About the Authors |
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xxi | |
Preface |
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xxiii | |
Acknowledgments |
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xxvii | |
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1 | (18) |
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1 | (1) |
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Defining and Identifying Abnormality |
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1 | (4) |
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ACCENT: Some Faces of Problem Behavior |
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2 | (1) |
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Atypical and Harmful Behavior |
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2 | (1) |
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2 | (1) |
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Culture and Race/Ethnicity |
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3 | (1) |
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Other Standards: Gender and Situations |
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4 | (1) |
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4 | (1) |
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Changing Views of Abnormality |
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5 | (1) |
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How Common Are Psychological Problems? |
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5 | (2) |
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ACCENT: Infant Mental Health |
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6 | (1) |
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How Are Developmental Level and Disorder Related? |
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7 | (1) |
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How Are Gender and Disorder Related? |
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8 | (2) |
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Methodological Issues, True Differences |
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9 | (1) |
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10 | (5) |
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Progress in the Nineteenth Century |
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10 | (1) |
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Sigmund Freud and Psychoanalytic Theory |
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10 | (2) |
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ACCENT: Little Hans: A Classic Psychoanalytic Case |
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12 | (1) |
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Behaviorism and Social Learning Theory |
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12 | (1) |
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Mental Hygiene and Child Guidance Movements |
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13 | (1) |
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Scientific Study of Youth |
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13 | (1) |
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ACCENT: Mrs. Hillis: Improving Corn, Hogs, and Children in Iowa |
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14 | (1) |
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Current Study and Practice |
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15 | (2) |
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Working with Youth and Their Families |
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15 | (1) |
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AARON: Clinical, Legal, and Ethical Considerations |
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16 | (1) |
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17 | (1) |
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18 | (1) |
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Chapter 2 The Developmental Psychopathology Perspective |
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19 | (20) |
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19 | (1) |
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ELIZABETH: No Obvious Explanation |
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19 | (1) |
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Perspectives, Theories, Models |
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20 | (1) |
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20 | (1) |
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20 | (1) |
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The Developmental Psychopathology Perspective: An Overview |
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21 | (1) |
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21 | (1) |
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Searching for Causal Factors and Processes |
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21 | (2) |
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ACCENT: A Possible Moderating Influence of Culture |
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22 | (1) |
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23 | (2) |
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Equifinality and Multifinality |
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24 | (1) |
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Risk, Vulnerability, and Resilience |
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25 | (4) |
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25 | (1) |
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ACCENT: The Timing of Risky Experiences |
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26 | (1) |
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26 | (2) |
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ANN AND AMY: The "Ordinary Magic" of Resilience |
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28 | (1) |
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29 | (1) |
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Normal Development, Problematic Outcomes |
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30 | (7) |
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30 | (2) |
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32 | (1) |
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CARL: A Case of Goodness-of-Fit |
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32 | (1) |
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ACCENT: Sensitivity to Context: For Better or Worse |
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33 | (1) |
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Emotion and Its Regulation |
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34 | (2) |
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JARED: Extreme Emotion Dysregulation |
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36 | (1) |
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Social Cognitive Processing |
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36 | (1) |
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37 | (1) |
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38 | (1) |
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Chapter 3 Biological and Environmental Contexts of Psychopathology |
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39 | (27) |
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39 | (1) |
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39 | (3) |
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Brain Development: Biology and Experience |
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39 | (1) |
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40 | (1) |
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41 | (1) |
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Nervous System and Risk for Disordered Functioning |
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42 | (1) |
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42 | (1) |
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Perinatal and Postnatal Influences |
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43 | (1) |
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43 | (4) |
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Epigenetics and Gene Expression |
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44 | (1) |
