Skip to main content

Handbook of Childhood Psychopathology and Developmental Disabilities: Treatment

  • Chapter
  • First Online:
Handbook of Childhood Psychopathology and Developmental Disabilities Treatment


Students with disabilities and/or emotional or behavioral problems are at increased risk of poor academic performance, which is linked to a variety of long-term problems. In this overview, the interrelationship between academic success and childhood disorders will be described. Collaborative consultation within academic settings will be reviewed, followed by illustrations about various consultation models. Federal regulations (e.g., Section 504, IEP) for school-aged children with disabilities will be reviewed with an emphasis on understanding these regulations to guide consultative efforts. Examples of positive behavior interventions, accommodations, and modifications will be described and illustrated.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
USD 229.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 299.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 299.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others


  • Akhtar, N., & Bradley, E. J. (1991). Social information processing deficits of aggressive children: Present findings and implications for social skills training. Clinical Psychology Review, 11, 621–644.

  • American Association on Intellectual and Developmental Disabilities (AAIDD). (2017). Definition of intellectual disability. Retrieved from web 3.28.17

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). Washington, DC: American Psychiatric Publishing.

    Google Scholar 

  • Andreas, A., Otto, Y., Stadelmann, S., Schlesier-Michel, A., von Klitzing, K., & Klein, A. M. (2017). Gender specificity of children’s narrative representations in predicting depressive symptoms at early school age. Journal of Child and Family Studies, 26(1), 148–160.

  • Atkins, M. S., Frazier, S. L., Birman, D., Adil, J. A., Jackson, M., Graczyk, P. A., & ... McKay, M. M. (2006). School-Based Mental Health Services for Children Living in High Poverty Urban Communities. Administration And Policy In Mental Health And Mental Health Services Research, 33(2), 146–159.

  • Baker, B. L., Blacher, J., Crnic, K. A., & Edelbrock, C. (2002). Behavior problems and parenting stress in families of three-year-old children with and without developmental delays. American Journal on Mental Retardation, 107(6), 433–444.

    Article  PubMed  Google Scholar 

  • Barkley, R. A. (1997). Defiant children: A clinician’s manual for assessment and parent training (2nd ed.). New York, NY: The Guilford Press.

    Google Scholar 

  • Barnhill, G., Hagiwara, T., Smith Myles, B., & Simpson, R. L. (2000). Asperger syndrome: A study of the cognitive profiles of 37 children and adolescents. Focus on Autism and Other Developmental Disabilities, 15, 146–153.

    Article  Google Scholar 

  • Batsche, G., Elliott, J., Graden, J., Grimes, J., Kovaleski, J., Prasse, D., … Tilly, D. (2005). Response to Intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education.

    Google Scholar 

  • Bear, G. G. (2013). Teacher resistance to frequent rewards and praise: Lack of skill or a wise decision? Journal of Educational and Psychological Consultation, 23, 318–340.

  • Bearss, K., Johnson, C., Handen, B., Smith, T., & Scahill, L. (2013). A pilot study of parent training in young children with autism spectrum disorders and disruptive behavior. Journal of Autism and Developmental Disorders, 43(4), 829–840.

    Google Scholar 

  • Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13, 34–45.

  • Bradley, B. J., & Greene, A. C. (2013). Do health and education agencies in the United States share responsibility for academic achievement and health? A review of 25 years of evidence about the relationship of adolescents' academic achievement and health behaviors. Journal of Adolescent Health, 52(5), 523–532.

    Google Scholar 

  • Britton, W. B., Lepp, N. E., Niles, H. F., Rocha, T., Fisher, N. E., & Gold, J. S. (2014). A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School Psychology, 52, 263–278.

  • Buckholtz, J. W., & Meyer-Lindenberg, A. (2012). Psychopathology and the human connectome: Toward a transdiagnostic model of risk for mental illness. Neuron, 74(6), 990–1004.

  • Bulgren, J., & Lenz, B. K. (1996). Strategic instruction in the content areas. In D. D. Deshler, E. S. Ellis, & B. K. Lenz (Eds.), Teaching adolescents with learning disabilities: Strategies and methods (pp. 409–473). Denver, CO: Love Publishing Company.

    Google Scholar 

  • Campbell, S. B., Spieker, S., Burchinal, M., & Poe, M. D. (2006). Trajectories of aggression from toddlerhood to age 9 predict academic and social functioning through age 19. Journal of Child Psychology and Psychiatry, 47(8), 791–800.

