Syllabus - Courses in Psychology - UCLA

ADVANCED RESEARCH METHODS IN DEVELOPMENTAL PSYCHOPATHOLOGY
Psychology 125c: Spring, 2011
Professor Bruce L. Baker 3221 Franz Hall 825-9176 baker@psych.ucla.edu
Ms. Shula Green 3178 Franz Hall shulamite@ucla.edu
Ms. Ruth Ellingsen 2214 Franz Hall ruthellingsen@ucla.edu
These two seminars are coordinated with the Fernald Child Study Center Research Intern
program for undergraduates in Psychology and are open only to Fernald Interns.
Objectives. The 125b and 125c seminars will facilitate students' learning about research
approaches utilized by psychologists to conduct research in developmental psychopathology.
Our exploration of research approaches in the Winter Quarter considered: hypothesis testing;
controls to reduce threats to validity; measurement; and descriptive, correlational, and
longitudinal designs. We considered research approaches within the context of studies in child
clinical psychology that addressed issues such as: measure development, behavioral
observation, continuity over time, risk and protective factors, self-regulation, high risk
parenting, parent-child interaction, family stress, and well-being. This quarter we will focus on
intervention research broadly in developmental psychopathology. We will consider frequently
used designs (e.g. groups; single subjects), program contexts (e.g. evidence-based programs and
program evaluation, in university, schools, hospitals, and community agencies) and program
focus (e.g. behavioral parent training; externalizing disorders – conduct disorder, ADHD;
internalizing disorders – anxiety, depression, eating disorders; developmental disabilities). We
will continue to examine ethical issues throughout the quarter.
There will be an emphasis on the "case study" approach to learning; students will learn about
research methods primarily by in depth consideration of selected research studies. These
represent a range of issues in child psychopathology, clinical populations, and research
approaches. Exposure to research methods will be through presentations, readings, class
discussions, writing, class presentations, and – most importantly -- participation in the conduct
of research. The seminar will be uniquely tailored to fit with other experiences that students
have in the Fernald Research Internship program.
Prerequisites: Participation in the year-long Fernald Research Intern Program.
Meetings: All meetings are at the Fernald Child Study Center. We will meet for 10 hours
weekly, distributed as follows: (a) One and a half hour seminar TUESDAYS 3:30-5:00; (b) One
and a half hour coding meeting, other research activity (or sometimes a seminar) THURSDAYS
3:30-5:00; (c) 7 hours of supervised experience in one or more research projects.
Evaluation: Evaluation methods will include: (a) a term paper (due Friday, June 1), (b)
participation in the seminar, and related written assignments, and (c) participation in the
research practicum. There will be no exams.
Weekly Assignments: Students are required to submit brief weekly assignments based on the
readings. For most weeks they will involve a brief (paragraph or so) article critique; specifics
will be announced in class each week. For several weeks they are described in the syllabus.

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SCHEDULE OF CLASSES
SPRING QUARTER: INTERVENTION RESEARCH
1. April 3 Evidence based treatments: Group designs
2. April 10 Ten Commandments of Program Evaluation: Behavioral Parent Training
3. April 17 Evidence Based Treatments for Child Anxiety/Depression
Adapting an EBT to a new population
4. April 24 Intervention Research: Single Subject Designs (Dr. Baker)
5. May 1 Evidence-based treatment for Autism Spectrum Disorders
6. May 8 Evidence-based treatment for children with OCD: Guest speaker Tara Peris
Friday, May 11: Proposals for final papers due
7. May 15 Evidence-based treatments for ADHD (Dr. Baker)
8. May 22 Mindfulness and ACT as evidence-based treatments for ADHD: adapting EBTs
to a new disorder: Guest speaker Natalie Wieland
Draft of final papers due for those who want feedback
9. May 29 Translating evidence-based practices to the community: Guest speaker Mike
Reding
Friday, June 1: Final papers due by 12pm
10. June 5 Student presentations
Background References (Optional; all available at Fernald):
Leary, M. R. (2004). Introduction to behavioral research methods. Boston: Pearson. See
especially chapters 9-13.
Graziano, A. M., & Raulin, M. L. (2004). Research methods: A process of inquiry. Boston:
Allyn and Bacon. See especially chapters 10-13.
Kazdin, A. E., & Weisz, J. R. (2003). Evidence-based psychotherapies for children and
adolescents. New York: The Guilford Press.

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SPRING QUARTER EXPANDED SCHEDULE OF CLASSES AND READINGS
Readings designated with (*) are required. Others are optional. Copies of all readings
(required and optional) are available in the CFS office. Please read the papers listed under each
topic before class that week. Readings are listed in the best order to read them.
Week 1. INTERVENTION RESEARCH: ISSUES and GROUP DESIGNS.
*Kazdin, A. E., & Weisz, J. R. (2003). Introduction: Context and background of evidence-based
psychotherapies for children and adolescents. In Kazdin & Weisz, Ch. 1 pp 3-20.
*Weisz, J. R., Donenberg, G. R., Weiss, B., & Han, S. S. (1995). Bridging the gap between
laboratory and clinic in child and adolescent psychotherapy. Journal of Consulting and
Clinical Psychology, 63, 688-701. Presents the major problem of differential effectiveness
in the laboratory and the real-world.
Hoagwood, K. (2003). Ethical issues in child and adolescent psychosocial treatment research.
In A.E. Kazdin and J. R. Weisz (Eds.). Evidence-based psychotherapies for children and
adolescents, Ch. 4. New York: Guilford.
Week 2. PARENT TRAINING STUDIES
We will discuss the Cunningham, Bremner, & Boyle study from the perspective of the
methodological points raised in the Peterson and Bell-Dolan article. Score Cunningham et al.
on the Ten (plus) Commandments checklist that will be handed out in class.
*Peterson, L., & Bell-Dolan, D. (1995). Treatment outcome research in child psychology:
Realistic coping with the “Ten Commandments of Methodology.” Journal of Clinical Child
Psychology, 24, 149-162
*Cunningham, C. E., Bremner, R., & Boyle, M. (1995). Large group community-based parenting
programs for families of preschoolers at risk for disruptive behaviour disorders: Utilization,
cost effectiveness, and outcome. Journal of Child Psychology and Psychiatry, 36, 1141-
1159.
Baker, B. L. (1997). Parent training. In J. W. Jacobson & J. A. Mulick (Eds.), Diagnosis and
professional practice in mental retardation, 289-299. Washington, DC: American
Psychological Association
Week 3. EVIDENCE-BASED TREATMENT FOR CHILD ANXIETY/DEPRESSION
*Walkup, J. T. et al. (2008). Cognitive-behavioral therapy, sertraline, or a combination in
childhood anxiety. New England Journal of Medicine, 359 (26), 2753-2766.
*Wood, J.J. et al. (2009). Cognitive behavioral therapy for anxiety in children with autism

