Clinical Behavior Therapy with Children

1. Front Matter

   Pages i-xii

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2. Foundations of Behavior Therapy

   • Thomas H. Ollendick, Jerome A. Cerny

   Pages 1-24

3. Behavioral Assessment

   • Thomas H. Ollendick, Jerome A. Cerny

   Pages 25-56

4. Systematic Desensitization, Implosion, and Flooding

   • Thomas H. Ollendick, Jerome A. Cerny

   Pages 57-83

5. Modeling and Social Skills Training

   • Thomas H. Ollendick, Jerome A. Cerny

   Pages 84-115

6. Basic Operant Procedures

   • Thomas H. Ollendick, Jerome A. Cerny

   Pages 116-148

7. Other Operant Procedures

   • Thomas H. Ollendick, Jerome A. Cerny

   Pages 149-177

8. Operant Reductive Procedures

   • Thomas H. Ollendick, Jerome A. Cerny

   Pages 178-218

9. Cognitive Procedures and Self-Management

   • Thomas H. Ollendick, Jerome A. Cerny

   Pages 219-250

10. Parent Training Programs

    • Thomas H. Ollendick, Jerome A. Cerny

    Pages 251-276

11. Integrative Issues

    • Thomas H. Ollendick, Jerome A. Cerny

    Pages 277-303

12. Back Matter

    Pages 304-351

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As noted by its title, the focus of this book is centered on an examination of behavior therapy with children in clinical settings. Throughout, our goal has been to examine theoretical underpinnings, review empirical research, and illustrate clinical utility for a variety of behavioral proce­ dures with children. In pursuing this goal, we have described child behavior therapy as an approach based on empirical methodology, de­ rived from behavioral principles, and focused upon adjustment disor­ ders of children. The hallmark of such an approach is its accountability­ the extent to which the procedures and techniques presented in this text are demonstrably accountable must be determined at least partially by the reader. As students of child behavior, we have become sensitized to two trends in behavior therapy with children during the preparation of this book. First, we have been concerned with the simple application of behavioral procedures to children, irrespective of developmental con­ siderations. All too frequently, assessment strategies and treatment pro­ cedures found to be useful with adults have been applied to children in an indiscriminate fashion. For example, some recent studies have examined and assessed the very same social skill deficits in children as in adults (e. g. , lack of eye contact, delayed latency of response, and absence of positive commendatory responses). Surely, skill deficits differ from age to age just as they differ from situation to situation.

• Biofeedback
• Prompting
• Training
• age
• assessment
• behavior
• child
• children
• development
• learning theory
• management
• research
• social learning
• therapy
• treatment

• Virginia Polytechnic Institute and State University, Blacksburg, USA

  Thomas H. Ollendick

• Indiana State University, Terre Haute, USA

  Jerome A. Cerny

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