Handbook of Evidence-Based Practice in Clinical Psychology: Volume 1 -- Contents -- Preface -- Acknowledgments -- Contributors -- Part I: Overview and Foundational Issues -- 1: Rationale and Standards of Evidence in Evidence-Based Practice -- EVIDENCE-BASED MEDICINE -- History of Evidence-Based Practice in Medicine -- Levels and Types of Evidence -- CURRENT STATUS OF EBP MOVEMENTS ACROSS HEALTH AND EDUCATION PROFESSIONS -- EVIDENCE IN PSYCHOLOGY -- Research Methods Contributing to Evidence-Based Practice in Psychology -- Criteria for Assessing Efficacy -- Evaluating Evidence From Small-N Research Designs -- Volume of Evidence From Small-N Studies Required to Claim That an Intervention Is Evidence Based -- Level of Specificity of Empirically Supported Treatments -- TREATMENT GUIDELINES -- Ethical Requirements -- CHILDREN, ADOLESCENTS, AND EVIDENCE-BASED PRACTICE IN PSYCHOLOGY -- LIMITATIONS OF THE EVIDENCE BASE REGARDING EVIDENCE-BASED PRACTICE IN PSYCHOLOGY -- CONCLUDING REMARKS -- REFERENCES -- 2: Evidence-Based Practice in Child and Adolescent Disorders -- A BRIEF HISTORY OF IDENTIFYING EVIDENCE-BASED PRACTICES FOR YOUTH -- WHAT DO WE KNOW ABOUT EBPs FOR YOUTH? -- WHAT DO WE STILL NEED TO KNOW ABOUT EBPs FOR YOUTH? -- USE OF EBPs IN REAL LIFE SETTINGS -- WHAT DETERMINES WHETHER CLINICIANS USE EBPs? -- HOW SHOULD EBPs BE TRANSPORTED TO CLINICAL SETTINGS? -- SUMMARY -- REFERENCES -- 3: Professional Issues and Evidence-Based Practice: The Quality Problem in Behavioral Health Care -- EVIDENCE-BASED PRACTICE AND EMPIRICALLY SUPPORTED TREATMENTS: USE, NONUSE, AND MISUSE -- Randomized Controlled Trials, on Which the EST List Is Based, Are Fallible and No More Informative Than Other Sources of Evidence -- The EST List Is Biased Against Psychodynamic Therapies.

The EST Criteria Are Unfair, Because Some Treatments Not Yet Studied May Turn Out to Be Efficacious -- The EST List Is Unnecessary, Because Research Shows That All Psychotherapies Work Equally Well -- Some Studies on Which the EST List Is Based Are Flawed -- ESTs Are Generalizable to the Real World -- Because ESTs Are Manualized, They Necessarily Constrain Clinical Creativity -- The EST List Is Fixed Over Time and Cannot Change in Response to New Evidence -- QUALITY IMPROVEMENT -- A BRIEF HISTORY OF THE PROBLEM OF QUALITY -- Quality Improvement and the Health-Care Sector -- The Lemon Problem and Our Pay Rates -- The Institute of Medicine's Crossing the Quality Chasm Report -- Quality Problems in Behavioral Health -- WHAT IS QUALITY IMPROVEMENT?: A PRIMER -- Malcolm Baldrige -- W. Edwards Deming -- EXAMPLES OF CONCRETE STEPS TO IMPROVE QUALITY IN BEHAVIORAL HEALTH -- Institute Strategic Quality Planning -- Improve Management Information Systems and Analysis -- The Development and Implementation of Behavioral Health Electronic Medical Records -- Practice Standards and Benchmarks -- Transparent Report Cards -- Continuity of Care -- Plans to Improve Access -- Systematic Plans to Decrease Our Customers' Expense and Improve the Value Proposition We Offer -- Quality Campaigns Such as Zero Missed Enuresis Screens -- Providers' Incentive Pay for Performance -- Integrated Care -- A Movement Away From the "Bad Apples" Approach -- The Crisis of Missing Entrepreneurship -- REFERENCES -- 4: Developing Clinical Guidelines for Children and Adolescents: Experience From the National Institute for Health and Clinical Excellence -- DEVELOPING CLINICAL GUIDELINES -- Rationale for Clinical Guidelines -- Methods for Developing Clinical Guidelines -- THE NATIONAL COLLABORATING CENTRE FOR MENTAL HEALTH -- THE NICE MENTAL HEALTH GUIDELINES.