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spectrum disorders: a randomized, controlled trial. Journal of Child Psychology and
Psychiatry, 50(3), 224-234.
Week 4. INTERVENTION RESEARCH: SINGLE SUBJECT DESIGNS
We will continue our discussion of group designs and then consider single subject designs. We
will consider several approaches to single-subject research, and then focus on student
presentation of three single-subject experiments. The Kazdin chapter will be good background.
*Read one of the following single case articles (as assigned in class) and be prepared to report
on it in class. Copies will be distributed in the first class.
Ayllon, T., Layman, D., & Kandel, H. J. (1975). A behavioral-educational alternative to drug
control of hyperactive children. Journal of Applied Behavior Analysis, 8, 137-146. (A
classic study)
Garfinkle, A. N., & Schwartz, I. S. (2002). Peer imitation: Increasing social interactions in
children with Autism and other developmental disabilities in inclusive preschool
classrooms. Topics in Early Childhood Special Education, 22, 26-38.
Ronen, T., (1991). Intervention package for treating sleep disorders in a four-year-old girl.
Journal of Behavior Therapy and Experimental Psychiatry, 22, 141-148.
Week 5. EVIDENCE BASED TREATMENT FOR AUTISM SPECTRUM DISORDERS
*Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early
autism. Journal of Clinical Child and Adolescent Psychology, 37(1), 8-38. This is an
overview of current research on evidence-based treatments for ASD. (week 7)
* Laugeson, E. A., Frankel, F., Mogil, C., & Dillon, A. R. (2009). Parent-assisted social skills
training to improve friendships in teens with autism spectrum disorders. Journal of Autism
and Developmental Disorders, 39(4), 596-606.
Lovaas, O.I. (1987). Behavioral treatment and normal educational and intellectual functioning
in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9.
Cohen, H., Amerine-Dickens, M., & Smith, T. (2006). Early intensive behavioral treatment:
Replication of the UCLA model in a community setting. Journal of Developmental &
Behavioral Pediatrics, 27, 145-155.
Sallows, G. O., & Graupner, T. D. (2005). Intensive behavioral treatment for children with
autism: Four-year outcome and predictors. American Journal on Mental Retardation, 110,
417-438. This is an extremely careful replication of the original Lovaas (1987) conditions,
with the same positive findings.

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Week 6. EVIDENCED-BASED TREATMENT FOR CHILDREN WITH OCD
*Storch, E. A. et al. (2007). Family-based cognitive behavioral therapy for pediatric obsessivecompulsive
disorder: Comparison of intensive and weekly approaches. Journal of the
American Academy of Child and Adolescent Psychiatry, 46(4), 469-478.
Week 7. EVIDENCE BASED TREATMENTS FOR ADHD
*Jensen, P. S., et al. (2001). Findings from the NIMH Multimodal Treatment Study of ADHD
(MTA): Implications and applications for primary care providers. Developmental and
Behavioral Pediatrics, 22, 60-73.
*Anastopoulos, A. D., & Farley, S. E. (2003). A cognitive-behavioral training program for
parents of children with Attention-Deficit/Hyperactivity Disorder. In Kazdin & Weiss, Ch.
11.
*Pelham, W. E., Lang, A. R., Atkeson, B., Murphy, D. A., Gnagy, E. M., Greiner, A. R., Vodde-
Hamilton, M., & Greenslade, K. E. (1997). Effects of deviant child behavior on parental
distress and alcohol consumption in laboratory interactions. Journal of Abnormal Child
Psychology, 25(5), 413-424.
Week 8. EVIDENCE BASED TREATMENT FOR ADHD: MINDFULNESS & ACT
*Flook, L., et al., (2010). Effects of mindful awareness practices on executive functions in
elementary school children. Journal of Applied School Psychology, 26(1), 70-95.
*Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A
preliminary review of current research in an emerging field. Journal of Child and Family
Studies, 19, 133-144.
Week 9. TRANSLATIONAL RESEARCH
*Chorpita, B. F., & Regan, J. (2009). Dissemination of effective mental health treatment
procedures: Maximizing the return on a significant investment. Behaviour Research and
Therapy, 47(11), 990-993.
*Kazdin, E. A., & Blase, S. L. (2011). Rebooting psychotherapy research and practice to reduce
the burden of mental illness. Perspectives on Psychological Science, 6(1), 21-37.
Chorpita, B. F. (2003). The frontier of evidence-based practice. In Kazdin & Weiss, Ch. 3.
Week 10 STUDENT PRESENTATIONS
This class will feature presentations by interns on term paper research and/or PURC
presentations.