Title Handbook of Evidence-Based Interventions for Children and Adolescents
Author Lea Theodore
ISBN 9780826127945
List price USD 135.00
Price outside India Available on Request
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Binding Paperback
No of pages 536
Book size 216 x 279 mm
Publishing year 2017
Original publisher Springer Publishing Company
Published in India by .
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Sales territory Bangladesh, India, Pakistan, Sri Lanka
Status New Arrival
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This comprehensive handbook for evidence-based mental health and learning interventions with children and adolescents is distinguished by its explicit yet concise guidance on implementation in practice. With a compendium of proven strategies for resolving more than 40 of the most pressing and prevalent issues facing young people, the book provides immediate guidance and uniform step-by-step instructions for resolving issues ranging from psychopathological disorders to academic problems. Busy academics, practitioners, and trainees in schools and outpatient clinical settings will find this resource to be an invaluable desktop reference for facilitating well-informed decision making.

Unlike other volumes that ignore or merely reference the evidence base of various interventions, this book focuses
on providing immediate, empirically supported guidance for putting these strategies into direct practice. Issues covered include crisis interventions and response, social and emotional issues, academic/learning issues, psychopathological disorders, neuropsychological disorders, and the behavioral management of childhood health issues. Each chapter follows a consistent format including a brief description of the problem and associated characteristics, etiology and contributing factors, and three evidence-based, step-by-step sets of instructions for implementation. Additionally, each chapter provides several websites offering further information about the topic. Featuring contributions from leading scholars and practitioners on each issue covered, this book will be a valuable resource for school and child clinical psychologists, counselors, social workers, and therapists as well as other health and mental health professionals whose primary practice is with children and adolescents.


  • Demonstrates step-by-step, evidence-based interventions for more than 40 common childhood issues
  • Provides treatment procedures that can be immediately put into practice
  • Covers a wide range of mental health and academic/learning issues for children and adolescents
  • Relevance for both school-based and clinically based practice
  • Includes contributions by noted experts in the field


Thomas R. Kratochwill, PhD


Chapter  1. Treatment Integrity: Evidence-Based Interventions in Applied Settings (Lisa M. Hagermoser Sanetti and Melissa A. Collier-Meek)


Chapter  2. Evidence-Based Interventions for Comprehensive School Crises  (Melissa A. Louvar Reeves and
Benjamin S. Fernandez)

Chapter  3. Evidence-Based Interventions to Support Youth Following Natural Disasters: Evidence-Based Principles and Practices  (Shane R. Jimerson, Jacqueline A. Brown, and Tyler L. Renshaw)

Chapter  4. Evidence-Based Interventions for School Violence  (Lindsey M. O’Brennan and Michael James Furlong)

Chapter  5. Evidence-Based Interventions for Suicidal Behavior in Children and Adolescents  (David N. Miller and James J. Mazza)

Chapter  6. Evidence-Based Interventions for Childhood Grief in Children and Adolescents  (Melissa J. Hagan, Alexandra M. Ingram, and Sharlene A. Wolchik)


Chapter  7. Evidence-Based Interventions for Reading Disabilities in Children and Adolescents  (Douglas Fuchs, Kristen L. McMaster, and Devin M. Kearns)

Chapter  8. Evidence-Based Interventions for Math Disabilities in Children and Adolescents (Kathryn E. Jaspers, Daniel F. McCleary, Lisa N. McCleary, and Christopher H. Skinner)

Chapter  9. Evidence-Based Interventions for Written- Language Disorders in Children and Adolescents  
(Merilee McCurdy, Jill Holtz, and Julia V. Roehling)

Chapter  10. Evidence-Based Interventions for Homework Compliance in Children and Adolescents  (Lea A. Theodore, Bruce A. Bracken, Melissa M. Root, Melissa A. Bray, and Thomas J. Kehle)