  • Cappella, E., Hamre, B. K., Kim, H. Y., Henry, D. B., Frazier, S. L., Atkins, M. S., & Schoenwald, S. K. (2012). Teacher consultation and coaching within mental health practice: Classroom and child effects in urban elementary schools. Journal of Consulting and Clinical Psychology, 80(4), 597–610.

  • Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3(4), 876–889.

  • Chavira, D. A., Stein, M. B., Bailey, K., & Stein, M. T. (2004). Child anxiety in primary care: Prevalent but untreated. Depression and Anxiety, 20, 155–164.

  • Christensen, D. L., Baio, J., Braun, K. V., et al. (2016). Prevalence and characteristics of autism spectrum disorder among children aged 8 years – autism and developmental disabilities monitoring network, 11 sites, United States, 2012. MMWR Surveillance Summary, 65(SS-3), 1–23. 10.15585/mmwr.ss6503a1

  • Cipani. (1992). A guide to developing language competence in preschool children with severe and moderate handicaps (pp. 94–110). Springfield, IL: Charles C. Thomas.

    Google Scholar 

  • Cipani. (1993). The Cipani behavioral assessment and diagnostic (C-BAD) system: Manual. Visalia, CA: Cipani & Associates.

    Google Scholar 

  • Colton, D., & Sheridan, S. M. (1998). Conjoint behavioral consultation and social skills training: Enhancing the play behavior of boys with attention deficit-hyperactivity disorder. Journal of Educational and Psychological Consultation, 9, 3–28.

  • Coplan, R. J., Girardi, A., Findlay, L. C., & Frohlick, S. L. (2007). Understanding solitude: Young children’s attitudes and responses toward hypothetical socially withdrawn peers. Social Development, 16, 390–409.

  • Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., & Angold, A. (2003). Prevalence and development of psychiatric disorders in childhood and adolescence. Archives of General Psychiatry, 60(8), 837–844.

  • Crundwell, R. M., & Killu, K. (2007). Understanding and accommodating students with depression in the classroom. Teaching Exceptional Children, 40(1), 48–54.

  • D’Zurilla, T. J. (1990). Problem-solving training for effective stress management and prevention. Journal of Cognitive Psychotherapy, 4, 327–354.

    Google Scholar 

  • D’Zurilla, T. J., & Goldfried, M. R. (1971). Problem solving and behavior modification. Journal of Abnormal Psychology, 78, 107–126.

  • Dart, E. H., Cook, C. R., Collins, T. A., Gresham, F. M., & Chenier, J. S. (2012). Test driving interventions to increase treatment integrity and student outcomes. School Psychology Review, 41, 467–481.

    Google Scholar 

  • Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15(3), 163–169.

  • Dickerson Mayes, S., & Calhoun, S. L. (2003a). Analysis of the WISC-III, Stanford-Binet: IV, and academic achievement test scores in children with autism. Journal of Autism and Developmental Disorders, 33, 65–80.

  • Dickerson Mayes, S., & Calhoun, S. L. (2003b). Ability profiles in children with autism. Sage Publications and The National Autism Society, 6, 65–80.

  • Dickerson Mayes, S., & Calhoun, S. L. (2008). WISC-IV and WIAT-II profiles in children with high functioning autism. Journal of Autism and Developmental Disorders, 38, 428–439.

  • Eisenhower, A. S., Baker, B. L., & Blacher, J. (2005). Preschool children with intellectual disability: Syndrome specificity, behavior problems, and maternal well-being. Journal of Intellectual Disability Research, 49(9), 657–671.

  • Erchul, W. P., & Sheridan, S. M. (2008). The state of scientific research in school consultation. In Handbook of research in school consultation (pp. 3–12). New York, NY: Routledge. 

    Google Scholar 

  • Fabiano, G. A., Vujnovic, R. K., Pelham, W. E., Waschbusch, D. A., Massetti, G. M., Pariseau, M. E., … Volker, M. (2010). Enhancing the effectiveness of special education programming for children with attention deficit hyperactivity disorder using a daily report card. School Psychology Review, 39, 219–239.

    Google Scholar 

  • Fergusson, D. M., & Woodward, L. J. (2002). Mental health, educational, and social role outcomes of adolescents with depression. Archives of General Psychiatry, 59(3), 225–231.