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45 | (1) |
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Quantitative Methods--Behavioral Genetics |
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45 | (1) |
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Molecular Genetic Methods |
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46 | (1) |
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Gene-Environment Interplay |
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46 | (1) |
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47 | (3) |
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47 | (1) |
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ACCENT: Albert and Peter: Two Historic Cases |
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48 | (1) |
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48 | (1) |
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49 | (1) |
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49 | (1) |
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ACCENT: Thinking About Missteps |
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50 | (1) |
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Sociocultural Context: An Overview |
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50 | (1) |
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50 | (8) |
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50 | (3) |
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Changes in Family Structure |
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53 | (2) |
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55 | (3) |
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58 | (1) |
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Community and Societal Contexts |
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59 | (5) |
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59 | (1) |
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Socioeconomic Status and Poverty |
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59 | (1) |
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60 | (1) |
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Culture, Race/Ethnicity, and Immigrant Status |
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61 | (2) |
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ACCENT: Changing Neighborhoods |
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63 | (1) |
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64 | (1) |
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65 | (1) |
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Chapter 4 Research: Its Role and Methods |
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66 | (18) |
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66 | (1) |
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66 | (3) |
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Selection of Participants |
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67 | (1) |
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Observation and Measurement |
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67 | (1) |
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Reliability of Research Results |
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68 | (1) |
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Validity of Research Results |
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69 | (1) |
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Basic Methods of Research |
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69 | (6) |
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CURTIS: Oppositional Defiant Disorder: A Case for Behavioral Parent Training |
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70 | (1) |
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71 | (1) |
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71 | (1) |
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72 | (1) |
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ACCENT: Experiments of Nature |
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72 | (1) |
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Single-Case Experimental Designs |
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73 | (1) |
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ACCENT: Translational Research: From Lab to Real-World Settings |
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74 | (1) |
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75 | (3) |
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75 | (1) |
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Retrospective Longitudinal Research |
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76 | (1) |
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ACCENT: Epidemiological Research: More than Counting Noses |
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77 | (1) |
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Prospective Longitudinal Research |
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77 | (1) |
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Accelerated Longitudinal Research |
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78 | (1) |
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78 | (1) |
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Examples of Qualitative Studies |
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79 | (1) |
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Combining Qualitative and Quantitative Methods |
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79 | (1) |
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79 | (3) |
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Voluntary Informed Consent |
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80 | (1) |
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81 | (1) |
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Balancing It All: Harm and Good |
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81 | (1) |
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82 | (1) |
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83 | (1) |
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Chapter 5 Classification, Assessment, and Intervention |
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84 | (26) |
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84 | (1) |
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Classification and Diagnosis |
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84 | (8) |
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85 | (1) |
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KEVIN: Seeking a Diagnosi |
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86 | (2) |
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ACCENT: Co-occurrence: A Common Circumstance |
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88 | (1) |
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Empirical Approaches to Classification |
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89 | (1) |
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The Research Domain Criteria |
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90 | (1) |
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Stigmatization and the Impact of La be b |
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91 | (1) |
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ACCENT: The Impact of Stigmatization |
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92 | (1) |
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92 | (8) |
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ALICIA: An Initial Assessment |
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93 | (1) |
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Conducting a Comprehensive Assessment |
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93 | (1) |
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94 | (1) |
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Problem Checklists and Self-Report Instruments |
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94 | (2) |
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96 | (1) |
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96 | (1) |
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Intellectual-Educational Assessment |
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97 | (1) |
