Psychology 359 – Evidence-Based Psychological Interventions for
Children & Adolescents
Fall 2011
Instructor: Camilo Ortiz, Ph.D.
Teaching Assistant: Alex Stratis, M.S.
E-mail: drcamilo.ortiz@gmail.com
Office phone: (516) 299-3754
Class meeting room: Life Science 134
Website: http://myweb.brooklyn.liu.edu/cortiz/index.htm
Dates: 9/13/11-12/6/11. There will be 12 classes.
Time: Tuesdays from 2:00-4:40
Office Hours: Tuesday from 12:00-2:00.
Course Description
This course will cover the empirical literature on the treatment of psychological disorders and other
psychological problems of children and adolescents, with an emphasis on the practical applications of
child/adolescent clinical psychology.
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.
Method for Assessing Student Progress & Attainment of Objectives
 Method #1 Daily quizzes
 Method #2
Class presentations and paper
Required Textbooks & Articles
There are no required textbooks. Students will be assigned journal articles that can be accessed through
the library’s website.
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.
Attendance policy
Attendance is not taken for this class. 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 make-ups.
Grading Scheme
Eleven Quizzes: At the beginning of every class (except for the first 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
9% of your total grade. There will be no make-ups of these quizzes for any reason.
Include 2 reaction papers and only drop 2 quizzes, so in effect, one reaction paper takes the place of a
dropped quiz and one is extra. This will allow one more missed class to relieve some pressure.
Reaction Papers (24 points). You are required to email me reaction papers for any 12 classes (roughly a
single-spaced page). These papers are due by 5 pm the day before class; absolutely no late papers will be
accepted, so plan ahead, and allow for unexpected problems. These are meant to be very informal, to
stimulate thinking and discussion. Papers may include methodological or substantive critiques of the
studies, suggestions for further or improved studies, any questions about the topic, reactions to the
readings, integration of readings, relationship of the readings to other topics in courses, relationship to
your clinical work, or clinical implications or limitations of the studies, or any other thoughts. And I’m
particularly interested in how you might test your ideas. But do not summarize the readings! At least half
of your papers should include at least one thought or question about cultural/diversity issues (e.g.
ethnicity, gender, religion, SES, sexual orientation, etc). To receive credit for reaction papers for student
presentation classes, you must also email the presenters a copy of the paper. Students' grades may be
raised for consistently outstanding reaction papers or class participation.
Student Paper & Presentation: In order to improve your research skills, pairs of students will research
one of the topics below and produce a paper (5-7 double spaced, 12 point font pages with 1-inch
margins on all sides) that covers:
1) A description of the disorder itself (symptoms, prevalence, etc.)
2) An overview of the scientific findings on the etiology (causes) of the disorder
3) An overview of the treatment of the disorder, with a strong emphasis on the evidence-based
treatments that exist. In other words, you should be clear on which treatments work (and possibly which
do not) for this problem.
You must use original sources (minimum 6) and you must cite all factual statements. Your paper needs a
reference section, which is not counted toward the page length requirement.
In addition to writing the paper, you will co-present your findings to the class. It is highly recommended
that you make use of Power Point. Pairs of presenters will have 30 minutes, which is not a lot of time, so
practice before hand so you are sure you have the right amount of material for 30 minutes. You will be
graded on the content of the presentation, as well as on how well you engage the class. The paper will
be worth 18% of your grade and the presentation will be worth 10% of your grade.
The teaching assistant for this course, Alex Stratis, M.S. will be available throughout the semester to
help you organize your paper and talk. I strongly suggest that you seek him out and work with him
early on in the process so he can guide you in this important project. His email address is:
stratis@my.liu.edu
Topics
Autistic Disorder
Pica & Rumination Disorder
Tourette’s Disorder
Separation Anxiety Disorder
Reactive Attachment Disorder
Adolescent Trichotillomania (hair pulling)
Sleep Terror Disorder in Children & Adolescents
Borderline Personality Disorder in Adolescents
Anorexia Nervosa in Adolescents
Bulimia Nervosa in Adolescents
Scoring Confidentiality
When handing in quizzes and assignments, students will write the last 4 digits of their student ID
numbers on the assignment, instead of their name, to ensure grading fairness.