KEY ASPECTS OF NICE RECOMMENDATIONS -- Limitations of Clinical Guidelines -- Patient Population -- Outcomes Used and Duration Follow-Up -- Comparators Used in Trials -- Therapist Competence -- Differences Between Therapeutic Modalities -- WHAT IMPACT HAS NICE HAD ON MENTAL HEALTH PRACTICE? -- The Improving Access to Psychological Therapies Program -- THE CHILD AND ADOLESCENT MENTAL HEALTH SERVICES EVIDENCE-BASED PRACTICE UNIT -- HEALTH CARE COMMISSION AUDIT OF NICE SCHIZOPHRENIA GUIDELINES -- FUTURE DEVELOPMENTS IN NICE CLINICAL GUIDELINES -- REFERENCES -- 5: The Economics of Evidence-Based Practice in Disorders of Childhood and Adolescence -- BACKGROUND: THE INCREDIBLE YEARS SERIES -- Economic Evaluation: Is the EBP a Good Use of Society's Resources? -- Measuring the Costs of an EBP -- Measuring and Valuing Morbidity-Related Costs -- Assessing Outcomes and Costs -- ECONOMICS OF IMPLEMENTING EBP: PAYERS, PROVIDERS, AND CONSUMERS -- Step 1: Payers Need to Pay -- Step 2: Providers Need to Deliver EBP -- Step 3: Consumers Need to Consume -- CONCLUSION -- REFERENCES -- Part II: Specific Disorders -- 6: Intellectual Disabilities -- OVERVIEW OF DISORDER -- AGGRESSIVE BEHAVIOR -- Consensus Panel Recommendations -- Controlled Group Studies -- Single-Subject Experimental Studies -- Conclusions -- SELF-INJURIOUS BEHAVIOR -- Consensus Panel Recommendations -- Controlled Group Studies -- Single-Subject Experimental Studies -- Meta-Analytic Studies -- Conclusions -- STEREOTYPIC BEHAVIOR -- Consensus Panel Recommendations -- Single-Subject Experimental Studies -- Meta-Analytic and Narrative Reviews -- Conclusions -- PICA -- Single-Subject Experimental Studies -- Conclusions -- RUMINATION -- Single-Subject Experimental Studies -- Conclusions -- FOOD REFUSAL -- Single-Subject Experimental Studies -- Conclusions -- SLEEP PROBLEMS -- Controlled Group Studies.

