Evidence-Based Behavioral Health Practices in Pediatric Specialty Settings

Contents
Contributors
Chapter 1: History and Key Concepts of Evidence-Based Practices
	Introduction
	Defining EBP
	Historical Development
	Key Concepts in Evidence-Based Practices
		Sources of Evidence
		Professional Competence
		Patient Preferences
	Applying Evidence-Based Practices in Child and Adolescent Mental Health
		Evidence-Based Assessment
		Evidence-Based Intervention Strategies
			Prevention Strategies
			System-Focused Strategies
		Cultural Considerations in the Implementation of EBP
	Purpose of This Book
	Select Bibliography
		References
Part I: General Considerations and Novel Models of Care
	Chapter 2: Developmental Considerations Across the Pediatric Population
		Theoretical Background of Children’s Development
			The Case of Natalie
		Developmental Considerations: From Childhood to Adolescence
			Childhood
			Adolescence: Autonomy and Identity Development
			Family Relationships During Childhood and Adolescence
		Child Health Inequalities and Development
		Implications for Training and Practice
			Communication Tailored to Children’s and Youth’s Abilities and Prior Experience
			Age as an Identity Aspect
		Conclusion
		Select Bibliography
			References
	Chapter 3: Evidence-Based Practice via Telehealth in Pediatric Psychology
		Overview
		Empirical Support for Telehealth
			Screening and Assessment
			Intervention
				Building Rapport
		How to Build a Telehealth Practice in Pediatric Settings
			Needs Assessment and Evaluation
			Practical Considerations for Providers
				Therapeutic Environment
				Patient-Centered Care
				Provider Wellness
			Practical Considerations for the Patient
				Patient Expectations
				Alternative Locations
				Internet Bandwidth
		Ethical and Legal Concerns
			Parent Participation and Privacy
		Training and Supervision
		Telehealth and Artificial Intelligence
		Future Directions
		Select Bibliography
			References
	Chapter 4: Stepped-Care Practices in the Pediatric Setting
		Overview of Stepped Care
			Benefits of Stepped Care
			Risks of Stepped Care
			Unique Aspects of Stepped Care in Pediatrics
		Empirical Support for Stepped Care in Pediatric Setting
			Attention-Deficit/Hyperactivity Disorder (ADHD) Assessment
			Autism Spectrum Disorder (ASD) Assessment
				Screening
				Comprehensive Evaluation
			Depression
				Screening
				Lower-Intensity Interventions
				Higher-Intensity Interventions
			Anxiety
				Screening
				Lower-Intensity Interventions
				Higher-Intensity Interventions
			Other Pediatric Conditions
				Functional Neurological Disorder
				Trauma
				Obsessive Compulsive Disorder
				Transdiagnostic Approaches
		Translating into Practice
			Deciding on a Treatment Step and Measuring Progress
			Availability and Coordination of Intervention Steps
			Reimbursement
			Provider-Level Factors
		Supervision Within Stepped-Care Models
			Evaluation and Case Conceptualization
			Intervention Knowledge, Planning, and Implementation
		Recommendations
		Select Bibliography
			References
Part II: Specialty Settings
	Chapter 5: Outpatient Behavioral Health Settings
		Addressing the Mental Health Crisis Among Children and Adolescents in America
		Broad and General Foundations of Therapy for Clinicians in Child Outpatient Behavioral Care
		Supervision
		Building a Resource Library
		Necessity of Pretreating Sleep and Feeding Disorders in Pediatric Outpatient Settings
			Sleep
			Feeding
		Externalizing Disorders
			Attentional Disorders
			Disruptive Behavior Disorders
			Parent Management Training
		Internalizing Disorders
			Anxiety
			Depression
		Summary and Conclusions
		References
	Chapter 6: Evidence-Based Behavioral Health Practices in School Settings
		Overview of School-Based Settings
		Evidence-Based Interventions for Elementary, Middle, and High Schools
			Models of School-Based Behavioral Health
			Tier 1 Interventions
			Tier 2 Interventions
			Tier 3 Interventions
			Developmental Considerations
				Evidence-Based Interventions for Preschoolers in School Settings
		Implementation
			Outer Settings
			Inner Settings
			Individuals
			Interventions
			Examples of Implementation Models in Schools
				Tier 2 Implementation: Comprehensive Implementation Training and Support Model
				Tier 3 Implementation: Cognitive Behavioral Therapy (CBT)
				Pilot Program Example: Eastern Michigan University Early Childhood Satellite Clinic
			Embedding Equity into School-Based Behavioral Health Interventions
			Supervision in School Settings
		Limitations of the Literature
		Recommendations and Conclusion
		Select Bibliography
			References
	Chapter 7: Early Childhood Intensive Intervention Settings
		Outline of Chapter
		Early Intervention and Who It Concerns
		Models of Early Intervention
		EIBI Meets the Requirements for Evidence-Based Practice
		ESDM Meets the Requirements for Possibly Efficacious
		EIBI and ESDM Components/Moderators and Mediators
		Conclusion
		Selected Bibliography
			References
	Chapter 8: Evidence-Based Practice in Integrated Pediatric Primary Care
		Integrated Primary Care
		Barriers to Implementation
		Brief Evidence-Based Intervention
		Parent Consultation Model
		Presenting Problems and Targeted Interventions
		Etiology of Evidence-Based Protocols in Integrated Primary Care
		Secondary Gain
		Diagnostic Assessment
		Case Example
		Training
		Conclusion
		Selected Bibliography
			References
	Chapter 9: Specialty Medical Settings
		Introduction
		Bio-Psycho-Social Model of Disease
		Consultation Steps
			Initial Communication
			Review
			Visit
			Recommendations
			Follow-Up
		Common Psychiatric Manifestations of Medical Disorders
		Evidence-Based Interventions
		Medical Adherence
		Distress and Coping
		Caregiver Considerations
		Situations of Special Considerations
			Psychiatric Emergencies
			Boarding
			Gender Dysphoria
			Substance Use
		Sports Psychiatry Clinic
		Conclusion
		Selected Bibliography
			References
	Chapter 10: Evidence-Based Practices in Substance Use Settings for Adolescent Populations
		Substance Use: Current Trends and Treatment Modalities
		Epidemiology of Use, Treatment, and Special Considerations in Adolescents
		The Role of Training and Development in Addiction and Allied Mental Health Professionals for Improved SUD Treatment Outcomes
			SUD Counseling Core and Extended Competences
			Adult Learning Principles
			Learning Through Transformation
			Upskilling/Reskilling and Cross-Skilling/Cross-Training
			Collaborative Learning Environments
			Experiential Learning
			Participatory Learning Approaches
			Enhancing Social Action
			Immersive Curricula and Codesign
			Digital Competences
		Clinical Supervision
		References
	Chapter 11: Evidence-Based Practices for Treating Child and Adolescent Refugees
		Youth Refugees and Mental Health
		Interventions and Empirical Support for Treating Refugee Youth
			Universal Interventions
				Psychological First Aid
				Trauma Systems Therapy for Refugees (TST-R)
			Targeted Interventions
				TF-CBT
				NET
				Mein Weg (My Way)
				EMDR
			Considerations for Implantation of Evidence-Based Refugee Treatments into Practice
			Clinical Supervision with Refugee Youth
			Training Opportunities and Resources
		Conclusion
		Select Bibliography
			References
Index