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| Child Compliance and Noncompliance | |
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| Definitions of Compliance and Noncompliance | |
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| The Significance of Compliance and Noncompliance | |
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| The Development of Compliance and Noncompliance in Normal (Nonreferred) Children | |
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| Compliance and Noncompliance as "Deviant" Development | |
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| Final Thoughts | |
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| Parent Training | |
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| The Development of Parent Training | |
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| Common Catalog of Parenting Skills | |
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| Limitations of Parent Training | |
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| The Hanf Model of Parent Training | |
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| Overview of the "Helping the Noncompliant Child" (HNC) Parent Training Program | |
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| The Training Setting | |
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| Who Should Attend Sessions | |
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| Parenting Skills | |
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| Method of Teaching | |
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| Overview of Skills Taught in the Parent Training Program | |
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| When to Progress to the Next Skill: Behavioral Criteria | |
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| Structure of Sessions | |
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| Training Materials | |
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| Ethical Considerations | |
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| Engaging Families in the Intervention | |
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| Therapists | |
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| Final Thoughts | |
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| Assessment Methods and Procedures | |
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| The Interview | |
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| The Parent Interview | |
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| Direct Observation | |
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| Parent-Completed Questionnaires | |
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| Parent-Recorded Behavior | |
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| Assessment of School Problems | |
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| Posttreatment and Follow-Up Assessments | |
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| The Feedback Session and Sample Program Outline | |
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| The Feedback Session | |
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| Sample Outline of the Parent Training Program | |
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| Commonly Encountered Problems | |
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| Phase I: The Skills of Differential Attention | |
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| Facilitating Child Cooperation and Participation during the First Intervention Session: The Use of Setting Instructions | |
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| Rationale and Overview of Phase I | |
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| Parenting Skills | |
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| Combining Phase I Skills: Differential Attention | |
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| Homework Assignments | |
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| Sample Session | |
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| Commonly Encountered Problems | |
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| Phase II: The Skills of Compliance Training | |
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| Rationale and Overview of Phase II | |
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| The Clear Instructions Sequence | |
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| Extending Phase II Skills: Standing Rules | |
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| Extending Phase I and Phase II Skills | |
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| Sample Session | |
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| Commonly Encountered Problems | |
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| The Final Session(s) | |
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| Adjunctive Interventions | |
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| Rationale for Enhancing Parent Training | |
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| Use of a Self-Control Program with Parents | |
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| Teaching Parents Social Learning Principles | |
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| Parent Enhancement Therapy | |
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| Toward the Development of a Self-Administered Version of the HNC Parent Training Program | |
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| Adaptations for Specific Populations | |
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| Attention-Deficit/Hyperactivity Disorder | |
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| Adaptations of Parent Training for ADHD | |
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| Child Abuse and Neglect | |
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| Developmental Disabilities | |
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| Other Populations | |
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| Adherence to Medical Regimens | |
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| Final Thoughts | |
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| Review of Treatment Research and Current Directions | |
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| Laboratory Investigations | |
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| Immediate Outcome Studies | |
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| Outcome Studies Examining Generalization and Social Validity | |
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| Enhancement of Generalization | |
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| Self-Administered Interventions | |
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| Comparisons with Other Interventions | |
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| Current Directions: Moving Toward Prevention | |
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| Conclusions | |
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| Parent's Consumer Satisfaction Questionnaire | |
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| Parent Handouts and Record Sheets | |
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| Introduction to Phase I | |
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| Attends and the Child's Game | |
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| Parent Record Sheet: Child's Game | |
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| Rewards | |
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| Parent Record Sheet: Identifying "OK" Behaviors to Increase | |
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| Ignoring | |
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| Combining Positive Attention and Ignoring (Differential Attention) | |
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| Introduction to Phase II | |
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| The Clear Instructions Sequence: Path A | |
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| Parent Record Sheet: Clear Instructions and Child Compliance | |
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| The Clear Instructions Sequence: Path B | |
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| The Clear Instructions Sequence: Path C | |
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| Challenges in the Use of the Clear Instructions Sequence | |
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| Parent Record Sheet: Clear Instructions Sequence | |
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| Standing Rules | |
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| Parent Record Sheet: Standing Rules | |
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| Dealing with Situations Outside the Home | |
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| Social Learning Criterion Tests and Scoring Keys | |
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| Mealtime Brochure | |
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| References | |
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| Index | |