Abstract
Therapeutic day treatment programs play an important role in meeting the needs of youth with complex psychiatric presentations. This chapter describes the background, rationale, and structure of the UCLA Achievement, Behavior, Cognition program. The program, established in 1961, provides comprehensive mental health services to children ages 6–12 experiencing a range of mental health concerns. Children at ABC typically have complex diagnostic presentations, psychosocial contexts, and long histories in treatment. Treatment is delivered by a multidisciplinary treatment team, with a robust family intervention component. The approach is highly individualized and data-driven, with a heavy emphasis on measurement-based care. Treatment integrates a variety of evidence-based components, including behavioral parent training, individual and group cognitive-behavioral therapies, and applied behavioral analysis.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Barlow, D. H., Ellard, K. K., & Fairholme, C. P. (2010). Unified protocol for transdiagnostic treatment of emotional disorders: Workbook. Oxford University Press.
Barton, K. S., Tabor, H. K., Starks, H., Garrison, N. A., Laurino, M., & Burke, W. (2018). Pathways from autism spectrum disorder diagnosis to genetic testing. Genetics in Medicine, 20(7), 737–744. https://doi.org/10.1038/gim.2017.166
Beery, K. E. (2004). Beery VMI: The Beery-Buktenica developmental test of visual-motor integration. Pearson.
Beidas, R. S., Benjamin, C. L., Puleo, C. M., Edmunds, J. M., & Kendall, P. C. (2010). Flexible applications of the coping cat program for anxious youth. Cognitive and Behavioral Practice, 17(2), 142–153. https://doi.org/10.1016/j.cbpra.2009.11.002
Birmaher, B., Brent, D. A., Chiappetta, L., Bridge, J., Monga, S., & Baugher, M. (1999). Psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED): A replication study. Journal of the American Academy of Child and Adolescent Psychiatry, 38(10), 1230–1236. https://doi.org/10.1097/00004583-199910000-00011
Christon, L. M., McLeod, B. D., & Jensen-Doss, A. (2015). Evidence-based assessment meets evidence-based treatment: An approach to science-informed case conceptualization. Cognitive and Behavioral Practice, 22(1), 36–48. https://doi.org/10.1016/j.cbpra.2013.12.004
Connors, E. H., Douglas, S., Jensen-Doss, A. et al. (2021). What Gets Measured Gets Done: How Mental Health Agencies can Leverage Measurement-Based Care for Better Patient Care, Clinician Supports, and Organizational Goals. Adm Policy Ment Health (48), 250–265. https://doi.org/10.1007/s10488-020-01063-w
Chun, T. H., Mace, S. E., Katz, E. R., American Academy of Pediatrics, Committee on Pediatric Emergency Medicine, & American College of Emergency Physicians. (2016). Executive summary: Evaluation and management of children and adolescents with acute mental health or behavioral problems. Part I: common clinical challenges of patients with mental health and/or behavioral emergencies. Pediatrics, 138(3). https://doi.org/10.1542/peds.2016-1570
Coyne, L. W., McHugh, L., & Martinez, E. R. (2011). Acceptance and commitment therapy (ACT): Advances and applications with children, adolescents, and families. Child and Adolescent Psychiatric Clinics, 20(2), 379–399. https://doi.org/10.1016/j.chc.2011.01.010
De Los Reyes, A. (2011). Introduction to the special section: More than measurement error: Discovering meaning behind informant discrepancies in clinical assessments of children and adolescents. Journal of Clinical Child & Adolescent Psychology, 40(1), 1–9. https://doi.org/10.1080/15374416.2011.533405
De Los Reyes, A. (2013). Strategic objectives for improving understanding of informant discrepancies in developmental psychopathology research. Development and Psychopathology, 25(3), 669–682. https://doi.org/10.1017/S0954579413000096
De Los Reyes, A., Augenstein, T. M., Wang, M., Thomas, S. A., Drabick, D. A., Burgers, D. E., & Rabinowitz, J. (2015). The validity of the multi-informant approach to assessing child and adolescent mental health. Psychological Bulletin, 141(4), 858–900. https://doi.org/10.1037/a0038498
Ehrenreich, J. T., Goldstein, C. R., Wright, L. R., & Barlow, D. H. (2009). Development of a unified protocol for the treatment of emotional disorders in youth. Child & Family Behavior Therapy, 31(1), 20–37. https://doi.org/10.1080/07317100802701228
Eyberg, S. M., & Boggs, S. R. (1998). Parent-child interaction therapy: A psychosocial intervention for the treatment of young conduct-disordered children. In J. M. Briesmeister & C. E. Schaefer (Eds.), Handbook of parent training: Parents as co-therapists for children's behavior problems (pp. 61–97). John Wiley & Sons Inc.