Meta-Analysis of Controlled Group Studies -- Single-Subject Experimental Studies -- Conclusions -- ANXIETY DISORDERS -- Consensus Panel Recommendations -- Randomized Controlled Trials -- Single-Subject Experimental Studies -- Conclusions -- MOOD DISORDERS -- Consensus Panel Recommendations -- Controlled Group Studies -- Single-Subject Experimental Studies -- Conclusions -- OFFENDING -- Consensus Panel Recommendations -- Controlled Group Studies -- Single-Subject Experimental Studies -- Conclusions -- EVIDENCE-BASED PRACTICE -- REFERENCES -- 7: Learning Disabilities -- OVERVIEW OF THE DISORDER -- THE RESPONSE TO INTERVENTION MODEL -- EVIDENCE FOR RESPONSE TO INTERVENTION -- READING SKILLS -- Tier 1 -- Tier 2 -- Tier 3 -- READING COMPREHENSION -- Tier 1 -- Tier 2 -- Tier 3 -- WRITTEN EXPRESSION -- Tier 1 -- Tier 2 -- Tier 3 -- MATHEMATICAL SKILLS -- MATHEMATICAL CALCULATION -- Tier 1 -- Tier 2 -- Tier 3 -- MATHEMATICAL REASONING -- Tier 1 -- Tier 2 -- Tier 3 -- EVIDENCE-BASED TREATMENT OF LEARNING DISABILITIES -- REFERENCES -- 8: Stuttering -- OVERVIEW OF DISORDER -- Diagnostic Criteria -- Demographic Variables -- Impact of Disorder -- EVIDENCE-BASED TREATMENT AND STUTTERING -- VERBAL RESPONSE CONTINGENT STIMULATION -- Consensus Panel Recommendations -- Randomized Controlled Trials -- Meta-Analyses of Group Designs -- Single-Subject Experiments -- Gradual Increase in Length and Complexity of Utterance -- Self-Management -- Conclusions -- SPEECH RESTRUCTURING -- Consensus Panel Recommendations -- Randomized Controlled Trials -- Meta-Analyses of Group Designs -- Single-Subject Experimental Analyses -- Conclusions -- COGNITIVE BEHAVIOR THERAPY -- Consensus Panel Recommendations -- Randomized Controlled Trials -- Conclusions -- RHYTHMIC STIMULATION -- MACHINE-DRIVEN THERAPIES -- FAMILY-BASED EARLY INTERVENTION -- EVIDENCE-BASED PRACTICES -- REFERENCES.

9: Autism Spectrum Disorders -- OVERVIEW OF DISORDER -- Diagnosis -- Epidemiology -- COMPREHENSIVE TREATMENT PROGRAMS -- Applied Behavior Analysis -- Consensus Panel Recommendations -- Review of Comprehensive ABA Programs -- Meta-Analyses of Comprehensive ABA Programs -- THE TEACCH PROGRAM -- DEVELOPMENTAL INTERVENTIONS -- Consensus Panel Recommendations -- Combining Developmental and Behavioral Approaches -- SOCIAL SKILLS INTERVENTIONS -- Consensus Panel Recommendations -- Precursors to Social and Communication Skills -- Joint Attention -- Theory of Mind -- INCREASING SOCIAL INTERACTION SKILLS -- Peer Mediation -- Pivotal Response Training -- Social Scripts -- Modeling -- Self-Management -- Social Skills Groups -- Meta-Analysis of Social Skills Treatments -- Social Skills in Comprehensive ABA Programs -- COMMUNICATION INTERVENTIONS -- Consensus Panel Recommendations -- ABA Approaches -- Brief Review of ABA Comprehensive Studies -- Naturalistic Approaches -- Brief Review of Naturalistic Studies -- Comparison of ABA and Naturalistic Studies -- Developmental Approaches -- INAPPROPRIATE BEHAVIOR -- Consensus Panel Recommendations -- Visual Strategies -- Functional Communication Training -- Building Alternative Prosocial Behaviors -- Behavioral Momentum -- Social Stories -- Meta-Analysis of Social Stories -- Differential Reinforcement -- Punishment -- Positive Behavioral Support -- Meta-Analysis of Positive Behavior Support -- Meta-Analyses of Treatments for Inappropriate Behavior -- CONCLUSIONS -- REFERENCES -- 10: Attention-Deficit/Hyperactivity Disorders -- OVERVIEW -- CORE SYMPTOMS -- Inattention -- Hyperactivity and Impulsivity -- Diagnostic Criteria and Subtypes -- PREVALENCE AND DEMOGRAPHIC VARIABLES -- IMPACT OF ADHD -- Social -- Academic -- Emotional -- COMORBID DISORDERS -- DEVELOPMENTAL COURSE -- TREATMENT APPROACHES -- BEHAVIOR MODIFICATION.

Consensus Panel Recommendations.