Author
Alan E. Kazdin
Other affiliations: Northwestern University, Pennsylvania State University, University of Pittsburgh ...read more
Bio: Alan E. Kazdin is an academic researcher from Yale University. The author has contributed to research in topics: Mental health & Psychological intervention. The author has an hindex of 125, co-authored 498 publications receiving 64161 citations. Previous affiliations of Alan E. Kazdin include Northwestern University & Pennsylvania State University.
Papers published on a yearly basis
Papers
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04 Mar 1982TL;DR: Now thoroughly updated in its second edition, acclaimed author Alan E. Kazdin's Single-Case Research Designs provides a notable contrast to the quantitative methodology approach that pervades the biological and social sciences.
Abstract: Single-case research has played an important role in developing and evaluating interventions that are designed to alter a particular facet of human functioning. Now thoroughly updated in its second edition, acclaimed author Alan E. Kazdin's Single-Case Research Designs provides a notable contrast to the quantitative methodology approach that pervades the biological and social sciences. While focusing on widely applicable methodologies for evaluating interventions--such as treatment or psychotherapy using applied behavior analysis--this revised edition also encompasses a broader range of research areas that utilize single-case designs, demonstrating the pertinence of this methodology in various disciplines, from psychology and medicine to business and industry. This well-written, clear, and thoroughly updated text is ideal for practitioners, instructors, and students alike. Features: * Offers new options in experimental design, presenting combinations of designs that increase the range of questions that can be asked about alternative interventions * Details the underlying rationale and methods of evaluating intervention effects through visual inspection in the area of data evaluation * Provides an expanded description of methods (e.g., assessment) and a greater range of examples * Includes an appendix at the end of the book to encourage discussion of the challenges, advances, and dilemmas of data evaluation in the design
3,425 citations
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01 Jan 1980TL;DR: This paper presents a meta-analysis of qualitative and quantitative research methods used in clinical work to evaluate the impact of the single case in Clinical Work, and some of the techniques used in this work came from the literature on case-control research.
Abstract: Preface. 1.Introduction. 2.Drawing Valid Inferences I: Internal and External Validity. 3.Drawing Valid Inferences II: Construct and Statistical Conclusion Validity. 4.Selection of the Research Problem and Design. 5.Experimental Research: Group Designs. 6.Control and Comparison Groups. 7.Assessing the Impact of the Experimental Manipulation. 8.Observational Research: Case-Control and Cohort Designs. 9.The Case Study and Single-Case Research Designs. 10.Qualitative Research Methods. 11.Assessment Methods and Strategies. 12.Special Topics in Assessment. 13.Sources of Artifact and Bias. 14.Statistical Methods of Data Evaluation. 15.Selected Topics in the Interpretation of Data. 16.Ethical Issues and Guidelines for Research. 17.Publication and Communication of Research Findings. 18.Closing Comments: Methodology in Perspective. Glossary. References. Indices.
2,512 citations
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TL;DR: A theoretical framework is presented to guide research and theory examining informant discrepancies in the clinic setting and theoretically driven attention to conceptualizing informant discrepancies across informant pairs is focused on.
Abstract: Discrepancies often exist among different informants' (e.g., parents, children, teachers) ratings of child psychopathology. Informant discrepancies have an impact on the assessment, classification, and treatment of childhood psychopathology. Empirical work has identified informant characteristics that may influence informant discrepancies. Limitations of previous work include inconsistent measurement of informant discrepancies and, perhaps most importantly, the absence of a theoretical framework to guide research. In this article, the authors present a theoretical framework (the Attribution Bias Context Model) to guide research and theory examining informant discrepancies in the clinic setting. Needed directions for future research and theory include theoretically driven attention to conceptualizing informant discrepancies across informant pairs (e.g., parent-teacher, mother-father, parent-child, teacher-child) as well as developing experimental approaches to decrease informant discrepancies in the clinic setting.
2,092 citations
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01 Jan 1989
TL;DR: The state-of-the-art in child psychotherapy with children and adolescents is described in this paper, where the authors present a review of the state of the art in the field.
