Time-out in child behavior management:
* Written by leading experts* Highlights applied research* Reviews parent training programs* Details parent-child interaction therapy* Addresses controversial issues* Includes downloadable toolsThis book is essential reading for psychologists, therapists, students, and anyone who works with children...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Newburyport, MA ; Göttingen
Hogrefe
[2023]
|
| Schriftenreihe: | Advances in psychotherapy - evidence-based practice
volume 48 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | * Written by leading experts* Highlights applied research* Reviews parent training programs* Details parent-child interaction therapy* Addresses controversial issues* Includes downloadable toolsThis book is essential reading for psychologists, therapists, students, and anyone who works with children and their families. It is a compact, comprehensive guide to understanding, administering, and teaching caregivers to implement time-out effectively for child behavior management. Readers will learn about time-out's history and scientific research base, particularly with respect to child age, cultural groups, and presenting concerns. Practitioners will appreciate the focus on applied research highlighting the efficacy of specific time-out parameters (such as duration, location, handling escape). Overviews of behavioral parent training programs that include time-out are also provided. The authors then share their expertise in the use of time-out in parent-child interaction therapy (PCIT), both conceptually and by using an in-depth case study. They also thoroughly examine controversial issues related to time-out, from theoretical and practical standpoints. The appendix provides the clinician with hands-on tools: step-by-step diagrams for administering time-out and managing escape, handouts for parents about issuing effective instructions, and a list of further resources |
| Beschreibung: | ix, 116 Seiten Illustrationen 177 x 254 mm |
| ISBN: | 9780889375093 |
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| adam_text | Contents Acknowledgments........................................................................................ Preface........................................................................................................... v vi 1 1.1 1.2 Description ......................................................................... History of Time-Out...................................................................... Defining Time-Out: Extinction or Punishment?.......................... 1 1 3 2 2.1 Review of Time-Out Research......................................... Children With Attention-Deficit/Hyperactivity Disorder (ADHD).......................................................................................... Children With Autism Spectrum Disorder (ASD)...................... Children With Intellectual Disability/Cognitive Delay................ Children With Internalizing Disorders......................................... Child Trauma................................................................................... Changing Caregiver Behavior........................................................ Child Compliance Training............................................................ Long-Term Outcomes of Child Behavior Management.............. Summary......................................................................................... 6 8 9 10 11 11 12 13 14 14 3.1 3.1.1 3.1.2 3.1.3 3.2 3.2.1 3.2.2 3.2.3 3.3 3.3.1 3.3.2 3.3.3 Using Time-Out: Developmental Age-Based Considerations................................................................... Children Younger Than
24 Months................................................ Managing Problem Behavior ........................................................ Training Emotion Regulation and Self-Control........................... Compliance Training....................................................................... Children Ages 2-10 Years.............................................................. Cognitive Factors ........................................................................... Physical Factors............................................................................... Social Factors................................................................................. Children Ages 8-10 Years and Older............................................ Managing Time-Out Refusal and Escape..................................... Increasing Buy-In........................................................................... Alternative Forms of Time-Out...................................................... 15 15 15 16 17 17 18 18 18 19 20 20 22 4 4.1 4.1.1 4.1.2 4.1.3 4.2 Diversity Issues ................................................................... Ethnic, Racial, and National Considerations ............................... Minority Groups in the United States............................................ International Views......................................................................... Summary.......................................................................................... Time-Out in Relation to Other Socioeconomic Factors.............. 25 25 26 27 28 28 5 5.1 5.2
