Steven G. Little

Group Contingency Interventions With Children—1980-2010 A Meta-Analysis

The present study sought to evaluate the efficacy of group contingency procedures via meta-analysis. A total of 182 studies published between 1980 and 2010 were identified via PsychInfo that included group contingency as a keyword. Studies that met inclusion criteria (e.g., single-subject design, school-aged children; N = 50), were coded and effect sizes were calculated. Results strongly support the efficacy of group contingencies with an overall effect size of 3.41. Types of group contingencies were also evaluated for dependent group contingencies (ES = 3.75, n = 11), independent group contingencies (ES = 3.27, n = 8), and interdependent group contingencies (ES = 2.88, n = 35). These results clearly establish all varieties of group contingencies as efficacious for a wide range of target behaviors with school-aged children. Results are discussed with regard to practical implications.

Trauma in Children: A Call to Action in School Psychology

Unfortunately, it is not uncommon for children or adolescents to be exposed to traumatic events. Experiences such as sexual or physical abuse, severe accidents, cancer or other life threatening illness, natural or man-made disasters, or the sudden death of a relative or peer can all result in maladaptive responses. As all children are in attendance at schools, this location seems the most logical place to meet the needs of children who have experienced these types of events. Therefore, it is imperative that psychologists working in schools have training in meeting the needs of this segment of the population. This manuscript summarizes the incidence of trauma in children, discusses the schools as a prime location for the provision of mental health services, and argues for the need to include training in trauma and trauma interventions in school psychology training programs.

Our Katrina Experience: Providing Mental Health Services in Concordia Parish, Louisiana

Responding to the call for psychologists to serve Louisiana and the Gulf Coast after Hurricane Katrina, 2 school psychologists spent almost 2 weeks in central Louisiana in early September 2005. They were located in a rural area and provided mental health services to evacuees from Hurricane Katrina in a number of small shelters, an RV park, and the schools. This article describes their experiences as mental health volunteers and the impact those experiences had on their professional and personal lives.

Attention Deficit Hyperactivity Disorder (ADHD)

Attention deficit hyperactivity disorder (ADHD) is believed to be the most frequently diagnosed childhood mental health disorder in the world (Furman, 2005). A recent meta-analysis investigating worldwide ADHD prevalence in children age 18 and under found an overall pooled estimate of 7.2% (Thomas, Sanders, Doust, Beller, & Glasziou, 2015). The prevalence rate in the USA is even higher. Pastor, Reuben, Duran, and Hawkins (2015) found that 9.5% of children in the USA aged 4–17 years had been diagnosed with ADHD. That means that approximately two million children in the USA exhibit symptoms of ADHD, ADHD ranks first in terms of referrals to primary care physicians (Barkley, 2006), and ADHD presents a significant challenge to educational systems (Forness & Kavale, 2002).

Defining Social Skills

A variety of definitions and methods of assessing social deficits and excesses have been developed. While the specifics of definitions may vary, the two most common threads throughout these definitions involve communication and interaction with others, and they enable the individual to function competently at social tasks. This chapter summarizes current and historical definitions of social skills, identifies and discusses social skill behavior as a key component in various DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition) diagnoses [e.g., Social (Pragmatic) Communication Disorder, autism spectrum disorder], and provides a discussion of how social skills is operationalized in various norm reference measures (e.g., Social Skills Improvement System, Behavior Assessment System for Children, Vineland Adaptive Behavior Scales, Childhood Autism Rating Scale).

Video self-modelling as an intervention for remediating dysgraphia in children with autism spectrum disorders

Abstract A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorder (ASD). Video self-modelling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. Because VSM has demonstrated success in the acquisition of many types of skills, it may prove similarly effective for remediating dysgraphia in children with ASD. Utilizing a single-subject design with three 7–8 year old children diagnosed with ASD, this study examined VSM as a treatment for improving handwriting legibility and proficiency. All participants’ legibility data showed a large effect sizes and high Percentages of non-overlapping data from baseline to treatment and maintenance phases, indicating that VSM is an effective treatment for improving and maintaining handwriting legibility in children with ASD. Results are discussed in terms of applicability of VSM as an intervention with academic skills deficits in children with ASD.

Preschool, Early Childhood, and Adolescence

Consistent with diagnostic criteria, the focus of Autism Spectrum Disorder (ASD) assessment is on identifying language delays, social skills deficits, and restricted, repetitive, and stereotyped patterns of behavior. In addition, as there is a great deal of heterogeneity of features in individual children with ASD, observation and functional assessment of behavior is essential in order to link assessment and subsequent intervention. Although diagnosis of ASD is possible in children as young as 14 months of age, factors such as autistic regression and difficulty in identifying symptoms of ASD in very young children, result in most children with ASD not being diagnosed until after 3 years of age, especially those with average or above average language and cognitive abilities. Thus, the period from 3-18 years of age represents an important period for detection and diagnosis. This chapter covers evidence based assessments used for this age group.

Stress in Childhood: Effects on Development

Stressful events can occur at any point in child and adolescent development. Events that can cause stress include parental divorce, sexual or physical abuse, severe accidents, cancer or other life-threatening illness, natural or man-made disasters, war, terrorism, or the sudden death of a parent, sibling, or peer. However, not every child exposed to a traumatic event develops stress-related symptoms. Many children demonstrate resiliency, the ability to thrive and excel even when exposed to severe stressors. This article discusses the types of stressors that may impact upon children throughout the world, details the effect of stress on development, and discusses other factors that may either exacerbate or minimize the effect of stress on development.