Psychology 859 – Evidence-Based Psychological Interventions In Schools
Fall 2011
Instructor: Camilo Ortiz, Ph.D.
E-mail: drcamilo.ortiz@gmail.com
Office phone: (516) 299-3754
Class meeting room: Lodge B, Room 114 Website: http://myweb.brooklyn.liu.edu/cortiz/index.htm
Dates: 9/8/11-12/8/11. There will be 13 classes.
Time: Thursday from 9:20-12:00
Office Hours: Tuesday from 12:00-2:00.
Course Description
This course will provide an overview of school-based psychological intervention strategies and programs
designed to improve the emotional, behavioral, and social functioning of children and adolescents.
Evidence-based interventions will be emphasized. Service delivery at the individual, group, and systems
level, as well as indicated, selective, and universal prevention programs will be addressed.
Implementation issues specific to school settings will be examined.
Objectives
Students will demonstrate knowledge of:
a) the theory, research and practice of major approaches to improving the emotional, behavioral, and
social functioning of children and adolescents;
b) issues related to evidence-based interventions;
c) issues related to school-based implementation and effective service delivery in school settings;
d) multicultural, ethical, and legal considerations.
Methods for Assessing Student Progress & Attainment of Objectives
 Method #1
Daily Quizzes
 Method #2
School-based project
Method for Evaluation of Student Competency
Foundational
 Ethics: Demonstration of original ideas and original written work.
 Individual & Cultural Diversity: Presence of sensitivity to individual and cultural issues in
written work and in school consultation assignment.
 Professional Development: Evidence of responsible treatment of peers and meeting
course responsibilities.
Core
 Research & Evaluation: Evidence of understanding of research literature of different
treatments
 Assessment: Evidence of knowledge of proper assessment in school assignment
 Intervention Development: Evidence of data driven and scientifically supported
treatment in school assignment
 Consultation & Supervision: Ability to form working relationships with school personnel
Lifelong Learning
Since the content of the field of psychology significantly changes every ten years or so, each course in
the Clinical Psychology Doctoral Program exposes students to “ways of knowing.” The method in this
course for assessing students’ abilities to maintain intellectual curiosity about human behavior, culture,
etc is their daily quiz work and consultation assignment.
Required Textbooks & Articles
See required articles under each class description. Please read them before class.
Class Structure
1) Daily quiz (15 minutes)
2) Discussion of readings for that day (30 minutes)
3) Break (10 minutes)
4) Lecture (80 minutes)
Pre-requisite
None
Academic Integrity
A BREACH OF OUR STANDARDS OF ACADEMIC INTEGRITY CAN RESULT IN A FAILURE IN THIS COURSE
AND EXPULSION FROM THE PROGRAM. IT IS NOT WORTH IT. WHEN IN DOUBT, CONSULT THE
STUDENT HANDBOOK AND YOUR PROFESSORS.
From Graduate Bulletin, 2009-2011, page 16: Plagiarism and cheating are not only serious violations of
the rules, but also may reflect adversely on the student’s reputation, as well as on the reputation of the
Campus. A student in violation of accepted academic procedures may be subject to disciplinary action,
up to and including expulsion from the Campus.” (See Graduate Bulletin for full policy).
Attendance policy
Attendance is not taken for this class. As professionals, you must make your own decisions about how to
spend your time. However, missing a class means missing a daily quiz, for which there are no makeups.
Grading Scheme
Twelve Quizzes: At the beginning of every class (except for the first class and the last class) you will have
a short quiz relating to the main ideas we discussed in the previous class. These are meant to provide
you with consistent feedback throughout the semester. I will take your 8 highest scores. Each quiz will
be worth 8% of your total grade for a total of 64% of your final grade. There will be no make-ups of
these quizzes.