5.3 Evidence-Based Programs Including Time-Out........... The Defiant Children Program...................................................... Family Interaction Training Program (FIT)................................. The Helping the Noncompliant Child Program........................... 30 30 31 32 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3
Viil Psychological Approaches to Cancer Care 5.4 5.5 5.6 5.7 5.8 5.9 5.10 The Incredible Years Program............................................... 33 Parent-Child Interaction Therapy (PCIT)............................ 34 The Kazdin Method (Formerly Parent Management Training) . . Triple P - Positive Parenting Program......................................... Summer Treatment Program.......................................................... Parent Management Training - Oregon/ Generation PMT-0 . . Summary......................................................................................... 34 35 36 37 37 6 6.1 6.2 6.3 6.4 6.4.1 6.4.2 6.4.3 6.5 6.5.1 6.5.2 6.5.3 6.6 6.7 6.7.1 6.7.2 6.7.3 6.7.4 6.8 6.8.1 6.8.2 Parameters of Time-Out................................................... Verbalized Reason........................................................................... Warning............................................................................................ Administration................................................................................. Location/Type................................................................................. Isolation Time-Outs......................................................................... Exclusionary Time-Outs................................................................ Nonexclusionary Time-Outs.......................................................... Duration............................................................................................ Brief Time-
Outs............................................................................... Longer Time-Outs........................................................................... Contrast or Sequencing Effects...................................................... Schedule .......................................................................................... Release From Time-Out................................................................. Time-Based Release....................................................................... Behavior-Based Release................................................................. Time- and Behavior-Based Release .............................................. Comparing Release Contingencies................................................ Escape.............................................................................................. Escape From Time-Out................................................................... Escape Through Time-Out............................................................. 39 40 40 41 42 42 42 43 44 44 45 45 46 47 47 48 48 48 49 49 50 7 7.1 7.2 7.2.1 7.2.2 7.3 7.3.1 7.3.2 Controversial Issues Related to Time-Out ................... 52 Behavioral Parenting Approaches.................................................. 52 Punishment...................................................................................... 54 What Is Punishment?....................................................................... 55 Concerns With Punishment............................................................. 55
Controversies Around Time-Out.................................................... 59 Does Time-Out Cause Trauma and Physiological Harm?.......... 60 Are There Other Negative Outcomes Associated With Time-Out?...................................................................................... 61 Time-Out is Efficacious in Research, but Is It Effective in the “Real World”?..................................................................... 63 Does Time-Out Only Affect Immediate Behavior Problems? .. 64 Is Exclusively Positive Parenting Preferable to Time-Out? .... 65 Is Time-Out Widely Unacceptable?.............................................. 67 Legal Issues...................................................................................... 68 Modifications of Time-Out Procedures.......................................... 68 Conclusion........................................................................................ 69 Ethical Issues.................................................................................... 69 Conclusion........................................................................................ 70 7.3.3 7.3.4 7.3.5 7.3.6 7.4 7.4.1 7.4.2 7.5 7.6
