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CBT for Children and Adolescents with High-Functioning Autism Spectrum Disorders
Scarpa, Angela, Susan Williams White, and Tony Attwood (Eds)
The Guilford Press / Softcover / 2016-04-01 / 1462527000
Autism Spectrum / Cognitive Behavioural Therapy
reg price: $44.50 our price: $ 40.05
329 pages
In Stock (Ships within one business day)

This book helps clinicians harness the benefits of cognitive-behavioral therapy (CBT) for children and adolescents with high-functioning autism spectrum disorders (ASD). Leading treatment developers describe promising approaches for treating common challenges faced by young people with ASD--anxiety and behavior problems, social competence issues, and adolescent concerns around sexuality and intimacy. Chapters present session-by-session overviews of each intervention program, review its evidence base, and address practical considerations in treatment. The book also discusses general issues in adapting CBT for this population and provides a helpful framework for assessment and case conceptualization informed by DSM-5.

Reviews:

“The editors of the book CBT for Children and Adolescents with High-Functioning Autism Spectrum Disordershave captured the term Evidence Based Practice (EBP) in a manner I have yet to encounter in other treatment books….One of the many parts of the book I appreciated the most was the focus on the collaborative effort between the clinician and the client in the treatment process….The book is most certainly a useful item in the library of professionals and practitioners who are providing services for adolescents on the spectrum. I am especially thankful for the group of authors who included various modalities of treatment and presented the benefits of individual as well as group treatment.”
—Journal of Autism and Developmental Disorders

“An informative, well-documented and referenced, interesting text for those practitioners dealing with individuals who are high functioning and yet still on the ASD spectrum. The book is comprehensive, well-referenced, full of informative tables, and written by various knowledgeable authors in a readable and interesting fashion. This book would be a welcome addition to any graduate psychology program that has a subfocus on ASD.”
—Child and Family Behavior Therapy

“An impressive volume comprising chapters written by experts in this field….The book covers psychosocial treatments that are manualized, brief and easily transportable to clinical practice. I found this book to be helpful and I liked the mix of research and clinical applicability. I would recommend this to both clinicians who have no experience in working with youth with HFASD but have experience in delivering CBT, and also to those who are experienced in working with this group who would like more ideas of various interventions out there, or for useful review of the evidence base for each area.”
—Journal of Behavioural and Cognitive Psychotherapy

“There is much to like about this book. The content is quite easy to follow, and the information will be welcomed by readers who are relatively unfamiliar with CBT and its application to youths with high-functioning ASD. Each chapter provides a thorough understanding of the issues associated with ASD, such as difficulties related to anxiety, social interactions, and social competence, before describing how CBT techniques can be modified to address these issues. The inclusion of case studies is a particular strength of the book, and many chapters provide session-by-session content that many clinicians will find helpful in their work with youths with high-functioning ASD….[A] recommended resource for readers who are interested in getting a quick overview of promising CBTs for youths with high-functioning ASD.”
—PsycCRITIQUES

“This much-needed book fills a void. It covers CBT principles, research, program planning, interventions and modifications, and myriad related topics. Chapters provide examples of instructional programs that focus on CBT and discuss the role of parents/caregivers in using CBT. While the term 'must have' is overused, I feel it accurately describes this well-written book. The psychosocial approach has the potential to change the lives of many on the autism spectrum.”
—Brenda Smith Myles, PhD, State and National Partnerships, Ohio Center for Autism and Low Incidence (OCALI)

“Scarpa, White, and Attwood have done a brilliant job of assembling a team of authors who could together construct this timely resource. Each contributor successfully bridges the gap between the literature on CBT for neurotypical children/adolescents and the literature on ASD. The volume informs both practitioners and researchers who are trying to understand and serve these unique youngsters. It is a complete, invaluable tool for anyone seeking to improve the lives of young people on the spectrum and prepare them to be healthy and productive adults.”
—Valerie L. Gaus, PhD, private practice, Huntington, New York

“An extremely valuable book for clinicians, educators, and researchers. It fills a tremendous need for comprehensive information about empirically validated treatments that can address anxiety and the social challenges that many children and adolescents with ASD face. By describing both the treatment approaches and the science behind them, the volume provides practical information that can be useful today, while also setting the stage for future research.”
—Geraldine Dawson, PhD, Professor of Psychiatry and Behavioral Sciences and Director, Duke Center for Autism and Brain Development, Duke University

“A truly wonderful addition to the literature. Practical, well written, and easy to use, this book will be a standard for years to come.”
—Fred R. Volkmar, MD, Irving B. Harris Professor and Director, Child Study Center, Yale University School of Medicine

Table of Contents:

I. Theoretical Background

1. Cognitive-Behavioral Therapy with Children and Adolescents: History and Principles, Angela Scarpa and Jill Lorenzi

2. Modifications of Cognitive-Behavioral Therapy for Children and Adolescents with High-Functioning ASD and Their Common Difficulties, Tony Attwood and Angela Scarpa <-- sample (pdf)

3. The Role of Assessment in Guiding Treatment Planning for Youth with ASD, Carla A. Mazefsky and Susan Williams White

II. Anxiety and Behavior Problems

4. Cognitive-Behavioral Therapy for Anxiety Disorders in Youth with ASD: Emotional, Adaptive, and Social Outcomes, Shulamite A. Green and Jeffrey J. Wood