Chapter  11. Evidence-Based Interventions for Working With Culturally Diverse Children and Families  
(Margaret R. Rogers and Elisabeth C. O’Bryon)

A. Externalizing Disorders

Chapter  12. Evidence-Based Interventions for Anger and Aggression in Children and Adolescents  
(Tracy Evian Waasdorp, W. John Monopoli, Danielle Centeno, and Stephen S. Leff)

Chapter  13. Evidence-Based Interventions for Bullying Among Children and Adolescents  (Susan M. Swearer,
Scott M. Fluke, Sara E. Gonzalez, and Zachary R. Myers)

Chapter  14. Evidence-Based Interventions for Attention Deficit Hyperactivity Disorder in Children and Adolescents  (George J. DuPaul, Georgia D. Belk, and Kristina Puzino)

Chapter  15. Evidence-Based Interventions for Oppositional Defiant Disorder in Children and Adolescents
(Jeffrey D. Burke and Rolf Loeber)

Chapter  16. Evidence-Based Interventions for Conduct Disorder in Children and Adolescents  (Debra Hyatt-Burkhart, Jered B. Kolbert, and Laura M. Crothers)

Chapter  17. Evidence-Based Interventions for Children and Adolescents With Emotional and Behavioral Disorders  (Tammy L. Hughes, Michael E. Tansy, and Corrine Fallon)

B. Internalizing Disorders: Anxiety Related

Chapter  18. Evidence-Based Interventions for Obsessive- Compulsive Disorder in Children and Adolescents
(Sophia Zavrou, Brittany M. Rudy, and Eric A. Storch)

Chapter  19. Evidence-Based Interventions for Social Anxiety Disorder in Children and Adolescents  
(Jeremy S. Peterman, Nina D. Shiffrin, Erika A. Crawford, Elana R. Kagan, Kendra L. Read, and Philip C. Kendall)

Chapter  20. Evidence-Based Interventions for Selective Mutism for Children and Adolescents  (Thomas J. Kehle, Marisa A. del Campo, Melissa M. Root, Melissa A. Bray, Lea A. Theodore, and Bruce A. Bracken)

Chapter  21. Evidence-Based Interventions for Separation Anxiety Disorder in Children and Adolescents  
(John S. Carlson and Allison Siroky)

Chapter  22. Evidence-Based Interventions for Specific Phobias in Children and Adolescents  (Maria G. Fraire, Thorhildur Halldorsdottir, and Thomas H. Ollendick)

Chapter  23. Evidence-Based Interventions for School Refusal Behavior in Children and Adolescents  
(Christopher A. Kearney and Kyleigh K. Sheldon)

C. Internalizing Disorders: Depressive Related

Chapter  24. Evidence-Based Interventions for Major Depressive Disorder in Children and Adolescents  
(Kevin D. Stark, Leah A. Wang, and Kelly N. Banneyer)

Chapter  25. Evidence-Based Interventions for Persistent Depressive Disorder in Children and Adolescents  
(Ralph E. Cash, Sarah Valley-Gray, Shannon Worton, and Alyssa Newman)

Chapter  26. Evidence-Based Interventions for Pediatric Bipolar Disorder  (Molly R. Meers and Mary A. Fristad)

Chapter 27. Evidence-Based Interventions for Posttraumatic Stress Disorder in Children and Adolescents  
(Laurie J. Zandberg, Sandy Capaldi, and Edna B. Foa)

Chapter  28. Evidence-Based Interventions for Stress in Children and Adolescents  (Robyn S. Hess, Casey R. Shannon, and Ronald P. Glazier)

Chapter  29. Evidence-Based Interventions for Children and Adolescents of Divorced Parents  (John E. Desrochers)

Chapter  30. Evidence-Based Interventions for Social Skill Deficits in Children and Adolescents (Frank M. Gresham)

Chapter  31. Evidence-Based Interventions for Self-Concept in Children and Adolescents  (Bruce A. Bracken)