One Behavioral Consultation Assignment: You will be required to put what you learn into practice! This
will be demonstrated in the completion of an individual problem solving case study. Students must
conduct behavioral observation of a real student using a data recording system (minimum of four
observations). It is the student’s responsibility to contact and get permission from a school to complete
this assignment. You should be ready to start collecting data by October 1st at the latest. A functional
analysis of behavior is to be conducted before you intervene. Following the gathering of initial baseline
data, an intervention will be implemented for a minimum of four sessions (they can be once a week or
more frequent). Following the implementation of the intervention, one week of data points will be
collected (withdrawal phase) to assess for maintenance. A written project will be completed (4 pages
minimum) that integrates this information, provides an explanation of background information,
develops hypotheses related to the problem, interprets the data and develops the intervention based on
the function of the behavior. A written overview of an intervention and an analysis of the efficacy of the
intervention must be included. A graph of all data collected must be included. Each student will present
their case study to the class. You will have 20-25 minutes to present. Power point is highly
recommended. The paper will be worth 25% of your final grade and the presentation will be worth 11%
of your final grade.
Late/Make-up Policy
Any work handed in past the deadline (noon on days we have class) will lose one point immediately and
another point for every 24 hours past due.
Scoring Confidentiality
When handing in assignments, students will write the last 4 digits of their student ID numbers on the
assignment, instead of their name, to ensure grading fairness. Students can e-mail assignments to the
professor and still receive the same level of fairness because attachments will all be saved onto the
professor’s computer and then graded. Therefore, the document will not identify the student, since it
will be removed from the e-mail.
Grading Criteria
A
93-100 Total Points
Work is excellent; student not only demonstrates high achievement
but also superior intellectual initiative beyond the objectives of the course; superior test performance;
consistent superior performance across all work and tests.
A90-92.99 Total Points
Work is excellent; student demonstrates either high achievement
(by going beyond the requisites of the course) or surpasses expectations for a student at this level;
clearly demonstrates knowledge and competence beyond course requirements.
B+
87-89.99 Total Points
Work is very good; student demonstrates clear understanding of
the material and work is generally proficient and relatively free of errors; very good test performance.
B
83-86.99 Total Points
Work is acceptable; student has applied requisite understanding of
the material; acceptable test performance.
B80-82.99 Total Points
Work is acceptable but lacking precision or understanding of the
material; below average test performance.
C
73-79.99 Total Points
Work is unsatisfactory due to one or more of the following: failure
to consistently complete course assignments, inconsistent professional quality of written material,
erratic in meeting deadlines, inadequate or incomplete familiarity with key ideas, concepts and
knowledge, flawed written and verbal accounts of information. Remediation may be required.
F
72.99 Total Points or Below Work is unacceptable for a graduate student; work errors greatly
exceed those of the class, student has not effectively applied knowledge at this level from readings,
class; poor performance on tests.
COURSE MUST BE REPEATED.
INC
Work which, as far as it has progressed, is of B- or higher quality,
but is incomplete because of illness, accident, or other serious extenuating circumstances. All
incompletes must be completed before the end of the next semester or the grade will automatically be
changed to an F.
Class schedule
September 8th:
Introduction to course & basics of treating children
September 15th:
What does “evidence-based psychological practice” mean?
Read: Chambless, D. L., & Ollendick, T. H. (2001). Empirically supported psychological
interventions: Controversies and evidence. Annual Review of Psychology, 52, 685-716
Read: Weiss, B., Catron, T., & Harris, V. (2000). A 2-year follow-up of the effectiveness of
traditional child psychotherapy. Journal of Consulting and Clinical Psychology, 68(6), 1094-1101.
Read: Weisz, J. R., Jensen-Doss, A., & Hawley, K. M. (2006). Evidence-based youth psychotherapies
versus usual clinical care: A meta-analysis of direct comparisons. American Psychologist, 61(7),
671-689.
Read: Langer, D. A., McLeod, B. D., & Weisz, J. R. (2011). Do treatment manuals
undermine youth–therapist alliance in community clinical practice? Journal of Consulting
and Clinical Psychology, 79(4), 427-432. doi: 10.1037/a0023821
September 22nd:
Cognitive-behavioral case conceptualization
Daily Quiz
Read: Butler, T. S., Weaver, A. D., Doggett, A. R., & Watson, T. S. (2002). Countering teacher
resistance in behavioral consultation: Recommendations for the school-based consultant The
behavior analyst today, 3(3), 282-288.
