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Handbook of Evidence-Based Practice in Clinical Psychology, Volume 1: Child and Adolescent Disorders
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More About This Title Handbook of Evidence-Based Practice in Clinical Psychology, Volume 1: Child and Adolescent Disorders

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Handbook of Evidence-Based Practice in Clinical Psychology, Volume 1 covers the evidence-based practices now identified for treating children and adolescents with a wide range of DSM disorders. Topics include fundamental issues, developmental disorders, behavior and habit disorders, anxiety and mood disorders, and eating disorders. Each chapter provides a comprehensive review of the evidence-based practice literature for each disorder and then covers several different treatment types for clinical implementation. Edited by the renowned Peter Sturmey and Michel Hersen and featuring contributions from experts in the field, this reference is ideal for academics, researchers, and libraries.
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Michel Hersen (Ph.D., ABPP, State University of New York at Buffalo, 1966) is Professor and Dean of the School of?Professional Psychology?at Pacific University. He is?Past President of the Association for Advancement of Behavior Therapy. He has coauthored and co-edited 146 books and has published 225 scientific journal articles.?He is co-editor of several psychological journals, including Behavior Modification, Aggression & Violent Behavior: A Review Journal, Clinical Psychology Review, and Journal of Family Violence. He is Editor-in-Chief of the Journal of Anxiety Disorders and of Clinical Case Studies. Earlier in his career, he was in full-time private practice and on several occasions he has had part-time private practices.

Peter Sturmey (BSc., PhD. M/Clin Psychology A.F. B. Ps.S University of Liverpool, UK)?is Professor in the Department of Psychology, Queen's College, City University of New York. He is recognized as an international authority on functional assessment, and published Functional Analysis in Clinical Psychology with Wiley in 1996. More recently, he co-edited Offenders with Developmental Disabilities with Bill Lindsay and John Taylor in 2004.

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Preface ix

Acknowledgments xi

Contributors xiii

I OVERVIEW AND FOUNDATIONAL ISSUES 1

1 RATIONALE AND STANDARDS OF EVIDENCE IN EVIDENCE-BASED PRACTICE 3
Oliver C. Mudford, Rob McNeill, Lisa Walton, and Katrina J. Phillips

2 EVIDENCE-BASED PRACTICE IN CHILD AND ADOLESCENT DISORDERS 27
Daniel A. Waschbusch, Gregory A. Fabiano, and William E. Pelham Jr.

3 PROFESSIONAL ISSUES AND EVIDENCE-BASED PRACTICE: THE QUALITY PROBLEM IN BEHAVIORAL HEALTH CARE 51
William T. O’Donohue and Scott O. Lilienfeld

4 DEVELOPING CLINICAL GUIDELINES FOR CHILDREN AND ADOLESCENTS: EXPERIENCE FROM THE NATIONAL INSTITUTE FOR HEALTH AND CLINICAL EXCELLENCE 73
Stephen Pilling and Peter Fonagy

5 THE ECONOMICS OF EVIDENCE-BASED PRACTICE IN DISORDERS OF CHILDHOOD AND ADOLESCENCE 103
E. Michael Foster and Kimberly McCombs-Thornton

II SPECIFIC DISORDERS 129

6 INTELLECTUAL DISABILITIES 131
Robert Didden, Jeff Sigafoos, Russell Lang, Mark O’Reilly, Klaus Drieschner, and Giulio E. Lancioni

7 LEARNING DISABILITIES 161
T. Steuart Watson, Jane E. Cole, Sarah Gebhardt, and Tonya S. Watson

8 STUTTERING 185
Mark Onslow, Mark Jones, Susan O’Brian, Ann Packman, and Ross Menzies

9 AUTISM SPECTRUM DISORDERS 209
Glen O. Sallows and Tamlynn D. Graupner

10 ATTENTION-DEFICIT/HYPERACTIVITY DISORDERS 243
Rebecca J. Hamblin and Alan M. Gross

11 CONDUCT, OPPOSITIONAL DEFIANT, AND DISRUPTIVE BEHAVIOR DISORDERS 267
Michael Handwerk, Clint Field, Angie Dahl, and Jessica Malmberg

12 PICA 303
David B. McAdam, Jonathan Breidbord, Michelle Levine, and Don E. Williams

13 PEDIATRIC FEEDING DISORDERS 323
Valerie M. Volkert and Cathleen C. Piazza

14 TICS AND TOURETTE DISORDERS 339
Benjamin T. P. Tucker, Christine A. Conelea, and Douglas W. Woods

15 ENCOPRESIS 361
Michael W. Mellon

16 ENURESIS 389
W. Larry Williams and Marianne Jackson

17 SEPARATION ANXIETY DISORDER 411
Maaike H. Nauta and Paul M. G. Emmelkamp

18 REACTIVE ATTACHMENT DISORDER AND SEVERE ATTACHMENT DISTURBANCES 433
Thomas G. O’Connor, Mary Spagnola, and J. Gerard Byrne

19 STEREOTYPIC BEHAVIOR DISORDER 455
Michael E. May, Craig H. Kennedy, and Jennifer L. Bruzek

20 SELF-INJURIOUS BEHAVIOR 477
Peter Sturmey, Lindsay Maffei-Almodovar, Maya S. Madzharova, and Joshua Cooper

21 SMOKING IN CHILDREN AND ADOLESCENTS 493
Roger E. Thomas

22 DEPRESSIVE DISORDERS IN CHILDREN AND ADOLESCENTS 521
William Martinez, Kristen Zychinski, and Antonio J. Polo

23 ANXIETY DISORDERS IN CHILDREN AND ADOLESCENTS 545
Anthony James, Felicity Cowdrey, and Christine James

24 SCHOOL REFUSAL 559
Glenn A. Melvin and Bruce J. Tonge

25 ANOREXIA NERVOSA 575
Cynthia M. Bulik, Kimberly A. Brownley, Jennifer R. Shapiro, and Nancy D. Berkman

26 BULIMIA 599
Ata Ghaderi

27 SLEEP DISORDERS IN CHILDREN 621
Kurt A. Freeman, Tonya M. Palermo, and Megan Scott

28 CHILD ABUSE AND NEGLECT 647
Amy L. Damashek and Mark J. Chaffin

Author Index 679

Subject Index 709

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The volumes are exhaustive in terms of topic breadth and depth, replete with a plethora of research findings on the etiology of numerous psychological and psychiatric "disorders," along with treatment modalities and their efficacy with children/adolescents and adults.
It would be hard to surpass what these volumes offer in terms of the sheer amount of clinical and research information that they present and have synthesized, not to mention their vast bibliographies. Both volumes contain 28 chapters in two sections, one on foundational issues and the other on specific disorders. Each "disorder" chapter, essentially, is a review of the current state of the "evidence" as it pertains to the disorder at hand and how to treat it.
This is a book collection that should be in every psychology and psychiatry library and on clinical graduate program reading lists. The collection is also an excellent comprehensive sourcebook for practitioners and researchers. Moreover, it can serve as an important component of academic assignments pertaining to critical review and thinking in the clinical decision-making process, provided that clinical instructors and students dig a bit deeper, beyond the syntheses and reviews of the literature, the conclusions of which sometimes need to be questioned. (Roland A Carlstedt, PsycCritiques, May 1, 2013, volume 58, Release 18, Article 9)
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