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Lochman also is a co-principal investigator on a study of the preventive effects of the comprehensive, intensive Fast Track program, designed to prevent adolescent conduct problems, funded by National Institute of Health (NIMH). Techniques demonstrated include effective ways of providing positive reinforcement, methods to ensure smoother transitions, establishing a daily report card, and other behavioral strategies. She is involved in providing training in evidence-based practices, as well as providing educational and behavioral interventions to schools and community mental health agencies. Robb has served as a Co-Director and Clinical Supervisor in the Children's Summer Treatment Program, a state-of-the-art, award-winning, intensive behavior therapy program for children with ADHD.

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Rapoff describes evidence-based interventions to ways to enhance adherence to pediatric medical regimes. Rapoff illustrates the advantages and disadvantages of various strategies used to increase adherence and provides case examples. received his doctoral degree in Developmental and Child Psychology in 1980 from the University of Kansas. He is a licensed psychologist in Kansas and Missouri. Rapoff received the Distinguished Scholar Award from the Association of Rheumatology Health Professionals, a division of the American College of Rheumatology. Rapoff was elected as a Fellow in the Society of Pediatric Psychology. Rapoff teaches and advises clinical psychology students in pediatric and health psychology and teaches residents and medical students. Her areas of expertise are early and preventive intervention, behavior management, and classroom and school-wide management.

Strategies discussed in this workshop include technology assisted, educational, organizational, and behavioral adherence enhancement strategies. His research, funded by NIH and the Arthritis Foundation, over the past 30 years has focused on adherence to pediatric medical regimens and pain. Rapoff has 93 publications in journals or books, including the second edition of a single-authored book published in 2010 on medical adherence (Adherence to Pediatric Medical Regimens, 2nd ed. He also sees patients 1 day per week in his Behavioral Pediatrics Outreach Clinics in Lawrence, Kansas. Number of Contact Hours: 4.5 In this workshop, participants will learn the background and rationale for First Step to Success, an early home and school intervention for children with challenging behavior. She is a research scientist at the Oregon Research Institute and works at the Institute on Violence and Destructive Behavior at the University of Oregon as a teacher trainer and behavioral consultant. Golly is a co-author for the First Step to Success Program (Pre K – 3rd grade) and has been a coordinator for designing, implementing and conducting nation-wide research on this program for the past decade.

He is the Director of the Center for Prevention of Youth Behavior Problems. He has authored more than 210 scientific articles, chapters and books, and this work has primarily focused on the causes and consequences of highly aggressive behavior in childhood.

In addition to his prevention research on the Coping Power program, Dr. Robb demonstrates effective parenting techniques for children with disruptive behavior problems. is an instructor in the Professional Counseling Program in the Department of Psychology at Florida International University.

First, she illustrates assessment procedures for diagnosis of anxiety disorders through case examples.

Features of the DSM-IV anxiety disorder diagnoses are described in detail for children.

The workshops are ordered alphabetically by disorder/problem.

Check below to see a list of the new workshops that will be available soon Number of Contact Hours: 2.5 Overview of workshop: In this workshop Dr. Smith (Distinguished) Professor of Pediatrics, Vice-Chair for Research/Scholarship, and Director of the Faculty Mentoring Program in the Department of Pediatrics at the University of Kansas Medical Center.

Next, she identifies the content and procedures used in SET-C and discusses the role of peers in the generalization of social skills.

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