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Assessment of Physical Functioning |
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98 | (2) |
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Intervention: Prevention and Treatment |
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100 | (7) |
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102 | (1) |
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103 | (3) |
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Evidence-Based Assessment/Intervention |
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106 | (1) |
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107 | (2) |
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109 | (1) |
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Chapter 6 Anxiety and Obsessive-Compulsive Disorders |
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110 | (29) |
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110 | (1) |
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An Introduction to Internalizing Disorders |
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110 | (1) |
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Defining and Classifying Anxiety Disorders |
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111 | (2) |
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Normal Fears, Worries, and Anxieties |
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111 | (1) |
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Classification of Anxiety Disorders |
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112 | (1) |
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ACCENT: Culture, Ethnicity, and Disorder |
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112 | (1) |
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Epidemiology of Anxiety Disorders |
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113 | (1) |
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113 | (2) |
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113 | (1) |
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114 | (1) |
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114 | (1) |
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114 | (1) |
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CARLOS: A Specific Phobia |
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114 | (1) |
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Social Anxiety Disorder (Social Phobia) |
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115 | (3) |
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115 | (1) |
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115 | (1) |
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LOUIS: Social Anxiety Disorder and Its Consequences |
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115 | (1) |
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116 | (1) |
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Selective Mutism and Social Anxiety |
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116 | (1) |
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116 | (1) |
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117 | (1) |
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118 | (1) |
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Diagnosis and Classification |
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118 | (1) |
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118 | (1) |
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118 | (1) |
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118 | (1) |
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KENNY: Separation Anxiety |
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119 | (1) |
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119 | (1) |
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119 | (1) |
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119 | (1) |
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Epidemiology and Developmental Course |
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120 | (1) |
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Generalized Anxiety Disorder |
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120 | (2) |
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120 | (1) |
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121 | (1) |
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121 | (1) |
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JOHN: Generalized Anxiety Disorder |
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121 | (1) |
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122 | (1) |
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Panic Attacks and Panic Disorder |
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122 | (2) |
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122 | (1) |
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122 | (1) |
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123 | (1) |
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Description and Developmental Pattern |
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123 | (1) |
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Etiology of Anxiety Disorders |
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124 | (3) |
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124 | (1) |
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124 | (1) |
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Psychosocial and Cognitive Influences |
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125 | (2) |
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Assessment of Anxiety Disorders |
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127 | (1) |
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Interviews and Self-Report Instruments |
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127 | (1) |
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128 | (1) |
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128 | (1) |
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Interventions for Anxiety Disorders |
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128 | (4) |
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128 | (3) |
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Pharmacological Treatments |
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131 | (1) |
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Prevention of Anxiety Disorders |
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131 | (1) |
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Obsessive-Compulsive Disorder |
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132 | (4) |
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132 | (1) |
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132 | (1) |
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STANLEY: The Martian Rituals |
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132 | (1) |
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SERGEI: Impairment in Functioning |
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133 | (1) |
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133 | (1) |
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Developmental Course and Prognosis |
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133 | (1) |
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134 | (1) |
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134 | (1) |
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135 | (1) |
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136 | (2) |
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138 | (1) |
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Chapter 7 Trauma- and Stressor-Related Disorders |
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139 | (16) |
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139 | (1) |
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Reactions to Traumatic Events |
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139 | (8) |
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139 | (1) |
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140 | (1) |
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Description of Reactions to Traumatic Events |
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141 | (1) |
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141 | (2) |
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Developmental Course and Prognosis |