  • Filcheck, H. A., McNeil, C. B., Greco, L. A., & Bernard, R. S. (2004). Using a whole-class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior. Psychology in the Schools, 41, 351–361.

  • Fischer, A. J., Dart, E. H., Leblanc, H., Hartman, K. L., Steeves, R. O., & Gresham, F. M. (2016). An investigation of the acceptability of videoconferencing within a school-based behavioral consultation framework. Psychology in the Schools, 53(3), 240–252.

    Google Scholar 

  • Ford, A. D., Olmi, D. J., Edwards, R. P., & Tingstrom, D. H. (2001). The sequential introduction of compliance training components with elementary-aged children in general education classroom settings. School Psychology Quarterly, 16(2), 142–157.

  • Fuchs, L. S., & Fuchs, D. (2001). Helping teachers formulate sound test accommodation decisions for students with learning disabilities. Learning Disabilities Research and Practice, 16(3), 174–181.

  • Gargiulo, R. M., & Bouck, E. C. (Eds.). (2017). Instructional strategies for students with mild, moderate, and severe intellectual disability. New York, NY: SAGE Publications.

    Google Scholar 

  • Gaumer Erickson, A. S., Kleinhammer-Tramill, J., & Thurlow, M. L. (2007). An analysis of the relationship between high school exit exams and diploma options and the impact on students with disabilities. Journal of Disability Policy Studies, 18(2), 117–128.

  • Gillihan, S. J., Williams, M. T., Malcoun, E., Yadin, E., & Foa, E. B. (2012). Common pitfalls in exposure and response prevention (EX/RP) for OCD. Journal of Obsessive-Compulsive and Related Disorders, 1(4), 251–257.

  • Gimpel Peacock, G., & Collett, B. R. (2010). Collaborative home/school interventions: Evidence based solutions for emotional, behavioral, and academic problems. New York, NY: Guilford Press.

    Google Scholar 

  • Goldstein, G., Minshew, N. J., & Siegal, D. J. (1994). Age differences in academic achievement in high-functioning autistic individuals. Journal of Clinical and Experimental Neuropsychology, 16, 671–680.

  • Goonan, B. (2003). Overcoming test anxiety: Giving students the ability to show what they know. In J. E. Wall & G. R. Walz (Eds.), Measuring up: Assessment issues for teachers, counselors, and administrators (pp. 2–18). Greensboro, NC: ERIC.

    Google Scholar 

  • Griswold, D. E., Barnhill, G. P., Smith Myles, B., Hagiwara, T., & Simpson, R. (2002). Asperger syndrome and academic achievement. Focus on Autism and Other Developmental Disabilities, 17, 94–102.

  • Gross, J. J., & Muñoz, R. F. (1995). Emotion regulation and mental health. Clinical Psychology: Science and Practice, 2(2), 151–164.

  • Guskey, T. R., & Bailey, J. M. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Hall, T., & Stegila, A. (2003). Peer mediated instruction and intervention. Wakefield, MA: National Center on Accessing the General Curriculum.

    Google Scholar 

  • Hammond, C., Linton, D., Smink, J., & Drew, S. (2007). Dropout risk factors and exemplary programs. Clemson, SC: National Dropout Prevention Center, Communities In Schools, Inc.

    Google Scholar 

  • Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36(2), 147–185.

  • Hart, K. C., Graziano, P. A., Kent, K. M., Kuriyan, A., Garcia, A., Rodriguez, M., & Pelham, W. E., Jr. (2016). Early intervention for children with behavior problems in summer settings: Results from a pilot evaluation in head start preschools. Journal of Early Intervention, 38, 92–117.

  • Hartlage, S., Alloy, L. B., Vázquez, C., & Dykman, B. (1993). Automatic and effortful processing in depression. Psychological Bulletin, 113(2), 247–278.

  • Hatcher, S. & Waguespack, A. (2004). Academic accommodations for students with disabilities. In A. Canter & L. Paige (Eds.), Helping children at home and school II: Handouts for educators. Bethesda, MD: National Association of School Psychologists.

    Google Scholar 

  • Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111(1), 127–155.

  • Hofmann, S. G., Sawyer, A. T., Fang, A., & Asnaani, A. (2012). Emotion dysregulation model of mood and anxiety disorders. Depression And Anxiety, 29(5), 409–416.

