Acceptance and mindfulness treatments for children and adolescents: A practitioner's guide
The field of psychology is witnessing the emergence and rapid scientific advancement of "third-wave" behavior therapies, such as dialectical behavior therapy (DBT), acceptance and commitment therapy (ACT), mindfulness-based cognitive therapy (MBCT), and mindfulness-based stress reduction (MBSR).
Equivalence Class Formation in Language-Able and Language-Disabled Children
Stimulus equivalence seems to have relevance to the study of semantics and of language more generally. If so, there may be a relation between language use and the demonstration of stimulus equivalence. This was examined in three groups of children ranging in chronological age and matched on a conventional measure of mental age: normally developing preschoolers, retarded children who used speech or signs spontaneously and appropriately, and retarded children who did not.
Equivalence Class Formation in Language-Able and Language-Disabled Children
Stimulus equivalence seems to have relevance to the study of semantics and of language more generally. If so, there may be a relation between language use and the demonstration of stimulus equivalence. This was examined in three groups of children ranging in chronological age and matched on a conventional measure of mental age: normally developing preschoolers, retarded children who used speech or signs spontaneously and appropriately, and retarded children who did not.
Assessing Relational Learning Deficits in Perspective-Taking in Children with High Functioning Autism Spectrum Disorder
Perspective-taking, or the ability to demonstrate awareness of Informational states in oneself and in others, has been of recent interest in behavioral psychology. This is, in part, a result of a modern behavioral approach to human language and cognition known as Relational Frame Theory, which views perspective- taking as generalized operant behavior based upon a history of reinforcement for relational responding.
Assessing Relational Learning Deficits in Perspective-Taking in Children with High Functioning Autism Spectrum Disorder
Perspective-taking, or the ability to demonstrate awareness of Informational states in oneself and in others, has been of recent interest in behavioral psychology. This is, in part, a result of a modern behavioral approach to human language and cognition known as Relational Frame Theory, which views perspective- taking as generalized operant behavior based upon a history of reinforcement for relational responding.
Diabetes Acceptance and Action Scale for Children and Adolescents (DAAS)
The Diabetes Acceptance and Action Scale for Children and Adolescents is a 42-item measure that is being used to indicate levels of psychological flexibility in youth with Type 1 diabetes. (Authors: L. A. Greco & Hart 2005)
Scoring: To score the DAAS, first reverse score negatively worded items (see below), then sum all items. Higher scores on the DAAS should reflect higher levels of diabetes-related acceptance and action.
Reverse score key: 2, 4, 5, 6, 7, 8, 11, 13, 14, 17, 18, 19, 21, 22, 24, 25, 26, 27, 28, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42.
Diabetes Acceptance and Action Scale for Children and Adolescents (DAAS)
The Diabetes Acceptance and Action Scale for Children and Adolescents is a 42-item measure that is being used to indicate levels of psychological flexibility in youth with Type 1 diabetes. (Authors: L. A. Greco & Hart 2005)
Scoring: To score the DAAS, first reverse score negatively worded items (see below), then sum all items. Higher scores on the DAAS should reflect higher levels of diabetes-related acceptance and action.
Reverse score key: 2, 4, 5, 6, 7, 8, 11, 13, 14, 17, 18, 19, 21, 22, 24, 25, 26, 27, 28, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42.
Young Children
Experimental tests to date: None Published For further information contact: Amy Murrell ([email protected]) or Kelly Wilson ([email protected]), University of Mississippi. Author's note: We are posting this protocol in the hope that they will provide useful information in helping clients and spark further interest and research in ACT with children and adolescents. Please, recognize that we consider the treatment technology to be evolving in nature. These protocols, therefore, should be viewed as works in progress.
Young Children
Experimental tests to date: None Published For further information contact: Amy Murrell ([email protected]) or Kelly Wilson ([email protected]), University of Mississippi. Author's note: We are posting this protocol in the hope that they will provide useful information in helping clients and spark further interest and research in ACT with children and adolescents. Please, recognize that we consider the treatment technology to be evolving in nature. These protocols, therefore, should be viewed as works in progress.