Practice Elements: Monitoring

Skills building intervention that aims to identify target behaviors to monitor, to develop a rating scale to increase the accuracy of observation, and to create a recording procedure. Monitoring is gathering information about the child’s behavior to identify area of concern and provide information about how treatment is going.

Practice Elements: Modeling

Skills building intervention that aims to promote rapid acquisition of a new skill (e.g., approaching a feared object, having a conversation) and to provide an opportunity for a caregiver to demonstrate the skill or to cue the child to use the skill in appropriate situations.

Practice Elements: Goal Setting

Skills building intervention that aims to provide a rationale for using a goal setting framework, to identify goals that are important to the child and family, and to establish a realistic, achievable progression of steps towards desired goals.

Practice Elements: Engagement (With Caregiver; With Child)

Skills building intervention that aims to begin to establish rapport with the parent, to elicit the parent’s perspective regarding the child’s main challenges and goals for improvement, and to identify and reduce practical and psychological barriers to participation.

Practice Elements: Attending

Skills building intervention that aims to increase the amount of positive attention provided to the child, even if the child has misbehaved, at other times during the day. The intervention also aims to teach the caregiver to attend to positive behaviors and to promote the child’s sense of self-worth.

Practice Elements: Assertiveness Training

Skills building intervention that aims to explain the different ways that people relate to one another, to teach youth how to use socially appropriate strategies to express feelings, stand up for themselves, and disagree with others, and to assist youth in practicing situations in which assertive strategies would be appropriate.

Practice Elements: Activity Selection

Skills building intervention that aims to emphasize the link between positive activities and feeling good, to note that doing more things with someone we like is a good way to enjoy activities, and to explain that we can make ourselves busy so that we don’t have time to worry or feel bad.