PSY 725
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PSY 725: Cognitive Behavior Therapy for Children and Adolescents
SPRING 2013
POE 724
Instructor:
email:
Office Hours:
Scott A. Stage
sastage@ncsu.edu
By appointment
Office: 625 Poe
phone: 515-0318
Class Meeting: TH 10:15 am to 1:00 pm
Purpose:
PSY 724: Behavioral Interventions is a prerequisite to this course. The material covered in PSY
710.004: Multicultural Issues is also extremely relevant. In addition, this course builds upon the
theoretical and procedural bases of assessment taught in PSY 723: Social and Emotional
Assessment of Children and Adolescents. In PSY 725, the treatment of mental health disorders
of children and adolescents discussed in the Diagnostic and Statistical Manual of Mental
Disorders (DSM-IV-TR, 2000) and the NC Policies Governing Services for Children with
Disabilities (2007) will be presented and discussed, with a focus on evidence-based behavior
and cognitive behavior therapies. In addition, mediating and moderating influences of the
treatments will also be examined.
Although class sessions will include discussion of basic therapeutic tools, this course will
primarily provide an overview of intervention techniques from validated programs.
Implementation and skills acquisition will occur in practica placements. For school psychology
students, PSY 725 will be coordinated with the Clinic-based Treatment Practicum (i.e., PSY
641.003: Academic Coaching for Educational Success) in which students will be simultaneously
enrolled.
Readings have been placed on e-course reserves under the NC State Libraries menu.
Student Objectives:
1) To describe and evaluate evidenced-based behavior and cognitive behavior therapy
interventions for students with selected DSM disorders (i.e., oppositional defiant
disorder, conduct disorder, attention deficit hyperactivity disorder, autism, posttraumatic stress disorder, depression disorders, anxiety disorders, and obsessivecompulsive disorder) including selected school-wide systems for social-emotional
problems.
2) To communicate, orally, via Power Point presentations, and in writing, information
regarding evidenced-based behavior and/or cognitive behavior therapies to others.
3) To prepare a written treatment protocol for a student with a mental health disorder.
4) To present a review of evidenced-based behavior and/or cognitive behavior therapies
for a specific mental health disorder to the class using a Power Point presentation.
Course Requirements:
1. Regular class attendance and active participation in class discussions.
Active participation in class discussions is essential for meeting the objectives of this course.
Students are expected to participate in all phases of the class meetings. Students who are shy
or appear reticent about speaking in class will need to learn how to manage this. This might
require speaking to the professor. Inability to speak in class will result in an unsatisfactory
evaluation. Excessive absence will result in a failing grade (i.e., 2 unexcused absences).
Missing a scheduled presentation date will result in zero points unless it is excused. When
students have legitimate excused absences, they are responsible for informing the instructor
prior to the absence, or the excuse will not be granted.
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2. Students will lead a Power Point presentation and discussion on a Topic described in the
Course Outline below.
Students will draw numbers from a cup to determine who picks the first topic, second topic,
third topic, etc. Students will retrieve the articles placed on course reserve pertaining to that
topic and prepare a Power Point presentation summarizing the content of the articles and
providing additional articles as seen appropriate. Each presentation should start with a
complete description of the DSM-IV-TR criteria and the proposed changes for the DSM-5. The
presentation is expected to be 2 to 2 1/2 hours in length. At the end of their Power Point
presentation, the presenter is responsible for providing three questions to be discussed in the
class between partners. The presenter should allow 20 minutes for discussion between the
partners and 20 minutes for a wrap-up discussion lead by the presenter. See the grading rubric
below. The Power Point presentation should be sent to the instructor and classmates prior to
class.
Power Point Presentation of Research Articles describing a Disorder and Treatment
Description of DSM-IV-TR and DSM-5 changes.
Possible points awarded = 3
What is the pertinent Sp.Ed. consideration?
Description of the interventions is sufficient.
Possible points awarded = 4
Statistical results and effect size of the interventions
Possible points awarded = 4
discussed are provided.
Discussion of the interventions in terms of whether it is
Possible points awarded = 4
evidenced-based.
