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130626 ||| eng |
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|a 9781461465317
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| 100 |
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|a Reed, Derek D.
|e [editor]
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| 245 |
0 |
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|a Handbook of Crisis Intervention and Developmental Disabilities
|h Elektronische Ressource
|c edited by Derek D. Reed, Florence D. DiGennaro Reed, James K. Luiselli
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| 250 |
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|a 1st ed. 2013
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| 260 |
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|a New York, NY
|b Springer New York
|c 2013, 2013
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| 300 |
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|a XV, 482 p. 54 illus
|b online resource
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| 505 |
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|a 1. Introduction -- Part I: Organizational Preparedness -- 2. Importance of Organizational Infrastructure -- 3. Peer Review -- 4. Evidence-Based Practice and Crisis Intervention -- 5. Empirically-Supported Staff Selection, Training, and Management Strategies -- 6. The Use of Protective Equipment in the Management of Severe Behavior Disorders -- 7. Therapeutic Restraint and Protective Holding -- Part II: Crisis Identification and Acknowledgement -- 8. Assessment of Problem Behavior -- 9. Functional Analysis of Problem Behavior -- 10. Assessment of Pediatric Feeding Disorders -- 11. Unique Considerations of Prader-Willi Syndrome -- 12. The Motivation for Self-Injury: Looking Backward to Move Forward -- 13. Co-occurring Psychiatric Disorders in Individuals with Intellectual Disability -- 14. Involving Family in the Prevention and Intervention of Behavior Problems in Individuals with Intellectual and Developmental Disabilities -- Part III: Navigating the Continuum of Care -- 15. Legal and Ethical Issues -- 16. Less to More Restrictive Settings: Policy and Planning Considerations -- 17. How to Make Effective Evaluation of Psychotropic Drug Effects in People with Developmental Disabilities and Self-injurious Behavior -- 18. Consultation in Public School Settings -- 19. Home-Based Services -- 20. Components of a Private School Program Serving Children and Adolescents with Severe Problem Behavior -- 21. Treating Severe Problem Behavior within Intensive Day-Treatment Programs -- 22. Intensive Treatment of Pediatric Feeding Disorders -- 23. Outpatient Units -- 24. Intensive Outpatient Services -- 25. Do Good, Take Data, Get a Life, and Make a Meaningful Difference in Providing Residential Services
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| 653 |
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|a Social service
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| 653 |
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|a Educational Psychology
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| 653 |
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|a Rehabilitation
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| 653 |
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|a Clinical psychology
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| 653 |
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|a Social groups
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| 653 |
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|a Mentally ill / Rehabilitation
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| 653 |
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|a Educational psychology
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| 653 |
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|a Sociology
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| 653 |
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|a Therapeutics
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| 653 |
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|a School Psychology
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| 653 |
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|a Rehabilitation Psychology
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| 653 |
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|a Social Work
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| 653 |
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|a Sociology of Family, Youth and Aging
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| 700 |
1 |
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|a DiGennaro Reed, Florence D.
|e [editor]
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| 700 |
1 |
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|a Luiselli, James K.
|e [editor]
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| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 490 |
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|a Issues in Clinical Child Psychology
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| 028 |
5 |
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|a 10.1007/978-1-4614-6531-7
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| 856 |
4 |
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|u https://doi.org/10.1007/978-1-4614-6531-7?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
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|a 370.15
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| 520 |
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|a 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
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