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143 | (1) |
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ACCENT: Reactions to Mass Violence |
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144 | (1) |
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145 | (2) |
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147 | (6) |
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147 | (2) |
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149 | (1) |
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Factors Contributing to Maltreatment |
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149 | (1) |
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Consequences of Maltreatment |
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150 | (3) |
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Interventions for Maltreatment |
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153 | (1) |
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153 | (1) |
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154 | (1) |
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155 | (35) |
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155 | (1) |
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155 | (1) |
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The DSM Approach to the Classification of Mood Disorders |
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156 | (1) |
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Definition and Classification of Depression |
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156 | (4) |
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156 | (1) |
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Depressive Disorders: The DSM Approach |
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157 | (1) |
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JENNIFER: Severe Mood Dysregulation |
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158 | (1) |
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Depression: Empirical Approaches |
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159 | (1) |
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Description of Depression |
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159 | (1) |
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NICK: The Problems of Depression |
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159 | (1) |
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Epidemiology of Depression |
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160 | (2) |
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160 | (1) |
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Socioeconomic, Ethnic, and Cultural Considerations |
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161 | (1) |
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Co-occurring Difficulties |
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161 | (1) |
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AMY: Preschool Depression |
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162 | (1) |
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Depression and Development |
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162 | (1) |
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163 | (8) |
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163 | (1) |
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164 | (1) |
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Social-Psychological Influences |
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165 | (2) |
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Impact of Parental Depression |
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167 | (1) |
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MARY: Family Interactions and Depression |
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168 | (1) |
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JOE AND FRANK: Different Outcomes |
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169 | (1) |
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Peer Relations and Depression |
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169 | (2) |
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171 | (1) |
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172 | (3) |
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Pharmacological Treatments |
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172 | (1) |
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173 | (2) |
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175 | (1) |
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176 | (6) |
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DSM Classification of Bipolar Disorders |
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176 | (1) |
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SCOTT: Mixed Moods and Aggression |
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177 | (1) |
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Description of Bipolar Disorders |
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178 | (1) |
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Epidemiology of Bipolar Disorders |
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179 | (1) |
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BIPOLAR DISORDERS: Families Need Support |
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180 | (1) |
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Developmental Course and Prognosis |
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180 | (1) |
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JOSEPH: Early Bipolar Symptoms |
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180 | (1) |
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Risk Factors and Etiology |
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181 | (1) |
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Assessment of Bipolar Disorders |
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181 | (1) |
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Treatment of Bipolar Disorders |
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182 | (1) |
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182 | (4) |
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Prevalence of Completed Suicides |
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182 | (1) |
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Suicidal Ideation and Attempts |
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183 | (1) |
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183 | (1) |
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ACCENT: Nonsuicidal Self-Injury |
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184 | (1) |
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Suicide and Psychopathology |
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185 | (1) |
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185 | (1) |
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ACCENT: Suicidally and Sexual Minority Youth |
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185 | (1) |
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186 | (1) |
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186 | (3) |
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189 | (1) |
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Chapter 9 Conduct Problems |
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190 | (39) |
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190 | (1) |
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Classification and Description |
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190 | (11) |
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191 | (1) |
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HENRY: Preschool, Oppositional Behavior |
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192 | (1) |
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DSM Approach: Oppositional Defiant Disorder |
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192 | (1) |
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DSM Approach: Conduct Disorder |
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193 | (1) |
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Empirically Derived Syndromes |
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194 | (1) |
