By Thomas H. Ollendick
As famous by way of its name, the point of interest of this e-book is based on an exam of habit treatment with childrens in medical settings. all through, our objective has been to check theoretical underpinnings, evaluate empirical study, and illustrate medical software for numerous behavioral proce dures with young ones. In pursuing this target, we've defined baby habit remedy as an technique in accordance with empirical method, de rived from behavioral ideas, and targeted upon adjustment disor ders of youngsters. The hallmark of such an method is its responsibility the level to which the techniques and strategies provided during this textual content are demonstrably in charge needs to be decided not less than partly through the reader. As scholars of kid habit, we have now develop into sensitized to 2 tendencies in habit treatment with childrens through the education of this publication. First, now we have been involved in the easy program of behavioral tactics to teenagers, regardless of developmental con siderations. All too often, overview recommendations and remedy professional cedures stumbled on to be beneficial with adults were utilized to young children in an indiscriminate type. for instance, a few fresh reports have tested and assessed the exact same social ability deficits in young children as in adults (e. g. , loss of eye touch, not on time latency of reaction, and lack of confident commendatory responses). definitely, ability deficits vary from age to age simply as they fluctuate from state of affairs to situation.
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Extra resources for Clinical Behavior Therapy with Children
As pointed out by I. M. Evans and Nelson (1977), interview data based on retrospective reports may possess both low validity (the recollection does not correspond with the known facts) and low reliability (information from one interview does not agree with that from another or the parents report markedly different recollections). Such "distorted" recollections may result not only in delayed clarification of presenting complaints and formulation of treatment strategies but also, and perhaps just as importantly, in perception of the parents, both by themselves and by their therapists, as the culprits or scapegoats in the etiology of the child's problem.
Such a situation should lead to rapid extinction of the avoidance response. However, avoidance responses are highly resistant to extinction (Solomon, Kamin, & Wynne, 1953). , Hull's model) also fail to account for avoidance learning since these models assume that learning occurs because the termination of the noxious unconditioned stimulus reinforces the avoidance response. , shock) in the learning situation but also eliminates the reinforcement that is directly contingent on the occurrence of the drive state.
Observation of testtaking behavior provides a source of data about the child that may supplement information obtained during the interview and from the checklists and may be helpful in treatment programming. Standardized tests are also useful in comparing the individual child to group norms. Such norms provide sociocultural and age-appropriate standards of comparison and assist the clinician in determining the degree of impairment or developmental delay exhibited by the individual child. Such norms may also indicate that the child does not exhibit a problem in the area assessed by the tests and that other hypotheses should be examined.