Titlebook: Cognitive and Behavioral Interventions in the Schools; Integrating Theory a Rosemary Flanagan,Korrie Allen,Eva Levine Book 2015 Springer Sc

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Trauma, PTSD, and Secondary Trauma in Children and Adolescentsose who are interested in learning about PTSD and those subclinical trauma reactions referred to as acute stress disorders, there is often a tendency to go to the latest version of the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-5, 2013) where one encounters a list

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Obsessive-Compulsive Disordericant anxiety or distress, coupled with compulsions or rituals used to reduce this distress. According to the (DSM-V; American Psychiatric Association, 2013), common obsessions feature fears of contamination, self-doubts, desires to have things in a specific order, aggressive/horrific images of harm

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Attention Deficit Hyperactivity Disorder: Use of Evidence-Based Assessments and Interventionsunctioning in school and home (e.g., Kent et al., 2011; Kessler et al., 2005). ADHD-related symptoms and high rates of comorbidity impact the teaching and learning process for children and pose unique challenges for practitioners, educators, and parents for assessment and intervention planning.

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Externalizing Disorders: Assessment, Treatment, and School-Based Interventionshools and represent the most common reason for referral to pediatric and mental health clinics (Achenbach & Howell, 1993; Armbruster, Sukhodolsky, & Michalsen, 2004). Conduct problems often lead to increased use of psychiatric services and medication and are associated with significant emotional and

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Using CBT to Assist Children with Autism Spectrum Disorders/Pervasive Developmental Disorders in theoften students with mild or moderate ASD who are included in general education classrooms. It is also these same students who are more likely to benefit from CBT interventions. Thus, the majority of ASD-specific issues discussed in the text will highlight concerns more common to this higher function