Forehand, R., Jones, D. J., & Parent, J. (2013). Behavioral parenting interventions for child disruptive behaviors and anxiety: What’s different and what’s the same. Clinical Psychology Review, 33(1), 133–145. https://doi.org/10.1016/J.CPR.2012.10.010
Forgatch, M. S., & Patterson, G. R. (2010). Parent Management Training—Oregon Model: An intervention for antisocial behavior in children and adolescents. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 159–177). The Guilford Press.
Forgeard, M., Beard, C., Kirakosian, N., & Björgvinsson, T. (2018). Research in partial hospital settings. In Practice-based research: A guide for clinicians. Routledge.
Freitag, C. M. (2007). The genetics of autistic disorders and its clinical relevance: A review of the literature. Molecular Psychiatry, 12(1), 2–22. https://doi.org/10.1038/sj.mp.4001896
Garland, A. F., Hawley, K. M., Brookman-Frazee, L., & Hurlburt, M. S. (2008). Identifying common elements of evidence-based psychosocial treatments for children’s disruptive behavior problems. Journal the American Academy of Child and Adolescent Psychiatry, 47(5), 505–514. https://doi.org/10.1097/CHI.0b013e31816765c2
Guy, W., & Bonato, R. R. (1970). Manual for the ECDEU assessment battery. US Department of Health, Education, and Welfare, National Institute of Mental Health.
Hunsley, J. (2015). Translating evidence-based assessment principles and components into clinical practice settings. Cognitive and Behavioral Practice, 22(1), 101–109. https://doi.org/10.1016/j.cbpra.2014.10.001
Jensen-Doss, A., Douglas, S., Phillips, D. A., Gencdur, O., Zalman, A., & Gomez, N. E. (2020). Measurement-based care as a practice improvement tool: Clinical and organizational applications in youth mental health. Evidence-Based Practice in Child and Adolescent Mental Health, 5(3), 1–18. https://doi.org/10.1080/23794925.2020.1784062
Karver, M. S., De Nadai, A. S., Monahan, M., & Shirk, S. R. (2018). Meta-analysis of the prospective relation between alliance and outcome in child and adolescent psychotherapy. Psychotherapy, 55(4), 341–355. https://doi.org/10.1037/pst0000176
Kendall, P. C., & Frank, H. E. (2018). Implementing evidence-based treatment protocols: Flexibility within fidelity. Clinical Psychology: Science and Practice, 25(4), e12271. https://doi.org/10.1111/cpsp.12271
Kendall, P. C., & Hedtke, K. A. (2006). Cognitive-behavioral therapy for anxious children: Therapist manual. Workbook Publishing.
Kendall, P. C., Gosch, E., Furr, J. M., & Sood, E. (2008). Flexibility within fidelity. Journal of the American Academy of Child & Adolescent Psychiatry, 47(9), 987–993. https://doi.org/10.1097/CHI.0b013e31817eed2f
Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4, 863. https://doi.org/10.3389/fpsyg.2013.00863
Laugeson, E. A., & Frankel, F. (2011). Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual. Routledge.
Lewis, C. C., Boyd, M., Puspitasari, A., Navarro, E., Howard, J., Kassab, H., & Kroenke, K. (2019). Implementing measurement-based care in behavioral health: a review. JAMA psychiatry, 76(3), 324–335
Linehan, M. M., & Wilks, C. R. (2015). The course and evolution of dialectical behavior therapy. American Journal of Psychotherapy, 69(2), 97–110. https://doi.org/10.1176/appi.psychotherapy.2015.69.2.97
Lochman, J. E., & Wells, K. C. (2003). Effectiveness of the coping power program and of classroom intervention with aggressive children: Outcomes at a 1-year follow-up. Behavior Therapy, 34(4), 493–515. https://doi.org/10.1016/S0005-7894(03)80032-1
Lochman, J. E., & Wells, K. C. (2004). The coping power program for preadolescent aggressive boys and their parents: Outcome effects at the 1-year follow-up. Journal of Consulting and Clinical Psychology, 72(4), 571–578. https://doi.org/10.1037/0022-006X.72.4.571
Martinez, R. G., Cornacchio, D., McNeil, G., Martino, M. M., Schneider, B., Park, M., Rabizadeh, A., & Peris, T. S. (in prep). A quality improvement project for improving measurement-based care in a Pediatric Partial Hospitalization Program.