Contents 8 8.1 8.2 8.2.1 8.2.2 8.2.3 8.2.4 8.2.5 8.3 8.3.1 8.3.2 8.3.3 8.3.4 8.3.5 8.4 8.4.1 8.5 8.6 9 9.1 9.2 9.2.1 Parent-Child Interaction Therapy (PCIT) Time-Out as an Exemplar.................................................................. Introducing Time-Out.................................................................... PDI Teach Session.......................................................................... Effective Commands...................................................................... Effective Follow-Through.............................................................. Return to Child-Directed Interaction........................................... Planning for At-Home Practice..................................................... Planning for the First Discipline Coaching Session.................... First PDI Coaching Session ......................................................... Preparing the Room........................................................................ Preparing the Back-Up Space....................................................... Beginning the First Discipline Coaching Session........................ Teaching PDI to the Child.............................................................. Coaching PDI................................................................................ Gradual Roll-Out Approach.......................................................... Time-Out for Other Behavior........................................................ Alternatives to Chairs, Back-Up Spaces, and Carrying
Children........................................................................... 79 Conclusion....................................................................................... 71 71 72 72 72 75 75 76 76 76 77 77 77 77 78 79 80 9.2.7 Case Vignette..................................................................... Case Background............................................................................ Treatment Plan and Goals.............................................................. Treatment Session 1 (Relationship-Building Didactic Coaching)................................................................... 83 Treatment Session 2 (Relationship-Building Coaching Differential Attention)............................................................... Treatment Session 3 (Relationship-Building Coaching Discipline Didactic) ................................................................. Treatment Session 4 (Compliance Training Time-Out Coaching) ...................................................................................... Treatment Session 5 (Compliance Training Time-Out Coaching) ...................................................................................... Treatment Session 6 (Compliance Coaching, HouseRule, Public Behavior Planning)...................................................... Treatment Session 7 (Follow-Up Future Planning)................ 10 Further Reading.................................................................. 95 11 References........................................................................... 97 12 Appendix:
Tools and Resources..................................... 110 9.2.2 9.2.3 9.2.4 9.2.5 9.2.6 81 81 83 84 85 86 90 92 93 ix
|
| adam_txt |
Contents Acknowledgments. Preface. v vi 1 1.1 1.2 Description . History of Time-Out. Defining Time-Out: Extinction or Punishment?. 1 1 3 2 2.1 Review of Time-Out Research. Children With Attention-Deficit/Hyperactivity Disorder (ADHD). Children With Autism Spectrum Disorder (ASD). Children With Intellectual Disability/Cognitive Delay. Children With Internalizing Disorders. Child Trauma. Changing Caregiver Behavior. Child Compliance Training. Long-Term Outcomes of Child Behavior Management. Summary. 6 8 9 10 11 11 12 13 14 14 3.1 3.1.1 3.1.2 3.1.3 3.2 3.2.1 3.2.2 3.2.3 3.3 3.3.1 3.3.2 3.3.3 Using Time-Out: Developmental Age-Based Considerations. Children Younger Than
24 Months. Managing Problem Behavior . Training Emotion Regulation and Self-Control. Compliance Training. Children Ages 2-10 Years. Cognitive Factors . Physical Factors. Social Factors. Children Ages 8-10 Years and Older. Managing Time-Out Refusal and Escape. Increasing Buy-In. Alternative Forms of Time-Out. 15 15 15 16 17 17 18 18 18 19 20 20 22 4 4.1 4.1.1 4.1.2 4.1.3 4.2 Diversity Issues . Ethnic, Racial, and National Considerations . Minority Groups in the United States. International Views. Summary. Time-Out in Relation to Other Socioeconomic Factors. 25 25 26 27 28 28 5 5.1 5.2
5.3 Evidence-Based Programs Including Time-Out. The Defiant Children Program. Family Interaction Training Program (FIT). The Helping the Noncompliant Child Program. 30 30 31 32 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3
Viil Psychological Approaches to Cancer Care 5.4 5.5 5.6 5.7 5.8 5.9 5.10 The Incredible Years Program. 33 Parent-Child Interaction Therapy (PCIT). 34 The Kazdin Method (Formerly Parent Management Training) . . Triple P - Positive Parenting Program. Summer Treatment Program. Parent Management Training - Oregon/ Generation PMT-0 . . Summary. 34 35 36 37 37 6 6.1 6.2 6.3 6.4 6.4.1 6.4.2 6.4.3 6.5 6.5.1 6.5.2 6.5.3 6.6 6.7 6.7.1 6.7.2 6.7.3 6.7.4 6.8 6.8.1 6.8.2 Parameters of Time-Out. Verbalized Reason. Warning. Administration. Location/Type. Isolation Time-Outs. Exclusionary Time-Outs. Nonexclusionary Time-Outs. Duration. Brief Time-
Outs. Longer Time-Outs. Contrast or Sequencing Effects. Schedule . Release From Time-Out. Time-Based Release. Behavior-Based Release. Time- and Behavior-Based Release . Comparing Release Contingencies. Escape. Escape From Time-Out. Escape Through Time-Out. 39 40 40 41 42 42 42 43 44 44 45 45 46 47 47 48 48 48 49 49 50 7 7.1 7.2 7.2.1 7.2.2 7.3 7.3.1 7.3.2 Controversial Issues Related to Time-Out . 52 Behavioral Parenting Approaches. 52 Punishment. 54 What Is Punishment?. 55 Concerns With Punishment. 55