Moderator and mediator variables are discussed.
Possible points awarded = 1
Multi-cultural issues are discussed.
Possible points awarded = 1
Three written questions are provided for students in the
Possible points awarded = 3
class and the presenter’s facilitation of the discussion at
the end of class.
3. Create a written treatment plan for a student with a DSM-IV-TR multiaxial diagnosis and
Special Education consideration (Due April 18th or the 25th depending on your Power Point
presentation date).
Each graduate student will present a treatment case that describes a course of treatment for a
school-aged student either in individual or group psychotherapy treatment. Within this
description possible psychosocial mediating or moderating influences that affect the student’s
functioning and possible eligibility within the special education nomenclature should be
discussed. The written format will be as follows:
Background Information:
Present made-up developmental, cognitive, academic, behavioral and other psychosocial
information that frames your client’s level of functioning, also include school functioning. This
section should provide the necessary information to determine what the client’s probable
multiaxial diagnosis is, as well as, whether the student might qualify for special education
services. Close this section with your diagnosis. (Recommended length of this section is 1 to 2
pages).
Treatment Plan:
PSY 725
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Treatment goals. Provide short- and long-term goals of therapy prior to describing the
sessions. Short term goals describe the desired results after weeks of therapy. Long term goals
should describe desired results for the client after therapy is over and one year later. The long
term therapy goals should follow from the short term goals. (Recommended length ½ to 1
page).
Assessment of client’s performance per session. Devise a way to assess the client and
your performance over the course of treatment. For example, for client functioning: Parent/
Teacher Ratings of Behavior, Self-Report Methods, Rating of Group Experience, Self-Monitoring,
Observations Outside of the Group, In-Group Observations, Role-Play Tests, and/or Goal
Attainment Scaling. Therapist functioning: Supervisor Observations, Client-Rating of Experience,
Narrative Notes (i.e., Subjective, Objective, Assessment, Plan), and Self-Assessment.
(Recommended length ½ to 1 page).
Therapy sessions. Provide a detailed session by session treatment plan. Please cite
appropriate references from borrowed material. Describe in detail what each session entails
and what the intended outcomes of each session are. Explain how each session will be
evaluated as to its intended therapeutic agents (i.e., What is the client learning? and How do
you know it is working?). For the best examples of proposed treatment plans, describe what
needs to be altered in response to your client’s lack of adaptation at certain key phases along
the therapeutic continuum. The treatment plan should include mock session assessments so we
can determine in an objective way that the client is benefitting from your treatment
(Recommended length of this section is 7 to 10 pages).
Summary:
Provide a summary paragraph or two of your client’s treatment outcome describing their
attainment of their Short and potential to attain Long-term Goals (Recommended length 1
page).
Recommendations:
Provide a paragraph describing what additional psychotherapeutic interventions would be
beneficial (Limit this to only 3 if necessary or not at all).
4. Give a PowerPoint Presentation of your Case Study Treatment Plan.
Each student will present a “case study” of your Treatment Plan to the class using PowerPoint.
A 45 minute presentation based on your treatment plan will be presented. Time this so that
you know when your 45 minutes is done.
Grading Rubric for both Written and Power Point Case Study Treatment Plan
INGREDIENTS
1 Treatment Plan and PowerPoint contain all the items
described above.
2 A copy of your treatment plan is given to your classmates.
3 The plan is coherent and well thought out with accompanying
citations that indicate that it is evidenced based.
4 The plan takes into consideration DSM-IV-TR multiaxial
diagnoses.
5 Special education eligibility is considered.
6 Assessment of the client’s functioning across therapy is
objective and thorough.
7 Assessment of the therapist’s functioning is assessed.
8 Treatment goals are explicit and follow from the diagnoses.
GRADE
A+ =100
PSY 725
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9 The Summary is well integrated in relation to the overall
background information, treatment plan, and outcome.
10 Recommendations are thoughtful in relationship to other
sources of help for the client. DO NOT provide over 3
recommendations, but select only the most salient and
important as adjunct to the primary therapy.
