Volume 12, Issue 4 (1983)
Reduction of a Behavioral Tic With a Preschooler Using Relaxation and Self-Control Techniques Across Settings
Rita Poth, David W. Barnett
Assessment and intervention with high risk preschool children has been gaining increasing attention (e.g.,Bagnato & Neisworth,1981). As for older children, procedural guidelines for assessment (Barnett, 1983)and the avoidance of clinical assessment errors (Nay, 1979) are critical. However, opportunities for abuse are substantial; many psychologists have relatively infrequent experiences with young children (c.f., Goh, Teslow, & Fuller, 1981). Problems with preschool assessment and intervention result from the following:a lack of a consensus theoretical position on important developmental variables (e.g., social and emotional); instability and rapid change in cognition, language and behavior;concerns about labeling; and inadequate intervention or treatment that may have unintended negative consequences(Willems, 1977).Questions are even more difficult to resolve when neurological concerns are implicated as in this study. Practical guidelines are understandably lacking for psychologists (Filskov & Boll, 1981; Hynd & Obrzut, 1981).
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