5. Parental Involvement in Treating Anxiety in Youth with High-Functioning ASD, Judy Reaven and Audrey Blakeley-Smith

6. Multimodal Treatment for Anxiety and Social Skills Difficulties in Adolescents on the Autism Spectrum, Susan Williams White, Lawrence Scahill, and Thomas H. Ollendick

7. Cognitive-Behavioral Therapy for Stress and Anger Management in Young Children with ASD: The Exploring Feelings Program, Angela Scarpa, Nuri Reyes, and Tony Attwood

III. Social Competence

8. Multimodal Intervention for Social Skills Training in Students with Asperger Syndrome: The Secret Agent Society, Renae Beaumont and Kate Sofronoff

9. A Manualized Summer Program for Social Skills in Children with High-Functioning ASD, Christopher Lopata, Marcus L. Thomeer, Martin A. Volker, and Gloria K. Lee

10. Cognitive-Behavioral-Ecological Intervention to Facilitate Social-Emotional Understanding and Social Interaction in Youth with High-Functioning ASD, Nirit Bauminger-Zviely

IV. Sexuality and Affection

11. Expressing and Enjoying Love and Affection: A Cognitive-Behavioral Program for Children and Adolescents with Asperger Syndrome, Tony Attwood

12. Understanding Relationships and Sexuality in Individuals with Asperger Syndrome, Isabelle Hénault

V. Concluding Remarks

13. What Do We Know about Psychosocial Interventions for Youth with High-Functioning ASD, and Where Do We Go from Here?, Susan Williams White, Angela Scarpa, and Tony Attwood

About the Editors:

Angela Scarpa, PhD, is Associate Professor of Psychology at Virginia Polytechnic Institute and State University (Virginia Tech), founder and codirector of the Virginia Tech Autism Clinic, and director of the Virginia Tech Center for Autism Research. She is a clinical psychologist whose research and practice focus on the mental health of children, adolescents, and young adults with autism spectrum disorders (ASD). Dr. Scarpa is coauthor (with Anthony Wells and Tony Attwood) of Exploring Feelings for Young Children with High-Functioning Autism or Asperger's Disorder: The STAMP Treatment Manual.

Susan Williams White, PhD, is Assistant Professor of Psychology at Virginia Tech and codirector of the Virginia Tech Autism Clinic. She is a clinical psychologist specializing in the treatment of people affected by neurodevelopmental disorders such as ASD. Dr. White has a special interest in interventions for social deficits and co-occurring psychiatric problems, such as anxiety in individuals with ASD, and exploration of transdiagnostic processes such as emotional and behavioral self-regulation. She is the author of Social Skills Training for Children with Asperger Syndrome and High-Functioning Autism.

Tony Attwood, PhD, is a clinical psychologist and Chairperson of the Minds and Hearts Clinic in Brisbane, Australia, and Adjunct Professor at Griffith University in Queensland. With over 35 years of clinical experience, he is considered a leading international expert in the field. His publications include The Complete Guide to Asperger's Syndrome and Asperger's Syndrome: A Guide for Parents and Professionals.

Contributors:

Tony Attwood, PhD, Minds and Hearts Clinic, Brisbane, Queensland, Australia

Nirit Bauminger-Zviely, PhD, Graduate Program in Special Education, School of Education, Bar-Ilan University, Ramat-Gan, Israel

Renae Beaumont, PhD, Social Skills Training Institute, Queensland, Australia

Audrey Blakeley-Smith, PhD, JFK Partners, University of Colorado, Anschutz Medical Campus, School of Medicine, Aurora, Colorado

Shulamite A. Green, MA, Department of Psychology, University of California at Los Angeles, Los Angeles, California

Isabelle Hénault, PhD, Department of Psychology, University of Québec, Montréal, Québec, Canada

Gloria K. Lee, PhD, Department of Counseling, School of Educational Psychology, University at Buffalo, The State University of New York, Buffalo, New York

Christopher Lopata, PsyD, Institute for Autism Research, Canisius College, Buffalo, New York

Jill Lorenzi, MS, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia

Carla A. Mazefsky, PhD, Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania

Thomas H. Ollendick, PhD, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia

Judy Reaven, PhD, JFK Partners, University of Colorado, Anschutz Medical Campus, School of Medicine, Aurora, Colorado

Nuri Reyes, MS, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia

Lawrence Scahill, MSN, PhD, Child Study Center, Yale University School of Medicine, New Haven, Connecticut

Angela Scarpa, PhD, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia

Kate Sofronoff, PhD, School of Psychology, University of Queensland, St. Lucia, Brisbane, Australia

Marcus L. Thomeer, PhD, Institute for Autism Research, Canisius College, Buffalo, New York

Martin A. Volker, PhD, Department of Counseling, School of Educational Psychology, University at Buffalo, The State University of New York, Buffalo, New York

Susan Williams White, PhD, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia

Jeffrey J. Wood, PhD, Division of Human Development and Psychology, University of California at Los Angeles, Los Angeles, California

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