One of the ingredients described above is unclear or vague.
Two of the ingredients above are unclear or vague.
Three of the ingredients above are unclear or vague.
Four of the ingredients above are unclear or vague.
One ingredient is missing or multiple items presented are unclear
or missing.
Two ingredients are missing or many items presented are unclear
Three ingredients are missing or there over six items noted that
are unclear or problematic
More missing ingredients than above will result in no credit for
the project.
A=96
A-=92
B+=89
B=86
B-=82
C+=79
C=76
F=59
4. Take-home Final Examination.
The final will be composed of up to 10 questions taken from Power Point presentations and
assigned readings. Expected length is to be 15-20 pages double-spaced.
Course Grades. The Topic Presentation is worth 20 points, Written Treatment Plan (20 points)
+ Power Point Presentation (20 points) are worth 40 points of your course grade, and the Final
Exam is worth 40 points of your course grade. Course letter grades are assigned as shown
below and based on the weighted project totals described above.
97.00-100
93.00-96.99
90.00-92.99
87.00-89.99
83.00-86.99
80.00-82.99
77.00-79.99
73.00-76.99
70.00-72.99
60.00-69.99
<59.99
A+
A
AB+
B
BC+
C
CD
F
Other Information:
Incomplete Grades
The NCSU Handbook states, “At the discretion of the instructor, students may be given an IN
grade for work not completed because of a serious interruption in their work not caused by
their own negligence.” IN grades require that the course be completed the following semester.
Adverse Weather Policy
PSY 725
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The adverse weather policy for the course is the same as the University policy. Therefore, when
in doubt about this class, please check the University web site and follow the directions as
posted.
Academic Integrity: Students are expected to do their own work on exams and for homework
assignments. Any student caught violating this policy will receive a failing grade and be
referred to the appropriate university officials. Please consult the university policy on
academic integrity at: http://policies.ncsu.edu/policy/pol-11-35-1. The Code of Student
Conduct identifies three areas of behavior that constitute academic misconduct: Cheating,
Plagiarism, and Aiding and Abetting Others to Cheat or Plagiarize.
Students with Disabilities: Accommodations will be made for students with verifiable
disabilities. In order to receive accommodations, students must register with Disability
Services Office http://www.ncsu.edu/dso/students/students.html
Location: Student Health Center Building, 2815 Cates Avenue, Suite 2221, Campus Box 7509,
Raleigh, NC 27695-7509
Office Hours: 8:00 AM to 5:00 PM Monday through Friday
Phone Numbers: Main: 919.515.7653 TTY: 919.515.8830 Fax: 919.513.2840
Email: disability@ncsu.edu
COURSE OUTLINE
Week#
Date
Jan 10th
Jan 17th
Jan 24th
Jan 31st
Feb 7th
Feb 14th
Feb 21st
Treatment Topic
Review PSY 725 Syllabus
What are evidencedbased interventions?
Reading Assignment
Chambless & Ollendick
(2001); Chorpita, Bernstein,
& Daleiden (2011); and,
Chorpita et al. (2011).
Special Education
DSM-IV-TR Multiaxial
eligibility categories/ vs.
Assessment (pp. 27-37).NC
DSM IV-TR nomenclature Policies Governing Services
and Ethnic Minority Youth for Children with
EBIs
Disabilities (2007); and,
Huey & Polo (2008).
School-wide interventions Cheney et al. (2009);
for students at-risk for ED. Nelson et al. (2009); Stage
et al. (2012); and, Sumi et
al. (2012).
Disruptive Behavior
Brown et al. (2008) pp. 35Disorders: ODD/CD
41; Eyberg, Nelson, &
Boggs (2008); Henggeler et
al. (1998); and, Kazdin
(2003).
Attention Deficit
Brown et al. (2008) pp. 23Hyperactivity Disorder
32 Fabiano et al. (2010);
and, Pelham & Fabiano
(2008).
Autism
Rogers & Vismara (2008);
and, Soorya, Carpenter, &
Warren (2013).