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ACCENT: Are Conduct Problems a Mental Disorder? |
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194 | (1) |
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Gender Differences: Relational Aggression |
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195 | (2) |
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197 | (1) |
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198 | (3) |
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HENRY: A Victim of Bullying |
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201 | (1) |
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201 | (2) |
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201 | (1) |
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Patterns of Co-occurrence |
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202 | (1) |
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203 | (2) |
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Stability of Conduct Problems |
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203 | (1) |
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Age of Onset and Developmental Paths |
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204 | (1) |
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Developmental Progression of Conduct Problems |
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205 | (1) |
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205 | (9) |
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The Socioeconomic Context |
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206 | (1) |
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ACCENT: Moving Out of Poverty |
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207 | (1) |
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Aggression as a Learned Behavior |
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207 | (1) |
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208 | (3) |
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211 | (1) |
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Cognitive-Emotional Influences |
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212 | (1) |
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213 | (1) |
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214 | (4) |
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Classification and Description |
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215 | (1) |
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215 | (1) |
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Risk Factors and Developmental Course |
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216 | (1) |
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RODNEY: Alcohol and Nicotine Use |
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216 | (2) |
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218 | (1) |
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219 | (1) |
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219 | (1) |
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219 | (1) |
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219 | (7) |
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Family-Based Interventions |
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219 | (2) |
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Cognitive Problem-Solving Skills Training |
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221 | (1) |
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222 | (1) |
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222 | (1) |
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223 | (1) |
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MAGGIE: The Need for Multiple Services |
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223 | (1) |
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Pharmacological Intervention |
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224 | (1) |
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224 | (2) |
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226 | (2) |
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228 | (1) |
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Chapter 10 Attention-Deficit/Hyperactivity Disorder |
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229 | (36) |
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229 | (1) |
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Evolving Ideas about ADHD |
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229 | (1) |
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DSM Classification and Diagnosis |
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230 | (1) |
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Description: Primary Features |
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230 | (2) |
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230 | (1) |
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Hyperactivity and Impubivity |
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231 | (1) |
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Description: Associated Features |
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232 | (4) |
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232 | (1) |
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Intelligence, Academic Achievement |
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232 | (1) |
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233 | (1) |
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233 | (1) |
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233 | (1) |
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Social Behavior and Relationships |
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233 | (2) |
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235 | (1) |
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JOEY: A Parent's Perspective |
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235 | (1) |
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ACCENT: Autos, Adolescence, and ADHD |
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236 | (1) |
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236 | (2) |
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JIMMY: Combined Presentation of ADHD |
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237 | (1) |
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TIM: Predominantly Inattentive Presentation of ADHD |
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238 | (1) |
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238 | (3) |
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238 | (1) |
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ACCENT: Sluggish Cognitive Tempo: Is There a Second Attention Disorder? |
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239 | (1) |
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239 | (1) |
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240 | (1) |
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241 | (1) |
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241 | (1) |
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Social Class, Race/Ethnicity, and Culture |
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242 | (1) |
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242 | (3) |
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Infancy and the Preschool Years |
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242 | (1) |
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243 | (1) |
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Adolescence and Adulthood |
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243 | (1) |
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Variation and Prediction of Outcome |
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244 | (1) |
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Neuropsychological Theories of ADHD |
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|
245 | (2) |
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Executive Functions and Inhibition |
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245 | (1) |
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246 | (1) |
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Temporal Processing and Aversion to Delay |
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246 | (1) |