  • Huberty, T. (2010). Depression: Supporting students at school. In A. Canter, L. Paige, & S. Shaw (Eds.), Helping children at home and school III: Handouts for educators. Bethesda, MD: National Association of School Psychologists.

    Google Scholar 

  • Hurren, B. L., Rutledge, M., & Garvin, A. B. (2006). Team testing for individual success. Phi Delta Kappan, 87(6), 443–447.

    Google Scholar 

  • Hurwitz, J. T., Kratochwill, T. R., & Serlin, R. C. (2015). Size and consistency of problem-solving consultation outcomes: An empirical analysis. Journal of School Psychology, 53(2), 161–178.

  • Individuals with Disabilities Education Act. (2004). 20 U.S.C. § 1400–1417.

    Google Scholar 

  • Individuals with Disabilities Education Act. (2011). 20 U.S.C. § 1401 et seq.

    Google Scholar 

  • Ingraham, C. L. (2000). Consultation through a multicultural lens: Multicultural and cross-cultural consultation in schools. School Psychology Review, 29(3), 320.

    Google Scholar 

  • Iwata, B. A., Wallace, M. D., Kahng, S., Lindberg, J. S., Roscoe, E. M., Conners, J., ... Worsdell, A. S. (2000). Skill acquisition in the implementation of functional analysis methodology. Journal of Applied Behavior Analysis, 33(2), 181–194.

  • Jackson, J. M., & Campbell, J. N. (2009). Teachers peer buddy selections for children with autism: Social characteristics and relationship with peer nominations. Journal of Autism and Developmental Disorders, 39(2), 269–277.

  • Jain, S. J., Shapiro, S. L., Swanick, S., Roesch, S. C., Mills, P. J., Bell, I., & Schwartz, G. E. R. (2007). A randomized controlled trial of mindfulness meditation versus relaxation training: Effects on distress, positive states of mind, rumination, and distraction. Annals of Behavioral Medicine, 33, 11–21.

  • Kahng, S., Boscoe, J. H., & Byrne, S. (2003). The use of an escape contingency and a token economy to increase food acceptance. Journal of Applied Behavior Analysis, 36(3), 349–353.

  • Kazdin, A. E. (1972). Response cost: The removal of conditioned reinforcers for therapeutic change. Behavior Therapy, 3(4), 533–546.

  • Kazdin, A. E., & Geesey, S. (1977). Simultaneous-treatment design comparisons of the effects of earning reinforcers for one’s peers versus for oneself. Behavior Therapy, 8(4), 74–693.

  • Kearney, C. A. (2008). Helping school refusing children & their parents: A guide for school-based professionals. New York, NY: Oxford University Press.

    Google Scholar 

  • Keenan, K. (2000). Emotion dysregulation as a risk factor for child psychopathology. Clinical Psychology: Science and Practice, 7(4), 418–434.

  • Keenan, K., & Shaw, D. S. (2003). Starting at the beginning: Exploring the etiology of antisocial behavior in the first years of life. In B. B. Lahey, T. E. Moffitt, & A. Caspi (Eds.), Causes of conduct disorder and juvenile delinquency (pp. 153–181). New York, NY: Guilford Press.

    Google Scholar 

  • Kendall, P. C., & Hedtke, K. (2006). Cognitive-behavioral therapy for anxious children: Therapist manual (3rd ed.). Ardmore, PA: Workbook Publishing.

    Google Scholar 

  • Kendall, P. C., Robin, J. A., Hedtke, K. A., Suveg, C., Flannery-Schroeder, E., & Gosch, E. (2006). Considering CBT with anxious youth? Think exposures. Cognitive and Behavioral Practice, 12(1), 136–148.

  • King, K. R., Lembke, E. S., & Reinke, W. M. (2016). Using latent class analysis to identify academic and behavioral risk status in elementary students. School Psychology Quarterly, 31(1), 43.

  • Klose, L. M. (2010). Special education: A basic guide for parents. In A. Canter, L. Paige, & S. Shaw (Eds.), Helping children at home and school III: Handouts for educators. Bethesda, MD: National Association of School Psychologists.

    Google Scholar 

  • Kuypers, L. (2011). The zones of regulation: A curriculum designed to Foster self-regulation and emotional control. San Jose, CA: Think Social Publishing.