Presentation of Topic
by
Instructor
Instructor
Instructor
Instructor
PSY 725
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Feb 28th
Anxiety Disorders
Mar 7th
Mar 14th
NCSU Spring Break
Depression Disorders
Mar 21st
Post-traumatic Stress
Mar 28th
Apr 4th
NCSU Holiday
No class
Apr 11th
Obsessive-Compulsive
Disorder
Apr 18th
Students case treatment
presentations.
Students case treatment
presentations. Take home
final handed-out.
Apr 25th
May 2nd
Brown et al. (2008) pp. 6367; Kendall Coping Cat
(1994); Kendall et al.
(2000); and, Silverman et
al. (2008).
Brown et al. (2008) pp. 7685; Cuijpers et al. (2009);
David-Ferdon & Kaslow
(2008); and, Stark et al.
(1998)
Silverman et al. (2008);
Trauma Focused Cognitive
Behavioral Therapy
Prepare Power Point
Presentation and
Treatment Plan
Barrett et al. (2008); Brown
et al. (2008) pp. 53-58; and,
Lewin et al. (2005)
Treatment plan due for
those presenting.
Treatment plan due for
those presenting.
Take home final due in my
office mailbox at 5 pm.
Required Text:
American Psychological Association (2000). Diagnostic and statistical manual (4th ed – TR).
Washington DC: Author.
Readings:
Barrett, P.M., Farrell, L., Pina, A.A., Peris, T.S., & Piacentini, J. (2008). Evidenced-based
psychosocial treatments for child and adolescent obsessive-compulsive disorder.
Journal of Clinical Child and Adolescent Psychology, 37, 131-156.
Brown, R.T., Antonuccio, D.O., DuPaul, G.J., Fristad, M.A., King, C.A., Leslie, L.K., McCormick,
G.S., Pelham, W.E., Piacentinit, J.C., & Vitiello, B. (2008). Childhood mental health
disorders: Evidence base and contextual factors for psychosocial,
psychopharmacological, and combined interventions. Washington, DC: APA.
Chambless, D.L. & Ollendick, D.H. (2001). Empirically-supported psychological interventions:
Controversies and evidence. Annual Review of Psychology, 52, 685-716.
Cheney, D, Stage, S.A., Hawken, L. Lynass, L., Mielenz, C., & Waugh, M. (2009).
A two-year outcome study of the Check, Connect, and Expect intervention for
students at-risk of severe behavior problems. Journal of Emotional and Behavior
PSY 725
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Disorders, 17, 226-243.
Chorpita, B.F., Bernstein, A., & Daleiden, E.L. (2011a). Empirically guided coordination of
multiple evidence-based treatments: An illustration of relevance mapping in children’s
mental health services. Journal of Consulting and Clinical Psychology, 79, 470-480.
Chorpita, B.F., Daleidon et al. (2011b). Evidenced-based treatments for children and
adolescents: An updated review of indicators of efficacy and effectiveness. Clinical
Psychology: Science and Practice, 18, 154-172.
Cuijpers, P., Munoz, R., Clarke, G.N. & Lewinsohn, P.M. (2009). Psychoeducational treatment
and prevention of depression: the “coping with depression” course thirty years later.
Clinical Psychology Review, 29, 449-458.
David-Ferdon, C. & Kaslow, N.J. (2008). Evidenced-based psychosocial treatments for child and
adolescent depression. Journal of Clinical Child and Adolescent Psychology, 37, 62-105.
Eyberg, S., Nelson, M.M., & Boggs, S.R. (2008). Evidenced-based psychosocial treatments for
children and adolescents with disruptive behavior. Journal of Clinical Child and
Adolescent Psychology, 37, 215-238.
Fabiano, G.A., Vujunovic, R.K., Pelham, W.E., Waschbusch, D.A., Massetti, G.M., Pariseau, M.E.,
Naylor, J., Yu, J., Robins, M., Carnefix, T., Greiner, A.R., & 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.
Henggeler, S.W., Schoenwald, S.K., Borduin, C.M., Rowland, M.D., & Cunningham P.B. (1998).