Read: Persons, J. B. (2008). Cognitive theories and their clinical implications. In Persons, J. B. The
case formulation approach to cognitive-behavior therapy. (pp. 17-40). The Guildford Press: New
York.
September 29th:
Functional behavioral assessment in schools
Daily Quiz
Read: Haynes, S. N., Leisen, M. B., & Blaine, D. D. (1997). Design of individualized behavioral
treatment programs using functional analytic clinical case models. Psychological Assessment, 9(4),
334-348.
Read: Brooks, P. (1997). A simple example of an assess-treat strategy. the Behavior Therapist, 6567.
October 6th:
Guest Lecture Day! Class will meet from 4:30-7 today only
Daily Quiz
5:00 PM: Dr. Hillary Vidair guest lecture: Overview of the IEP process and the
laws regarding services. What is operating as a psychologist in the schools really
like?
6:00 PM: Dr. Tom Demaria guest lecture: Evidence-based approaches to school
crisis response
October 13th:
next time
Evidence-based treatments for ADHD and conduct problems-split into 2 classes
Daily Quiz
Read: Allen, K. D. & Warzak, W. J. (2000). The problem of parental nonadherence in clinical
behavior analysis: Effective treatment is not enough. Journal of Applied Behavior Analysis, 33, 373–
391.
Read: Ducharme, J. M., Di Padova, T., & Ashworth, M. (2010). Errorless compliance training to
reduce extreme conduct problems and intrusive control strategies in home and school settings
Clinical Case Studies 9, 167-180, doi:10.1177/1534650110370714
Read: Pelham, W. E. & Fabiano, G. A. (2008). Evidence based psychosocial treatments for
Attention–Deficit/Hyperactivity Disorder. Journal of Clinical Child & Adolescent Psychology,
37(1), 184–214.
In class video: McNeil, C. B. (2007). Parent-Child Interaction Therapy. APA
Publications, Washington DC
October 20th:
Effective strategies for classroom management
Daily Quiz
Read: Resnick, A. & Reitman, D. (2011). The use of homework success for a child with AttentionDeficit/ Hyperactivity Disorder, Predominantly Inattentive Type. Clinical Case Studies, 10, 23-36
Read: Raver, C. C., et al. (2009). Targeting children’s behavior problems in preschool classrooms: A
Cluster-randomized controlled trial. Journal of Consulting and Clinical Psychology, 77(2), 302–316
In class video: Barkley, R. A. (2006). ADHD in the classroom: Strategies for
teachers. The Guilford Press, New York
October 27th:
Evidence-based approaches to elimination disorders (class combined with Dr.
Vidair’s class for lecture portion)
Read: Fritz, G. et al. (2004). Practice parameter for the assessment and treatment of children and
adolescents with enuresis. Journal of the American Academy of Child & Adolescent Psychiatry,
43(12), 1540-1550.
Read: Freeman, K. A. (2004). “Successful” treatment of persistent nocturnal Enuresis in an
adolescent with graduated night waking. Clinical Case Studies, 3(4), 350-364.
Read: Ehrenreich, J. T., Boggs, K. M., Seif, T. A., Strother, D. M., & Gross, A. M. (2003).
It's a dirty job: Mental health consultation and the challenges of treating Encopresis in a
preadolescent. Clinical Case Studies, 2(1), 20-33.
Read: McGrath, M. L., Mellon, M. W., & Murphy, L. (2000). Empirically supported treatments in
pediatric psychology: Constipation and Encopresis. Journal of Pediatric Psychology, 25(4), 225-254.
Daily Quiz
November 3rd:
Evidence-based treatments for childhood depressive disorders
Read: Brunwasser, S. M., Gillham, J. E., & Kim, E. S. (2009). A meta-analytic review of the Penn
Resiliency Program’s effect on depressive symptoms. Journal of Consulting and Clinical Psychology,
77(6), 1042-1054. YOU CAN SKIM
Read: Weiss J. R., McCarty, C. A., & Valerie, S. M. (2006). Effects of psychotherapy for depression in
children and adolescents: A meta-analysis. Psychological Bulletin. 132, 132–149.