    Google Scholar 

  • Laushey, K. M., & Heflin, L. J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30(3), 183–193.

  • Lee, S. H., Wehmeyer, M. L., Soukup, J. H., & Palmer, S. B. (2010). Impact of curriculum modifications on access to the general education curriculum for students with disabilities. Exceptional Children, 76(2), 213–233.

  • Lerman, D. C., Iwata, B. A., & Wallace, M. D. (1999). Side effects of extinction: Prevalence of bursting and aggression during the treatment of self-injurious behavior. Journal of Applied Behavior Analysis, 32(1), 1–8.

  • Lewinsohn, P., Rohde, P., & Seeley, J. (1998). Major depressive disorder in older adolescents: Prevalence, risk factors, and clinical implications. Clinical Psychology Review, 18, 765–794.

  • Lewis, T., Hudson, S., Richter, M., & Johnson, N. (2004). Scientifically supported practices in emotional and behavioral disorders: A proposed approach and brief review of current practices. Behavioral Disorders, 29(3), 247–259.

    Google Scholar 

  • Liu, J. (2004). Childhood externalizing behavior: Theory and implications. Journal of Child and Adolescent Psychiatric Nursing: Official Publication of the Association of Child and Adolescent Psychiatric Nurses, Inc, 17(3), 93–103.

  • Lochman, J. E., & Dodge, K. A. (1994). Social-cognitive processes of severely violent, moderately aggressive, and nonaggressive boys. Journal of Consulting and Clinical Psychology, 62, 366–374.

  • Lochman, J. E., & Wells, K. C. (2002). Contextual social-cognitive mediators and child outcome: A test of the theoretical model of the coping power program. Development and Psychopathology, 14, 945–967.

  • Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. Journal of Pediatric Psychology, 32(6), 643–654.

  • Lovett, B. (2010). Extended time testing accommodations for students with disabilities answers to five fundamental questions. Review of Educational Research, 80(4), 611–638.

  • Marlatt, G., & Kristeller, J. (1999). Mindfulness and meditation. In W. Miller (Ed.), Integrating spirituality into treatment: Resources for practitioners (pp. 67–84). Washington, DC: American Psychological Association.

    Google Scholar 

  • Matson, J. L., & Boisjoli, J. A. (2009). The token economy for children with intellectual disability and/or autism: A review. Research in Developmental Disabilities, 30(2), 240–248.

  • Mautone, J. A., Lefler, E. K., & Power, T. J. (2011). Promoting family and school success for children with ADHD: Strengthening relationships while building skills. Theory Into Practice, 50(1), 43–51.

  • Mautone, J. A., Marshall, S. A., Sharman, J., Eiraldi, R. B., Jawad, A. F., & Power, T. J. (2012). Development of a family–school intervention for young children with ADHD. School Psychology Review, 41, 447–466.

    Google Scholar 

  • Mazefsky, C. A., Herrington, J., Siegel, M., Scarpa, A., Maddox, B. B., Scahill, L., & White, S. W. (2013). The role of emotion regulation in autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 52(7), 679–688.

  • McGoey, K. E., & DuPaul, G. J. (2000). Token reinforcement and response cost procedures: Reducing the disruptive behavior of preschool children with attention-deficit/hyperactivity disorder. School Psychology Quarterly, 15(3), 330.

  • McGuire, J. (2001). What is problem-solving? A review of theory, research, and applications. Criminal Behavior and Mental Health, 11, 210–235.

  • McIntyre, L. L., Blacher, J., & Baker, B. L. (2006). The transition to school: Adaptation in young children with and without intellectual disability. Journal of Intellectual Disability Research, 50(5), 349–361.

  • Merry, S. N., Hetrick, S. E., Cox, G. R., Brudevold-Iversen, T., Bir, J. J., & McDowell, H. (2012). Cochrane review: Psychological and educational interventions for preventing depression in children and adolescents. Evidence-Based Child Health: A Cochrane Review Journal, 7(5), 1409–1685.

  • Metcalfe, L. A., Harvey, E. A., & Laws, H. B. (2013). The longitudinal relation between academic/cognitive skills and externalizing behavior problems in preschool children. Journal of Educational Psychology, 105(3), 881–894.

  • Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J. (2013). The association between self-injurious behaviors and autism spectrum disorders. Psychology Research and Behavior Management, 7, 125–136.