Clinical foundations in MST. Multisystemic treatment of antisocial behavior
in children and adolescents (pp. 21-57). New York, NY: Guilford.
Huey, S.J., & Polo, A.J. (2008). Evidenced-based psychosocial treatments for ethnic minority
youth. Journal of Clinical Child and Adolescent Psychology, 37, 262-301.
Kazdin, A.E. (2003). Problem-solving skills training and parent management training for conduct
disorder. In A.E. Kazdin & J.R. Weisz (Ed.s), Evidence-based psychotherapies for children
and adolscents (pp.241-262). New York, NY: Guilford.
Kendall, P. (1994). Coping cat program. Promising Practices Network.
http://www.promisingpractices.net/program.asp?programid=156
Kendall, P., Chu, B.C., Pimental, S.S., & Choudhury, M. (2000). Treating anxiety disorders in
youth. In P. Kendall (Ed.) Child & adolescent therapy: cognitive-behavioral procedures
(2nd ed.)(pp. 253-287). New York, NY: Guilford.
Lewin, A.B., Storch, E.A., Merlo, L.J., Adkins, J.W., Murphy, T., & Geffken, G.R. (2005). Intensive
cognitive behavioral therapy for pediatric obsessive-compulsive disorder: A treatment
protocol for mental health providers. Psychological Services, 2, 91-104.
Nelson, J.R., Duppong Hurley, K., Synhorst, L., Epstein, M.H., Stage, S., & Buckley, J. (2009). The
child outcomes of a behavior model. Exceptional Children, 76, 7-30.
North Carolina Polices Governing Services for Children with Disabilities (2007). NC State Board
of Education. http://www.dpi.state.nc.us/docs/ec/policy/policies/2007policies.pdf
PSY 725
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Pelham, W.E. & Fabiano, G.A. (2008). Evidenced-based psychosocial treatments for attentiondeficit/ hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 37,
184-215.
Rogers, S.J. & Vismara, L.A. (2008). Evidenced-based comprehensive treatments for early
autism. Journal of Clinical Child and Adolescent Psychology, 37, 8-39.
Silverman, W.K., Ortiz, C.D., Viswescvaran, C., Burns, B.J., Kolko, D.J., Putnam, F.W., Fabiano,
G.A., Amaya-Jackson, L. (2008). Evidenced-based psychosocial treatments for children
and adolescents exposed to traumatic events. Journal of Clinical Child and Adolescent
Psychology, 37, 156-184.
Silverman, W.K., Pina, A.A., Peris, & Viswesvaran, C. (2008). Evidenced-based psychosocial
treatments for phobic and anxiety disorders in children and adolescents. Journal of
Clinical Child and Adolescent Psychology, 37, 105-131.
Soorya, L.V., Carpenter, L.A. & Warren, Z.(2013). Behavioral and psychosocial interventions for
individuals with ASD. The neuroscience of autism spectrum disorders (pp. 69-84).
http://dx.doi.org/10.1016/B978-0-12-391924-3.00005-3
Stage, S.A., Cheney, D., Lynass, L., Mielenz,C., & Flower, A. (2012). Three validity studies of the
daily progress report in relationship to the Check, Connect, and Expect Intervention.
Journal of Positive Behavior Interventions, 14, 181-191.
Stark, K.D., Swearer, S., Sommer, D., Hickey B.B., Napolitano, S., Kurowski, C., & Dempsey, M.
(1998). School-based group treatment for depressive disorders in children. In K.C.
Stoiber & T.R. Kratochwill (Ed.s), Handbook of group intervention for children and
families (pp. 68-100). Needham Hts., MA: Allyn & Bacon.
Sumi, W.C. et al. (2012). Assessing the effectiveness of First-Step to Success: Are short-term
results the first step to long-term improvement? Journal of Emotional and Behavior
Disorders. DOI: 10.1177/1063426611429571
Trauma-focused cognitive-behavior therapy. SAMSA: Substance Abuse and Mental Health
Services Administration.
http://www.modelprograms.samhsa.gov/pdfs/model/TFCBT.pdf