Read: David-Ferdona, C. & Kaslowa, N. J. (2008). Evidence-based psychosocial treatments for child
and adolescent depression. Journal of Clinical Child & Adolescent Psychology, 37(1), 62-104
DOI:10.1080/15374410701817865 YOU CAN SKIM
Read: Ruggiero, K. J., Morris, T. L., Hopko, D. R., & and Lejuez, C. W. (2007). Application of
behavioral activation treatment for depression to an adolescent with a history of child
maltreatment. Clinical Case Studies, 6(64), 64-78.
DOI: 10.1177/1534650105275986
Daily Quiz
November 10th:
Evidence-based treatments for childhood anxiety disorders
Read: Silverman, W. K., Pina, A. A., & Viswesvaran, C. (2008). Evidence-based psychosocial
treatments for phobic and anxiety disorders in children and adolescents. Journal of Clinical Child &
Adolescent Psychology, 37(1), 105-130. DOI: 10.1080/15374410701817907 YOU CAN SKIM pp. 110122
Read: Anderson, K. G. (2004). Cognitive behavioral therapy for generalized anxiety in a 6-year-old.
Clinical Case Studies, 3(3), 216-233. DOI: 10.1177/1534650103259632
Read: Rapee, R. M., Kennedy, S., Ingram, M., Edwards, S., & Sweeney, L. (2005). Prevention and
early intervention of anxiety disorders in inhibited preschool children. Journal of Consulting and
Clinical Psychology, 73(3), 488-497.
Read: Barrett, P. (2000). Treatment of childhood anxiety: Developmental aspects. Clinical
Psychology Review, 20, 479–494.
Daily Quiz
November 17th
Evidence-based interventions for academic problems and for underachieving
gifted youth
Read: Baker, S., Gersten, R., & Lee, D. (2002). A synthesis of empirical research on teaching
mathematics to low-achieving students. The Elementary School Journal, 103(1), 51-73.
Read: Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., & Miller, T. R. (2003). Peer-assisted
learning interventions with elementary school students: A meta-analytic review. Journal of
Educational Psychology, 95(2), 240-257.
Read: Chard, D. J., Vaughn, S., & Tyler, B. (2002). A synthesis of research on effective interventions
for building reading fluency with elementary students with learning disabilities. Journal of Learning
Disabilities, 35(5), 386-406.
Read: U.S. Department of Health and Human Services, Administration for Children and Families
(January 2010). Head Start Impact Study. Final Report. Washington, DC
Daily Quiz
Class evaluations completed by students
10:45 AM: Dr. Joseph Piro guest lecture: Academic Intervention and the Gifted
Student
November 24th:
Thanksgiving Break NO CLASS
December 1st:
Student led discussion of school consultation experience (4 students). Students
presenting today will receive one extra point.
Daily Quiz
Read: Smoller, J. W. (2004). The etiology and treatment of childhood. Harvard Medical Alumni
Bulletin. 5-11
Read: Dixon, M. R., et al (2009). Creating single-subject design graphs in Microsoft
Excel 2007. Journal Of Applied Behavior Analysis, 42, 277–293.
December 8th:
Student led discussion of school consultation experience (5 students)
No Quiz Today
Possible Extra Lecture
Evidence-based treatments for school refusal and selective mutism
Read: Viana, A. G., Beidel, D. C., & Rabian, B. (2009). Selective mutism: A review and integration of
the last 15 years. Clinical Psychology Review 29, 57–67.
Read: Cleave, H. (2009). Too anxious to speak? The implications of current research into selective
mutism for educational psychology practice. Educational Psychology in Practice, 25(3), 233-246.
Read: Pina, A. A., Zerr, A. A., Gonzales, N. A., & Ortiz, C. D. (2009). Psychosocial Interventions for
School Refusal Behavior in Children and Adolescents. Child Development Perspectives, 3(1), 11-20.
Read: Kearney, C. A. (2002). Case study of the assessment and treatment of a youth with
multifunction school refusal behavior Clinical Case Studies 1(1), 67-80.