  • Minshew, N. J., Goldstein, G., Taylor, H. G., & Siegel, D. J. (1994). Academic achievement in high functioning autistic individuals. Journal of Clinical and Experimental Neuropsychology, 16, 261–270.

  • Munk, D. D., & Bursuck, W. D. (2004). Personalized grading plans: A systematic approach to making the grades of included students more accurate and meaningful. Focus on Exceptional Children, 36(9), 1–11.

    Google Scholar 

  • Murray, D., Rabiner, D., Schulte, A. C., & Newitt, K. (2008). Feasibility and effectiveness of a daily report card intervention for ADHD students. Child & Youth Care Forum, 37, 111–126.

  • Natale, R., Uhlhorn, S., & Malik, N. (2012). Childcare center-based infant mental health program model. Chapel Hill, NC: National Early Childhood Technical Assistance Center (NECTAC).

    Google Scholar 

  • Nelson, J. R., Benner, G. J., Lane, K. L., & Smith, B. W. (2004). Academic achievement of K-12 students with emotional and behavioral disorders. Exceptional Children, 71, 59–73.

  • Nelson, L. J., Rubin, K. H., & Fox, N. A. (2005). Social withdrawal, observed peer acceptance, and the development of self-perceptions in children ages 4 to 7 years. Early Childhood Research Quarterly, 20(2), 185–200.

  • Newell, M. L., Nastasi, B. K., Hatzichristou, C., Jones, J. M., Schanding, G. T., Jr., & Yetter, G. (2010). Evidence on multicultural training in school psychology: Recommendations for future directions. School Psychology Quarterly, 25(4), 249.

  • Newman, D. S., Salmon, D., Cavanaugh, K., & Schneider, M. F. (2014). The consulting role in a response-to-intervention context: An exploratory study of instructional consultation. Journal of Applied School Psychology, 30, 278–304.

  • Nock, M. K., Holmberg, E. B., Photos, V. I., & Michel, B. D. (2007). The self-injurious thoughts and behaviors interview: Development, reliability, and validity in an adolescent sample. Psychological Assessment, 19, 309–317.

  • Nolen-Hoeksema, S., & Watkins, E. R. (2011). A heuristic for developing transdiagnostic models of psychopathology: Explaining multifinality and divergent trajectories. Perspectives on Psychological Science, 6(6), 589–609.

  • Nolet, V., & McLaughlin, M. (2005). Accessing the general curriculum: Including students with disabilities in standards-based reform (2nd ed.). Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Owens, J. S., Holdaway, A. S., Zoromski, A. K., Evans, S. W., Himawan, L. K., Girio-Herrera, E., & Murphy, C. E. (2012). Incremental benefits of a daily report card intervention over time for youth with bisruptive behavior. Behavior Therapy, 4(43), 848–861.

  • Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2012). Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory. School Psychology International, 33(4), 433–449.

  • Owens, M., Stevenson, J., Norgate, R., & Hadwin, J. A. (2008). Processing efficiency theory in children: Working memory as a mediator between trait anxiety and academic performance. Anxiety, Stress, and Coping, 21(4), 417–430.

  • Partin, T. C. M., Robertson, R. E., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2009). Using teacher praise and opportunities to respond to promote appropriate student behavior. Preventing School Failure: Alternative Education for Children and Youth, 54(3), 172–178.

  • Piffner, L. J. (2011). All about ADHD: The complete practical guide for classroom teachers (2nd ed.). New York, NY: Scholastic.

    Google Scholar 

  • Polloway, E. A., Epstein, M. H., Bursuck, W. D., Roderique, T. W., McConeghy, J. L., & Jayanthi, M. (1994). Classroom grading: A national survey of policies. Remedial And Special Education, 15(3), 162–170.

  • Power, T. J., Mautone, J. A., Soffer, S. L., Clarke, A. T., Marshall, S. A., Sharman, J., ... Jawad, A. F. (2012). A family–school intervention for children with ADHD: Results of a randomized clinical trial. Journal of Consulting and Clinical Psychology, 80, 611–623.

  • Price, M., Higa-McMillan, C., Ebesutani, C., Okamura, K., Nakamura, B. J., Chorpita, B. F., & Weisz, J. (2013). Symptom differentiation of anxiety and depression across youth development and clinic-referred/nonreferred samples: An examination of competing factor structures of the child behavior checklist DSM-oriented scales. Development and Psychopathology, 25(4pt1), 1005–1015.

