Springer Handbook of Crisis Intervention and Developmental Disabilities (Issues in Clinical Child Psychology)

Emphasizing continuum-of-care options and evidence-based best practices, this book examines crisis interventions across diverse treatment settings, including public and private schools, nonacademic residential settings and outpatient and home-based programs. From the Back Cover The Handbook of Crisis Intervention and Developmental Disabilities synthesizes a substantive range of evidence-based research on clinical treatments as well as organizational processes and policy. This comprehensive resource examines the concept of behavioral crisis in children and adults with special needs and provides a data-rich trove of research-into-practice findings. Emphasizing continuum-of-care options and evidence-based best practices, the volume examines crisis interventions across diverse treatment settings, including public and private schools, nonacademic residential settings as well as outpatient and home-based programs. Key coverage includes: Assessment of problem behaviors. Co-occurring psychiatric disorders in individuals with intellectual disabilities. Family members’ involvement in prevention and intervention. Intensive treatment in pediatric feeding disorders. Therapeutic restraint and protective holding. Effective evaluation of psychotropic drug effects. The Handbook of Crisis Intervention and Developmental Disabilities is a must-have resource for researchers, scientist-practitioners, and graduate students in clinical child, school, developmental, and counseling psychology, clinical social work, behavior therapy/analysis, and special education as well as other related professionals working across a continuum of service delivery settings. About the Author Derek D. Reed, Ph.D., BCBA-D, is a behavior analyst specializing in applied behavior analysis, behavioral economics, use-inspired basic research, quantitative analysis, and performance improvement. Currently, he is an Assistant Professor and Director of the Laboratory in Applied Behavioral Economics at the University of Kansas. Dr. Reed has served as an editorial board member of Journal of Applied Behavior Analysis, Behavior Analysis in Practice, The Psychological Record, and Journal of Early Intensive Behavioral Interventions. He also served as Editor for Volumes 1 and 2 of the Behavior Analysis Review (2007) and is presently the Co-Editor of the APA Division 25 (Behavior Analysis) Recorder newsletter. Florence D. DiGennaro Reed, Ph.D., BCBA-D, is a behavior analyst specializing in applied behavior analysis, staff training in service delivery settings, and performance management. Currently, she is an Assistant Professor and Director of the Performance Management Laboratory at the University of Kansas. Dr. DiGennaro Reed has served as an editorial board member of Journal of Applied Behavior Analysis, Behavior Analysis in Practice, School Psychology Review, Journal of Behavioral Education, and Journal of Early Intensive Behavioral Interventions. She has also served as Associate Editor for Journal of Behavioral Education and is presently the Co-Editor of the APA Division 25 (Behavior Analysis) Recorder newsletter. She sits on the Board of Directors for the Association for Science in Autism Treatment and consults with nonprofit organizations that provide services to individuals with developmental disabilities. < James K. Luiselli, Ed.D., ABPP, BCBA-D, is a clinical psychologist who has published 10 books and more than 250 articles in professional journals. He also has edited special-topic issues of journals such as Behavior Modification, Child & Family Behavior Therapy, and Mental Health Aspects of Developmental Disabilities. Dr. Luiselli’s areas of specialization include behavioral psychology, applied behavior analysis, consultation, and performance improvement. He is an Associate Editor for Journal of Child and Family Studies and editorial board member of several journals, including Journal of Developmental and Physical Disabi