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A Move Toward Multiple-Deficit Modeb |
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246 | (1) |
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Neurobiological Abnormalities |
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|
247 | (2) |
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ACCENT: ADHD: Category or Dimension? |
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249 | (1) |
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249 | (2) |
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249 | (1) |
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Prenatal Influences and Birth Complications |
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250 | (1) |
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250 | (1) |
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251 | (1) |
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A Schema of the Development of ADHD |
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251 | (1) |
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252 | (2) |
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252 | (1) |
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253 | (1) |
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253 | (1) |
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254 | (1) |
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254 | (8) |
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Pharmacological Treatment |
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254 | (1) |
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ACCENT: Medication Does Not Always Work |
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255 | (1) |
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Behaviorally Oriented Treatment |
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256 | (3) |
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ACCENT: The Summer Treatment Program (STP) |
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259 | (1) |
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260 | (2) |
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262 | (1) |
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262 | (2) |
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264 | (1) |
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Chapter 11 Communication and Learning Disorders |
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265 | (33) |
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265 | (1) |
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A Bit of History: Unexpected Disabilities, Unmet Needs |
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265 | (1) |
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THOMAS: So Many Abilities |
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266 | (1) |
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266 | (3) |
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Identifying Specific Disabilities |
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267 | (2) |
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269 | (1) |
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270 | (5) |
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DSM Classification and Diagnosis |
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270 | (1) |
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270 | (2) |
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ANDRE: Speech Sound Disorder |
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272 | (1) |
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NICK: Problems in Language Expression |
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272 | (1) |
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TRANG: Problems in Language Reception and Expression |
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273 | (1) |
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Epidemiology and Developmental Course |
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273 | (1) |
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274 | (1) |
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Cognitive Deficits and Theories |
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274 | (1) |
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Specific Learning Disorders: Reading, Written Expression, Mathematics |
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275 | (7) |
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DSM Classification and Diagnosis |
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275 | (1) |
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SLD with Impairment in Reading |
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276 | (3) |
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SLD with Impairment in Written Expression |
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279 | (1) |
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C.J.: Writing, Writing, All Day Long |
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280 | (1) |
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SLD with Impairment in Mathematics |
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281 | (1) |
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Social and Motivational Problems |
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282 | (2) |
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Social Relations and Competence |
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282 | (1) |
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Academic Self-Concept and Motivation |
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283 | (1) |
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Etiology of Communication and Learning Disorders |
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284 | (3) |
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284 | (1) |
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285 | (1) |
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Neurobiological Influences |
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286 | (1) |
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287 | (1) |
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Assessing Communication and Learning Disorders |
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287 | (3) |
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ACCENT: Intervention and Brain Changes |
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288 | (1) |
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ACCENT: Clues for Identifying Reading Impairment |
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289 | (1) |
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Intervention for Communication and Learning Disorders |
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290 | (3) |
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290 | (1) |
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Intervention for Communication Disorders |
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290 | (1) |
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Intervention for Learning Disorders |
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291 | (2) |
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Special Education Services |
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293 | (2) |
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Inclusion: Benefits and Concerns |
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295 | (1) |
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295 | (2) |
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297 | (1) |
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Chapter 12 Intellectual Disability (Intellectual Developmental Disorder) |
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298 | (34) |
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298 | (1) |
|
Definition and Classification |
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298 | (4) |
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299 | (1) |
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ACCENT: Sticks, Stones, and Stigma: What do Students do When they Hear the "r- word"? |
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300 | (1) |
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The DSM and Past Approaches |
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301 | (1) |
