Chronic disruptive behaviors during early childhood are associated with many poor developmental outcomes including, but not limited to, school dropout and conduct disorder during adolescence. Much is known regarding effective intervention procedures for disruptive classroom behaviors by preschool children. Unfortunately, evidence-based intervention procedures may not be implemented with integrity in applied settings. Direct behavioral consultation may increase teacher intervention integrity because of direct training procedures used with teachers and students during routine classroom activities. This study evaluated a nondisruptive direct training method for increasing Head Start teachers' use of praise and effective instruction delivery. Results indicated that the direct training procedure implemented during routine instructional activities resulted in increased use of praise and effective instruction delivery that maintained following training. Additionally, increased use of praise and effective instruction delivery resulted in reductions in children's disruptive classroom behavior.The prevalence of disruptive behavior disorders in preschool and early school-age children is approximately 10% and may be as high as 25% forCorrespondence should be sent to Brad A. Dufrene,

As the benefits of integrated behavioral health care services are becoming more widely recognized, this study investigated physician satisfaction with ongoing integrated psychology services in pediatric primary care clinics. Data were collected across 5 urban and 6 rural clinics and demonstrated the specific factors that physicians view as assets to having efficient access to a pediatric behavioral health practitioner. Results indicated significant satisfaction related to quality and continuity of care and improved access to services. Such models of care may increase access to care and reduce other service barriers encountered by individuals and their families with behavioral health concerns (ie, those who otherwise would seek services through referrals to traditional tertiary care facilities).

Children with Autism Spectrum Disorders (ASD) present with a broad array of deficits and excesses that require educational intervention. The Individualized Education Program (IEP) serves as the blueprint for educational intervention but it can sometimes be difficult to identify which goals and objectives should be addressed with this population. It is necessary to be familiar with the defining features of ASD and the associated characteristics that youth may demonstrate in order to develop appropriate educational goals and objectives. The purpose of this article is to review the broad range of characteristics often evidenced by youth with ASD and to associate these features with specific skills to consider when developing IEP goals and objectives. This article primarily concentrates on providing an extensive list of skills and subskills that should be considered whenever children have been diagnosed or verified with an ASD. Finally, resources that may aid educators in developing IEPs are provided.

Objective: It is critical to address the behavioral health (BH) needs of youth given the high prevalence of diagnosable BH concerns prior to age 18 and the barriers for accessing BH services. To improve access, integration of BH services with primary care is increasing. The colocated model is one proposed method for increasing access to BH services for children. The current study sought to provide demonstration data for colocated BH services within the pediatric medical home. Method: A retrospective review of 694 new BH patient charts ranging from 1–18 years from 9 primary care clinics across three states participated. Data on number of sessions attended with a BH provider, report of homework completion (where relevant), clinician rating of adherence, and improvement ratings were collected. Results: Across all sites, 85% of referred patients attended their first appointment, and 84% of patients showed improvement over a 6-month period. Conclusions: This study is among the first to provide outcome data demonstrating the effectiveness of the colocated model for delivering BH services in primary care. Data provide information on the relationship between patient outcomes and adherence to recommendations delivered during colocated BH treatment. High attendance rates at initial appointment and overall improvement ratings were observed, suggesting the colocated BH model is a feasible model to improve access and outcomes in pediatric BH services.

Survey results showed a clear pattern of higher integration being associated with greater utilization of H&B codes and better reimbursement for consultation activities. These results underscore the importance of establishing and maintaining billing and reimbursement systems that adequately support integrated care. (PsycINFO Database Record

No abstract

The integration of mental health services in primary care settings has expanded rapidly in recent years with psychologists being at the forefront of efforts to promote healthy behaviors, reduce disease, and care for behavioral, emotional, and developmental needs to promote overall health and well-being for children and families (Asarnow, Kolko, Miranda, & Kazak, 2017;Stancin & Perrin, 2014). While there are many psychologists working in pediatric primary care (PPC), little is known about the specific activities that these psychologists engage in, the training they receive, or funding mechanisms that support their work. This study sought to address this gap in the literature through a survey of psychologists working in PPC. An anonymous online survey was disseminated to members of professional organizations and listservs who were identified as having interest in PPC. Psychologists (N ϭ 65) currently practicing in PPC completed the survey by reporting on clinical roles and practices, professional training, practice settings, and funding supports in PPC settings. Results indicate that psychologists assume a number of roles in PPC including providing individual and family therapy, conducting screenings for child mental health concerns, and providing consultation to medical colleagues. Many psychologists also provide supervision and offer educational opportunities for those in related fields, such as medicine and social work. Engagement in research activities was identified as a secondary activity. It was reported that a number of clinical activities were not billed for on a regular basis. Additional areas of research will be discussed along with implications for clinical services in PPC.

Objective: This study aimed to determine whether youth access behavioral health (BH) care earlier (i.e., when problems are less severe) when receiving services in colocated pediatric primary care clinics. Methods: Six primary care clinics in the Midwest with a colocated BH provider participated in this study. Data on number of sessions attended/not attended with the BH provider, BH symptom severity as measured by the Child Behavior Checklist, parent report of length of presenting problem, and improvement ratings were collected and compared for on-site referrals and off-site referrals. Descriptive, independent sample t tests and regression analyses compared those referred from on-site physicians versus off-site referral sources. Results: Results demonstrated that youth receiving BH services at their primary care physician's office accessed services when problems were less severe and had been impacting their functioning for a shorter duration. Conclusion: This study is among the first to explore whether youth receiving BH services in primary care are accessing those services earlier than those who are referred from outside sources, resulting in improved patient outcomes.