Controversies Around Time-Out. 59 Does Time-Out Cause Trauma and Physiological Harm?. 60 Are There Other Negative Outcomes Associated With Time-Out?. 61 Time-Out is Efficacious in Research, but Is It Effective in the “Real World”?. 63 Does Time-Out Only Affect Immediate Behavior Problems? . 64 Is Exclusively Positive Parenting Preferable to Time-Out? . 65 Is Time-Out Widely Unacceptable?. 67 Legal Issues. 68 Modifications of Time-Out Procedures. 68 Conclusion. 69 Ethical Issues. 69 Conclusion. 70 7.3.3 7.3.4 7.3.5 7.3.6 7.4 7.4.1 7.4.2 7.5 7.6
Contents 8 8.1 8.2 8.2.1 8.2.2 8.2.3 8.2.4 8.2.5 8.3 8.3.1 8.3.2 8.3.3 8.3.4 8.3.5 8.4 8.4.1 8.5 8.6 9 9.1 9.2 9.2.1 Parent-Child Interaction Therapy (PCIT) Time-Out as an Exemplar. Introducing Time-Out. PDI Teach Session. Effective Commands. Effective Follow-Through. Return to Child-Directed Interaction. Planning for At-Home Practice. Planning for the First Discipline Coaching Session. First PDI Coaching Session . Preparing the Room. Preparing the Back-Up Space. Beginning the First Discipline Coaching Session. Teaching PDI to the Child. Coaching PDI. Gradual Roll-Out Approach. Time-Out for Other Behavior. Alternatives to Chairs, Back-Up Spaces, and Carrying
Children. 79 Conclusion. 71 71 72 72 72 75 75 76 76 76 77 77 77 77 78 79 80 9.2.7 Case Vignette. Case Background. Treatment Plan and Goals. Treatment Session 1 (Relationship-Building Didactic Coaching). 83 Treatment Session 2 (Relationship-Building Coaching Differential Attention). Treatment Session 3 (Relationship-Building Coaching Discipline Didactic) . Treatment Session 4 (Compliance Training Time-Out Coaching) . Treatment Session 5 (Compliance Training Time-Out Coaching) . Treatment Session 6 (Compliance Coaching, HouseRule, Public Behavior Planning). Treatment Session 7 (Follow-Up Future Planning). 10 Further Reading. 95 11 References. 97 12 Appendix:
Tools and Resources. 110 9.2.2 9.2.3 9.2.4 9.2.5 9.2.6 81 81 83 84 85 86 90 92 93 ix |
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| index_date | 2024-07-03T21:49:14Z |
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| spelling | Lieneman, Corey C. Verfasser (DE-588)1293397555 aut Time-out in child behavior management Corey C. Lieneman, Cheryl B. McNeil Newburyport, MA ; Göttingen Hogrefe [2023] ix, 116 Seiten Illustrationen 177 x 254 mm txt rdacontent n rdamedia nc rdacarrier Advances in psychotherapy - evidence-based practice volume 48 * Written by leading experts* Highlights applied research* Reviews parent training programs* Details parent-child interaction therapy* Addresses controversial issues* Includes downloadable toolsThis book is essential reading for psychologists, therapists, students, and anyone who works with children and their families. It is a compact, comprehensive guide to understanding, administering, and teaching caregivers to implement time-out effectively for child behavior management. Readers will learn about time-out's history and scientific research base, particularly with respect to child age, cultural groups, and presenting concerns. Practitioners will appreciate the focus on applied research highlighting the efficacy of specific time-out parameters (such as duration, location, handling escape). Overviews of behavioral parent training programs that include time-out are also provided. The authors then share their expertise in the use of time-out in parent-child interaction therapy (PCIT), both conceptually and by using an in-depth case study. They also thoroughly examine controversial issues related to time-out, from theoretical and practical standpoints. The appendix provides the clinician with hands-on tools: step-by-step diagrams for administering time-out and managing escape, handouts for parents about issuing effective instructions, and a list of further resources Child & developmental psychology / BIC2 Psychiatry / BIC2 Clinical psychology / BIC2 McNeil, Cheryl B. Verfasser (DE-588)1171859422 aut Erscheint auch als Online-Ausgabe, EPUB 978-1-61334-509-2 Erscheint auch als Online-Ausgabe, PDF 978-1-61676-509-5 Advances in psychotherapy - evidence-based practice volume 48 (DE-604)BV021506599 48 Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034159304&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Lieneman, Corey C. McNeil, Cheryl B. Time-out in child behavior management Advances in psychotherapy - evidence-based practice Child & developmental psychology / BIC2 Psychiatry / BIC2 Clinical psychology / BIC2 |
| title | Time-out in child behavior management |
| title_auth | Time-out in child behavior management |
| title_exact_search | Time-out in child behavior management |
| title_exact_search_txtP | Time-out in child behavior management |
| title_full | Time-out in child behavior management Corey C. Lieneman, Cheryl B. McNeil |
| title_fullStr | Time-out in child behavior management Corey C. Lieneman, Cheryl B. McNeil |
| title_full_unstemmed | Time-out in child behavior management Corey C. Lieneman, Cheryl B. McNeil |
| title_short | Time-out in child behavior management |
| title_sort | time out in child behavior management |
| topic | Child & developmental psychology / BIC2 Psychiatry / BIC2 Clinical psychology / BIC2 |
| topic_facet | Child & developmental psychology / BIC2 Psychiatry / BIC2 Clinical psychology / BIC2 |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034159304&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV021506599 |
| work_keys_str_mv | AT lienemancoreyc timeoutinchildbehaviormanagement AT mcneilcherylb timeoutinchildbehaviormanagement |