  • Quiggle, N. L., Garber, J., Panak, W. F., & Dodge, K. A. (1992). Social information processing in aggressive and depressed children. Child Development, 63, 1305–1320.

  • Quinn, M. M., Osher, D., Warger, C., Hanley, T., Bader, B., Tate, R., & Hoffman, C. (2000). Educational strategies for children with emotional and behavioral problems. Washington, DC: Center for Effective Collaboration and Practice.

    Google Scholar 

  • Reef, J., Diamantopoulou, S., van Meurs, I., Verhulst, F. C., & van der Ende, J. (2011). Developmental trajectories of child to adolescent externalizing behavior and adult DSM-IV disorder: Results of a 24-year longitudinal study. Social Psychiatry and PsychiatricEpidemiology, 46, 1233–1241.

  • Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26, 1–13.

  • Ritz, M., Noltemeyer, A., Davis, D., & Green, J. (2014). Behavior management in preschool classrooms: Insights revealed through systematic observation and interview. Psychology in the Schools, 51(2), 181–197.

  • Robins, L. N. (1991). Conduct disorder. Journal of Child Psychology and Psychiatry, 32, 193–212.

  • Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3(4), 223–241.

    Google Scholar 

  • Rosenfield, S. (2008). Best practice in instructional consultation and instructional consultation teams. Best practices in school psychology (pp. 1645–1660). Bethesda, MD: National Association of School Psychologists.

  • Rosenfield, S. A., Gravios, T. A., & Silva, A. E. (2014). Bringing instructional consultation to scale. Handbook of research in school consultation. Abingdon, UK: Routledge.

  • Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized control trial. Developmental Psychology, 51(1), 52–66.

  • Schutz, P. A., & Pekrun, R. E. (2007). Emotion in education. San Diego, CA: Elsevier Academic Press.

  • Scope, A., Empson, J., McHale, S., & Nabuzoka, D. (2007). The identification of children with behavioural manifestations of inattention, hyperactivity and impulsivity, in mainstream school: The development of the scope classroom observation checklist. Emotional & Behavioural Difficulties, 12(4), 319–332.

  • Section 504 of the Rehabilitation Act, 29 U.S.C. § 701. (1973).

    Google Scholar 

  • Shaw, P., Stringaris, A., Nigg, J., & Leibenluft, E. (2015). Emotion dysregulation in attention deficit hyperactivity disorder. Focus, 14(1), 127–144.

  • Sheridan, S. M., Bovaird, J. A., Glover, T. A., Garbacz, S. A., Witte, A., & Kwon, K. (2012). A randomized trial examining the effects of conjoint behavioral consultation and the mediating role of the parent–teacher relationship. School Psychology Review, 41, 23–46.

  • Sheridan, S. M., & Kratochwill, T. R. (2008). Conjoint behavioral consultation: Promoting family–school connections and interventions. New York, NY: Springer.

  • Sheridan, S. M., Ryoo, J. H., Garbacz, S. A., Kunz, G. M., & Chumney, F. L. (2013). The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial. Journal of School Psychology, 51, 717–733.

  • Sheridan, S. M., Welch, M., & Orme, S. F. (1996). Is consultation effective? A review of outcome research. Journal for Special Educators, 17(6), 341–354.

    Google Scholar 

  • Shure, M. B. (2001). I can problem solve (ICPS): An interpersonal cognitive problem-solving program for children. Residential Treatment for Children & Youth, 18(3), 3–14.

  • Sibinga, E. M., Webb, L., Ghazarian, S. R., & Ellen, J. M. (2016). School-based mindfulness instruction: An RCT. Pediatrics, 137, 1–8.

  • Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380.

  • Spivack, G., & Shure, M. B. (1989). Interpersonal cognitive problem-solving (ICPS): A competence-building primary prevention program. Prevention in Human Services, 6, 151–178.

  • Spratt, J., Shucksmith, J., Philip, K., & Watson, C. (2006). Interprofessional support of mental well-being in schools: A Bourdieuan perspective. Journal of Interprofessional Care, 20, 391–402.