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Nature of Intelligence and Adaptive Behavior |
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302 | (3) |
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302 | (2) |
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ACCENT: Measured Intelligence: A History of Abusive Ideas |
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304 | (1) |
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304 | (1) |
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305 | (2) |
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ANNALISE: Profound Intellectual Disability |
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307 | (1) |
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307 | (1) |
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|
308 | (1) |
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Developmental Course and Considerations |
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309 | (1) |
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|
309 | (3) |
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JOHNNY: Unknown Cause of ID |
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310 | (1) |
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Pathological Organic Influences |
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310 | (1) |
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311 | (1) |
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311 | (1) |
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311 | (1) |
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Genetic Syndromes and Behavioral Phenotypes |
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312 | (5) |
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312 | (2) |
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|
314 | (1) |
|
ACCENT: The Down Syndrome Advantage |
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|
314 | (1) |
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SAMMIE: An Example of Fragile X Syndrome |
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315 | (1) |
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316 | (1) |
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ROBERT: An Example of Williams Syndrome |
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316 | (1) |
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|
316 | (1) |
|
Family Accommodations and Experiences |
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|
317 | (2) |
|
ACCENT: Deciding What's Best for Children with ID |
|
|
317 | (1) |
|
Rewards and Satisfactions |
|
|
318 | (1) |
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|
319 | (2) |
|
Developmental and Intelligence Tests |
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|
319 | (1) |
|
Assessing Adaptive Behavior |
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|
320 | (1) |
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|
321 | (9) |
|
Evolving Understanding of Support Needs |
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|
321 | (1) |
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|
322 | (1) |
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|
323 | (1) |
|
ACCENT: Examples of Early Intervention Programs |
|
|
323 | (1) |
|
Behavioral Intervention and Supports |
|
|
324 | (1) |
|
JIM: Life in the Mainstream |
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|
325 | (3) |
|
ACCENT: Functional Communication Training |
|
|
328 | (1) |
|
Psychopharmacology and Psychotherapy |
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328 | (2) |
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|
330 | (1) |
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|
331 | (1) |
|
Chapter 13 Autism Spectrum Disorder and Schizophrenia |
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|
332 | (37) |
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|
332 | (1) |
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|
332 | (1) |
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|
333 | (1) |
|
Autism Spectrum Disorder (ASD) |
|
|
333 | (23) |
|
Description: Primary Features |
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|
334 | (1) |
|
STEVEN: Early Social-Communication Deficits |
|
|
335 | (1) |
|
Description: Secondary Features |
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|
336 | (5) |
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|
341 | (1) |
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|
342 | (1) |
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|
342 | (1) |
|
ACCENT: An Epidemic of Autism? Or an Illusion? |
|
|
343 | (1) |
|
Neurobiological Abnormalities |
|
|
344 | (1) |
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|
345 | (2) |
|
|
347 | (1) |
|
ACCENT: Do Vaccines Cause Autism? The Scientific Consensus Is No |
|
|
348 | (1) |
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|
349 | (1) |
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|
350 | (1) |
|
ACCENT: The Early Start Denver Model (ESDM) |
|
|
350 | (4) |
|
SARAH: Psychosocial Intervention for ASD |
|
|
354 | (2) |
|
|
356 | (11) |
|
DSM Classification and Diagnosis |
|
|
356 | (1) |
|
Description: Primary and Secondary Features |
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|
357 | (2) |
|
|
359 | (1) |
|
|
359 | (1) |
|
TOMMY: Early Manifestations of Schizophrenia |
|
|
359 | (1) |
|
Neurobiological Abnormalities |
|
|
360 | (1) |
|
MARY: A Tragic Course of Childhood Schizophrenia |
|
|
360 | (2) |
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|
362 | (2) |
|
|
364 | (1) |
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|
365 | (1) |
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|
365 | (2) |
|
|
367 | (1) |
|
|
368 | (1) |
|
Chapter 14 Disorders of Basic Physical Functions |
|
|
369 | (31) |
|
|
369 | (1) |
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|
369 | (4) |
|
Typical Elimination Training |
|
|
369 | (1) |
|
|
370 | (1) |
|
JAY: Enuresis and Its Consequences |
|
|
370 | (2) |
|
|
372 | (1) |
|
SUSAN: Encopresis and Its Consequences |
|
|
372 | (1) |
|
|
373 | (6) |
|
|
373 | (1) |
|
|
374 | (1) |
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|
374 | (2) |
|
|
376 | (1) |
|
MATTHEW: Recurrent Nightmares |
|
|
377 | (2) |
|
|
379 | (1) |
|
Problems of Feeding, Eating, and Nutrition |
|
|
379 | (7) |
|
Common Eating and Feeding Problems |
|
|
379 | (1) |
|
Early Feeding and Eating Disorders |
|
|
380 | (2) |
|
|
382 | (2) |
|
SEAN: Obesity and Family Environment |
|
|
384 | (2) |
|
|
386 | (7) |
|
Definition and Classification: An Overview |
|
|
386 | (1) |
|
Classification and Description: DSM Approach |
|
|
387 | (1) |
|
ALMA: Like a Walking Skeleton |
|
|
387 | (1) |
|
|
388 | (1) |
|
Developmental Course and Prognosis |
|
|
389 | (1) |
|
|
390 | (1) |
|
RILEY: A Combination of Factors Leading to an Eating Disorder |
|
|
390 | (1) |
|
ACCENT: Infections, Medications, and Eating Disorders |
|
|
391 | (2) |
|
|
393 | (4) |
|
ACCENT: Weight and Shape Concerns in Young Men |
|
|
394 | (1) |
|
IDA: A Sparrow in a Golden Cage |
|
|
395 | (2) |
|
|
397 | (2) |
|
|
399 | (1) |
|
Chapter 15 Psychological Factors Affecting Medical Conditions |
|
|
400 | (26) |
|
|
400 | (1) |
|
|
400 | (1) |
|
Psychological and Family Influences on Medical Conditions |
|
|
401 | (2) |
|
|
401 | (1) |
|
|
402 | (1) |
|
Consequences of Chronic Conditions |
|
|
403 | (9) |
|
Adjustment and Chronic Illness |
|
|
404 | (4) |
|
ERIN: Chronic Illness and School Refusal |
|
|
408 | (1) |
|
Cancer: Adapting to Chronic Illness |
|
|
409 | (2) |
|
ACCENT: The Impact of HIV/AIDS on Children and Adolescents |
|
|
411 | (1) |
|
Facilitating Medical Treatment |
|
|
412 | (11) |
|
Adherence to Medical Regimens |
|
|
412 | (2) |
|
AMIRAH: Ten French Fries: A Lifetime of Disease Management |
|
|
414 | (1) |
|
The Impact of Chronic Pain |
|
|
415 | (2) |
|
CINDY: Chronic Headache Pain |
|
|
417 | (1) |
|
Reducing Procedure-Related Pain and Distress |
|
|
417 | (4) |
|
ACCENT: Preventing Childhood Injury |
|
|
421 | (1) |
|
Preparation for Hospitalization |
|
|
422 | (1) |
|
|
423 | (1) |
|
|
424 | (1) |
|
|
425 | (1) |
Epilogue Evolving Concerns for Youth |
|
426 | (5) |
|
|
426 | (1) |
|
|
427 | (1) |
|
Youth in a Global Society |
|
|
428 | (2) |
|
DAVID: The Power of Resilience |
|
|
429 | (1) |
|
Mental Health Services for Youth |
|
|
430 | (1) |
Glossary |
|
431 | (9) |
References |
|
440 | (123) |
Index |
|
563 | |