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This eBook provides critical information for mental health providers, including counselors, psychologists, and social workers, who are interested in providing services for children with chronic illnesses. The contents of the eBook focus on enhancing resilience in children with chronic illnesses or medical conditions and their families as they strive to adjust as the child copes with the waxing and waning symptoms of his or her illness. Practical suggestions for working with children and families are also provided along with a thorough review of relevant literature. Readers of this eBook will g.

Intro -- Contents -- Preface -- Chapter 1 -- The Good Behavior Game: Developing Positive Classroom Behavior -- Abstract -- Introduction -- Group Contingencies -- The Good Behavior Game -- Developing Classroom Rules and Teaching Appropriate Behavior -- Developing Good Behavior Game Procedures -- Dividing the Class into Teams -- Selecting Target Behaviors -- Determining the Criteria for Reward -- Selecting Rewards and the Reward Schedule -- Introducing the Game to Students -- Conclusion -- References -- Chapter 2 -- The Timely Transitions Game: Occasioning Efficient Transitions -- Abstract -- Introduction -- The Problem -- Reinforcing Desired Behavior -- The Hook -- Understanding Contingencies -- Interdependent Group Oriented Contingencies -- Implementing the Timely Transitions Game -- Introduce the Game -- Explaining How the Game is Played -- Transition Training -- Timing the Transition -- During the Tranistion -- Entering the Next Room -- Transition Criteria -- Reward Generation, Selection, and Delivery -- Other Procedural Considerations -- Do Not Do This! -- Expect This! -- Sabotage and Threats -- What Next? -- References -- Chapter 3 -- Promoting Supportive Peer Relationships Using Peer Reporting Interventions -- Abstract -- The Importance of Peer Relationships -- The Rationale for Peer Reporting Interventions -- Peer Reporting Interventions -- Positive Peer Reporting -- Tootling -- The Effectiveness of Peer Reporting Interventions -- Implementation Guidelines for Peer Reporting Interventions -- Public vs. Private Reporting -- Individual vs. Classwide Reporting -- Student Training -- Using an Appropriate Group Contingency with Public Posting -- Safeguarding against Negative Interactions -- Creating a Progress Monitoring Plan -- Conclusion -- References -- Chapter 4

The good behavior game : developing positive classroom behavior /Renee O. Hawkins and Carla Luevano --The timely transitions game : occasioning efficient transitions /Merilee McCurdy, Christopher Skinner, Peter Ignacio, and Victoria Van Maaren --Promoting supportive peer relationships using peer reporting interventions /Tai A. Collins, J. Meredith Murphy, and Kamont̉ Heidelburg --The role of play in the social development of children with Autism spectrum disorder /Jonathan M. Campbell, Jessica D. Steinbrenner, and Kirsten Scheil --Promoting social development with the superheroes social skills program /Keith C. Radley, Kate A. Helbig, and Stefanie R. Schrieber --Supporting urban youth through play : facilitating social and emotional skills /Stephen S. Leff, Katherine V. Streit, and Brooke S. Paskewich --Involving preschool-age children with special needs on playgrounds /Laura Nabors, Myia Lang, and Kristen Welker --Summer camp as a therapeutic landscape /Cindy Dell Clark --Children with chronic illnesses and their siblings : building self-esteem and optimism /Michelle L. Burbage, Laura A. Nabors, and Rebecca A. Vidourek.