A request regarding general classroom etiquette
All cell phones must be turned off or placed in a silent mode prior to the start of class. If you use laptops
for note-taking, please do not check email, use IM, or surf the web.
Grading Criteria
A
93-100 Total Points
Work is excellent
A90-92.99 Total Points
Work is very good
B+
87-89.99 Total Points
Work is very good
B
83-86.99 Total Points
Work is good
B80-82.99 Total Points
Work is slightly above average
C
73-79.99 Total Points
Work is average
C70-72.99 Total Points
Work is below average
D
65-69.99 Total Points
Work is well below average
F
64.99 Total Points or Below Work is unacceptable; 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 13th: Overview of clinical psychology
September 20th: Evidence-based practice in psychology
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.
Daily Quiz
September 27th: Evidence-based treatments for ADHD and conduct problems
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.
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.
Daily Quiz
In class video: McNeil, C. B. (2007). Parent-Child Interaction Therapy. APA Publications,
Washington DC
October 4th: Evidence-based treatments for bedtime resistance in children
Read: Ortiz, C. & McCormick, L. (2007). Behavioral parent-training approaches for the treatment of bedtime
noncompliance in young children. Journal of Early and Intensive Behavioral Intervention, 4(2), 511-525.
Read: Shepherd, L. & Kuczynski, A. (2009). The use of emotive imagery and behavioral techniques for a 10-year-old
boy’s nocturnal fear of ghosts and zombies Clinical Case Studies, 8(2), 99-112
Daily Quiz
October 11th: Evidence-based treatments for childhood depressive disorders
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
October 18th: Evidence-based treatments for childhood anxiety disorders
Read: Anderson, K. G. (2004). Cognitive behavioral therapy for generalized anxiety in a 6-year-old. Clinical Case
Studies, 3(3), 216-233.
Daily Quiz
October 25th: Evidence-based approaches for elimination disorders
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.
Daily Quiz
November 1st: Evidence-based approaches 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: 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.
Daily Quiz
November 8th: Evidence-based approaches for bullying
Read: Merrell, K. W., Gueldner, B. A., Ross, S. W., & Isava, D. M. (2008). How effective are school bullying
intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23(1), 26-42.
Read: Sherer, Y. C. & Nickerson, A. B. (2010). Anti-bullying practices in American schools Perspectives of school
psychologists. Psychology in the Schools, 47(3), 217-229.
Daily Quiz
In class video: Horne, A. M. (2005). Bullying Prevention. APA Publications, Washington DC
November 15th: Student Presentations Day 1 (students presenting today get 2 extra points)
Daily Quiz
Students present (25 minutes per pair)
Autistic Disorder
Reactive Attachment Disorder
Hair Pulling
Ellen Marie Andersen & Amy Toscano
Alex Gentile & Kristin Gagliano
Asya Ashour & Emily Cox
November 22nd: Thanksgiving Break NO CLASS
November 29th : Student Presentations Day 2 (students presenting today get 1 extra point)
Daily Quiz
Students present (25 minutes per pair)
Borderline Personality Disorder
Tourette’s Syndrome
Adolescent Substance Abuse
Veronica Hemminger & Elizabeth Johnston
Christopher Leach & Kyle Smith
Christina Jelonek, Genna Apfel & Chelsea Serra
December 6th: Student Presentations Day 3
Daily Quiz
Class evaluations completed by students
Students present (25 minutes per pair)
Separation Anxiety Disorder
Sleep Terror Disorder
Anorexia Nervosa
Amber Cusano & Michael Ercolano
Linda Amarante & Kristy Niemeyer
Daniel Rico & Katerina Nicolaidou