training Should Focus on Function.- 3.3. Training Should Focus on Rate of Use.- 3.4. Particular Topographies of Language Should Be Differentially Trained Only after the Rate of Language Use Is High.- 3.5. Assessment Must Be Made in the Context of Use.- 3.6. Clinicians Need to Collect and Disseminate Pragmatic Data.- 3.7. Clinicians Need to Become Environmental Engineers.- 4. References.- 11 Direct Instruction: An Effective Approach to Educational Intervention with the Disadvantaged and Low Performers.- 1. Introduction.- 2. The Direct Instruction Model in Project Follow Through.- 2.1. The Educational Models.- 2.2. Method.- 2.3. Tests.- 2.4. Results: Follow Through versus Non-Follow Through.- 2.5. Results: Normative Performance.- 2.6. Results: Sponsor-Collected Data.- 2.7. Summary of Results.- 3. Implications of Project Follow Through.- 3.1. Will Money and Comprehensive Services Do the Job?.- 3.2. Does Individualization Require Many Approaches?.- 3.3. Is Self-Directed Learning Best?.- 3.4. Does Curriculum Make a Difference?.- 3.5. Why Is Improvement in Reading Comprehension Hard to Achieve?.- 4. A Closer Look at the Direct Instruction Model.- 4.1. Program Design Features.- 4.2. Teaching Basic Discriminations.- 4.3. Teaching Related Discriminations.- 4.4. Teaching Rules.- 4.5. Teaching Cognitive Operations.- 4.6. Teaching Preskills.- 4.7. Covertizing Cognitive Operations.- 4.8. Prompting and Fading.- 5. Other Major Features of the Model.- 5.1. Scripted Presentations.- 5.2. Small Groups.- 5.3. Aides As Teachers.- 5.4. Teacher Training.- 5.5. Supervision and Monitoring.- 5.6. Related Research on Teaching Practices.- 6. Other Applications and Programs.- 7. Summary.- 8. References.