  • Stark, K. D., Herren, J., & Fisher, M. (2009). Treatment of childhood depression. In M. J. Mayer, R. Van Acker, J. Lochman, & F. M. Gresham (Eds.), Cognitive behavioral interventions for students with emotional/behavioral disorders (pp. 266–294). New York, NY: Guilford.

    Google Scholar 

  • Stark, K. D., Reynolds, W. M., & Kaslow, N. J. (1987). A comparison of the relative efficacy of self-control therapy and a behavioral problem-solving therapy for depression in children. Journal of Abnormal Psychology, 15, 91–113.

  • Stark, K. D., Simpson, J., Schnoebelen, S., Glenn, R., Hargrave, J., & Molnar, J. (2005). ACTION workbook. Ardmore, PA: Workbook Publishing.

    Google Scholar 

  • Sukhodolsky, D. G., Kassinove, H., & Gorman, B. S. (2004). Cognitive-behavioral therapy for anger in children and adolescents: A meta-analysis. Aggression and Violent Behavior, 9, 247–269.

  • Thelen, P., & Klifman, T. (2011). Using daily transition strategies to support all children. Young Children, 66(4), 92–98.

    Google Scholar 

  • Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59(2–3), 25–52.

  • Thurlow, M. L., & Johnson, D. R. (2000). High-stakes testing of students with disabilities. Journal of Teacher Education, 51, 305–314.

  • Tilly, W. D., III. (2008). The evolution of school psychology to science-based practice: Problem solving and the three-tiered model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 17–36). Bethesda, MD: National Association of School Psychologists.

    Google Scholar 

  • Vaughn, M. G., Salas-Wright, C. P., & Maynard, B. R. (2014). Dropping out of school and chronic disease in the United States. Journal of Public Health, 22, 265–270.

  • Vostanis, P., Feehan, C., Grattan, E., & Bickerton, W. (1996). Treatment for children and adolescents with depression: Lessons from a controlled trial. Clinical Child Psychology and Psychiatry, 1, 199–212.

  • Webster-Stratton, C., & Lindsay, D. W. (1999). Social competence and conduct problems in young children: Issues in assessment. Journal of Clinical Child Psychology, 28, 25–43.

  • Werner-Seidler, A., Perry, Y., Calear, A. L., Newby, J. M., & Christensen, H. (2017). School-based depression and anxiety prevention programs for young people: A systematic review and meta-analysis. Clinical Psychology Review, 51, 30–47.

  • Whitby, P. S., & Mancil, G. R. (2009). Academic achievement profiles in children with high functioning autism and Asperger syndrome: A review of the literature. Education and Training in Developmental Disabilities, 44(4), 551–560.

    Google Scholar 

  • Wilkinson, L. A. (2005). An evaluation of conjoint behavioral consultation as a model for supporting students with emotional and behavioral difficulties in mainstream classrooms. Emotional and Behavioural Difficulties, 10, 119–136.

  • Williams, B. B., Boyle, K., White, J. M., & Sinko, A. (2010). Children’s mental health promotion and support: Strategies for educators. In A. Canter, L. Paige, & S. Shaw (Eds.), Helping children at home and school III: Handouts for educators. Bethesda, MD: National Association of School Psychologists.

    Google Scholar 

  • Wimmer, M. B. (2003). School refusal: Assessment and intervention within school settings. Bethesda, MD: National Association of School Psychologists.

    Google Scholar 

  • Wimmer, M. (2010). School refusal: Information for educators. In A. Canter, L. Paige, & S. Shaw (Eds.), Helping children at home and school III: Handouts for educators. Bethesda, MD: National Association of School Psychologists.

    Google Scholar 

  • Zlomke, K., & Zlomke, L. (2003). Token economy plus self-monitoring to reduce disruptive classroom behaviors. The Behavior Analyst Today, 4(2), 177–182.

  • Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2015). Mindfulness interventions with youth: A meta-analysis. Mindfulness, 6, 290–302.

Download references

Author information

Authors and Affiliations


Corresponding author

Correspondence to Jason F. Jent .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Jent, J.F., Brown, T.M., Davidson, B.C., Cruz, L., Weinstein, A. (2017). Handbook of Childhood Psychopathology and Developmental Disabilities: Treatment. In: Matson, J. (eds) Handbook of Childhood Psychopathology and Developmental Disabilities Treatment . Autism and Child Psychopathology Series. Springer, Cham.

Download citation

Publish with us

Policies and ethics