Martino, M., Schneider, B. N., Park, M., Podell, J. L., & Peris, T. S. (2020). Evidence-based practice in a pediatric partial hospitalization setting. Evidence-Based Practice in Child and Adolescent Mental Health, 5(1), 28–41. https://doi.org/10.1080/23794925.2020.1727792
McLeod, B. D. (2011). Relation of the alliance with outcomes in youth psychotherapy: A meta-analysis. Clinical Psychology Review, 31(4), 603–616. https://doi.org/10.1016/j.cpr.2011.02.001
McLeod, B. D., Cox, J. R., Martinez, R. G., & Christon, L. M. (2018). Assessment and case conceptualization. In T. H. Ollendick, S. W. White, & B. A. White (Eds.), The Oxford handbook of clinical child and adolescent psychology. Oxford University Press.
McNeil, C. B., & Hembree-Kigin, T. L. (2010). Parent—Child interaction therapy (2nd ed.). Springer Science + Business Media. https://doi.org/10.1007/978-0-387-88639-8
Messer, S. C., Angold, A., Costello, E. J., Loeber, R., Van Kammen, W., & Stouthamer-Loeber, M. (1995). Development of a short questionnaire for use in epidemiological studies of depression in children and adolescents: Factor composition and structure across development. International Journal of Methods in Psychiatric Research, 5, 251–262.
Pearce, P., Johnson, C., Manly, P., & Locke, J. (2014). Use of narratives to assess language disorders in an inpatient pediatric psychiatric population. Clinical Child Psychology and Psychiatry, 19(2), 244–259. https://doi.org/10.1177/1359104513487001
Piacentini, J., Peris, T. S., Bergman, R. L., Chang, S., & Jaffer, M. (2007). BRIEF REPORT: Functional impairment in childhood OCD: Development and psychometrics properties of the child obsessive-compulsive impact scale-revised (COIS-R). Journal of Clinical Child and Adolescent Psychology, 36(4), 645–653. https://doi.org/10.1080/15374410701662790
Reddy, K. S. (2005). Cytogenetic abnormalities and fragile-X syndrome in Autism Spectrum Disorder. BMC Medical Genetics, 6(1), 1–16. https://doi.org/10.1186/1471-2350-6-3
Sheehan D. V., Lecrubier Y., Sheehan, K. H., Amorim, P., Janavs, J., Weiller, E., Hergueta, T., Baker, R., & Dunbar, G. C. (1998). The Mini-International Neuropsychiatric Interview (M.I.N.I.): The development and validation of a structured diagnostic psychiatric interview for DSM-IV and ICD-10. Journal of Clinical Psychiatry, 59(20), 21–32.
Sparrow, S. S., Balla, D. A., Cicchetti, D. V., & Harrison, P. L. (1984). Vineland adaptive behavior scales. Pearson.
Stringaris, A., Goodman, R., Ferdinando, S., Razdan, V., Muhrer, E., Leibenluft, E., & Brotman, M. A. (2012). The affective reactivity index: A concise irritability scale for clinical and research settings. Journal of Child Psychology and Psychiatry, 53(11), 1109–1117. https://doi.org/10.1111/j.1469-7610.2012.02561.x
Swanson, J. M. (1992). School-based assessments and interventions for ADD students. K.C. Press.
Swanson, J. M., Kraemer, H. C., Hinshaw, S. P., Arnold, L. E., Conners, C. K., Abikoff, H. B., et al. (2001). Clinical relevance of the primary findings of the MTA: Success rates based on severity of ADHD and ODD symptoms at the end of treatment. Journal of the American Academy of Child & Adolescent Psychiatry, 40(2), 168–179. https://doi.org/10.1097/00004583-200102000-00011
Webster-Stratton, C. (2011). Incredible years: The parents, teachers, and children training series. Incredible Years, Inc.
Weisz, J. R., Chorpita, B. F., Frye, A., Ng, M. Y., Lau, N., Bearman, S. K., et al. (2011). Youth top problems: Using idiographic, consumer-guided assessment to identify treatment needs and to track change during psychotherapy. Journal of Consulting and Clinical Psychology, 79(3), 369–380. https://doi.org/10.1037/a0023307
Youngstrom, E. A., Van Meter, A., Frazier, T. W., Hunsley, J., Prinstein, M. J., Ong, M. L., & Youngstrom, J. K. (2017). Evidence-based assessment as an integrative model for applying psychological science to guide the voyage of treatment. Clinical Psychology: Science and Practice, 24(4), 331–363. https://doi.org/10.1111/cpsp.12207
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Martinez, R.G., Schneider, B.N., McCracken, J.T., Peris, T.S. (2022). The UCLA Achievement, Behavior, Cognition (ABC) Program. In: Leffler, J.M., Frazier, E.A. (eds) Handbook of Evidence-Based Day Treatment Programs for Children and Adolescents. Issues in Clinical Child Psychology. Springer, Cham. https://doi.org/10.1007/978-3-031-14567-4_8
Download citation
DOI: https://doi.org/10.1007/978-3-031-14567-4_8
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-14566-7
Online ISBN: 978-3-031-14567-4
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)