Chapter  32. Evidence-Based Interventions for Promoting Subjective Well-Being in Children and Adolescents  
(Aileen Fullchange, Michael James Furlong, Rich Gilman, and E. Scott Huebner)


Chapter  33. Evidence-Based Interventions for Eating Disorders in Children and Adolescents  
(Catherine Cook-Cottone and Rebecca K. Vujnovic

Chapter  34. Evidence-Based Interventions for Childhood Obesity  (Lisa Ranzenhofer, Mary Beth McCullough, and Elissa Jelalian)

Chapter  35. Evidence-Based Interventions for Tourette’s and Other Chronic Tic Disorders in Children and Adolescents  (Audrey Smerbeck)

Chapter  36. Evidence-Based Interventions for Elimination Disorders in Children and Adolescents: Enuresis and Encopresis  (Gretchen Gimpel Peacock, Trisha Chase, and Kerry K. Prout)

Chapter  37. Evidence-Based Interventions for Asthma in Children and Adolescents  (Melissa A. Bray, Thomas J. Kehle, Melissa M. Root, Kari A. Sassu,Lea A. Theodore, and Bruce A. Bracken)


Chapter  38. Neuropsychological Development and Considerations for Prevention  (Andrew S. Davis and
Adele A. Larsson)

Chapter  39. Evidence-Based Interventions for Autism Spectrum Disorders in Children and Adolescents  
(Frank J. Sansosti and Mary Lynn Doolan)

Chapter  40. Evidence-Based Interventions for Traumatic Brain Injuries and Concussions in Children and
Adolescents  (Margaret Semrud-Clikeman,Theresa L. LaFavor, and Amy C. Gross)


About the Editor:

Lea A. Theodore, PhD is a Psychologist Licensed by the Board of Psychology in New York and Virginia. She is a Full Professor in the Graduate Program in School Psychology Program at the College of William and Mary. She has worked in private practice and consults in public and private schools, hospital, and behavioral health centers. Since receiving her doctorate from the University of Connecticut in 2002, she has published or has in press approximately 70 refereed articles and chapters, and has conducted numerous invited and peer-reviewed presentations at national conferences. Dr. Theodore received the Early Career Alumni Award from the University of Connecticut in 2009, in part because of her national ranking as one of the top 20 most productive authors in school psychology. She was Associate Editor for School Psychology Quarterly (2007–2012), one of the top-tier journals in the field, and currently sits on the editorial boards of several national and international educational and psychological journals where she provides professional reviews of manuscripts. Her scholarship and her practice focus on promoting science, practice, and policy relevant to psychology and education. Dr. Theodore’s research, in particular, focuses on the development of effective and efficient intervention strategies to improve students’ academic and behavioral functioning, which is critically important to the field.

Dr. Theodore is active in Division 16 (School Psychology) of the American Psychological Association (APA), for which she has served as Division co-chair and chair of the APA Annual Conference Hospitality Suite, co-chair and chair of the Division’s Annual Convention program, and as a member of the Conversation/Videotape Series committee. Dr. Theodore extended her contributions to APA in nationally elected positions, including Vice-President of Division 16 Membership (2006–2008), Vice President of Professional Affairs (2009–2011), and is currently the President of the Division of School Psychology, additionally serving on the Division’s Executive Committee. Further, Dr. Theodore served as the APA Representative to the Public Interest (PI) Directorate Network and was invited to serve as the Division’s representative to co-write the 2012 School Psychology Petition to the Commission for the Recognition of Specialties in Professional Psychology (CRSPP) within the APA. As an advocate for mental health services, Dr. Theodore lobbied legislators on Capitol Hill for the passage of the Mental Health Parity Act in 2008, and most recently, the Mental Health Reform Act (S. 1945) and Helping Families in Crisis Act (H.R. 2646) in November, 2015. She has received several Outstanding Service awards and recognitions from the American Psychological Association for her vast contributions. 

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