Abstract: Continuities and Discontinuities in Antisocial Behavior from Childhood to Adult Life B. Maughan, M. Rutter. Psychotherapy Outcome Research with Children and Adolescents: The State of the Art J.R. Weisz, et al. Child Psychotherapy Process Research R.L. Russell, S.R. Shirk. Parent-Child Interaction Approaches to the Treatment of Child Behavior Problems R. Foote, et al. Children's Perception of Physical Symptoms: The Example of Asthma S. Rietveld, J.M. Prins. Common Feeding Problems in Young Children K.S. Budd, C.S. Chugh. New Developments in Assessing Pediatric Anxiety Disorders J.S. March, A.M. Albano. Conceptualization and Measurement of Coping in Children and Adolescents T.S. Ayers, et al. New Developments in Services Delivery Research for Children, Adolescents, and Their Families A.J. Pumariega, S. Glover. Index.
1,930 citations
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TL;DR: This chapter presents central requirements for demonstrating mediators and mechanisms of change and reviews current data-analytic and designs approaches and why they fall short of meeting these requirements.
Abstract: There has been enormous progress in psychotherapy research. This has culminated in recognition of several treatments that have strong evidence in their behalf. Even so, after decades of psychotherapy research, we cannot provide an evidence-based explanation for how or why even our most well studied interventions produce change, that is, the mechanism(s) through which treatments operate. This chapter presents central requirements for demonstrating mediators and mechanisms of change and reviews current data-analytic and designs approaches and why they fall short of meeting these requirements. The role of the therapeutic alliance in psychotherapy and cognitive changes in cognitive therapy for depression are highlighted to illustrate key issues. Promising lines of work to identify mediators and mechanisms, ways of bringing to bear multiple types of evidence, recommendations to make progress in understanding how therapy works, and conceptual and research challenges in evaluating mediators and mechanisms are also presented.
1,868 citations
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TL;DR: An integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment is presented and findings are reported from microanalyses of enactive, vicarious, and emotive mode of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes.
Abstract: The present article presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from four principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. The more dependable the experiential sources, the greater are the changes in perceived selfefficacy. A number of factors are identified as influencing the cognitive processing of efficacy information arising from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. Possible directions for further research are discussed.
38,007 citations
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01 Jan 1980TL;DR: In this article, the context of educational research, planning educational research and the styles of education research are discussed, along with strategies and instruments for data collection and research for data analysis.
Abstract: Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis
21,163 citations
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TL;DR: In this article, the authors present an integrative theoretical framework to explain and predict psychological changes achieved by different modes of treatment, including enactive, vicarious, exhortative, and emotive sources.
16,833 citations
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TL;DR: The centrality of the self-efficacy mechanism in human agency is discussed in this paper, where the influential role of perceived collective effi- cacy in social change is analyzed, as are the social con- ditions conducive to development of collective inefficacy.
Abstract: This article addresses the centrality of the self-efficacy mechanism in human agency. Self-per- cepts of efficacy influence thought patterns, actions, and emotional arousal. In causal tests the higher the level of induced self-efficacy, the higher the perfor- mance accomplishments and the lower the emotional arousal. Different lines of research are reviewed, show- ing that the self-efficacy mechanism may have wide explanatory power. Perceived self-efficacy helps to ac- count for such diverse phenomena as changes in coping behavior produced by different modes of influence, level of physiological stress reactions, self-regulation of refractory behavior, resignation and despondency to failure experiences, self-debilitating effects of proxy control and illusory inefficaciousness, achievement strivings, growth of intrinsic interest, and career pur- suits. The influential role of perceived collective effi- cacy in social change is analyzed, as are the social con- ditions conducive to development of collective inefficacy. Psychological theorizing and research tend to cen- ter on issues concerning either acquisition of knowledge or execution of response patterns. As a result the processes governing the interrelation- ship between knowledge and action have been largely neglected (Newell, 1978). Some of the re- cent efforts to bridge this gap have been directed at the biomechanics problem—how efferent com- mands of action plans guide the production of ap- propriate response patterns (Stelmach, 1976,1978). Others have approached the matter in terms of algorithmic knowledge, which furnishes guides for executing action sequences (Greeno, 1973; Newell, 1973). ,
14,898 citations
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TL;DR: It is suggested that delinquency conceals 2 distinct categories of individuals, each with a unique natural history and etiology: a small group engages in antisocial behavior of 1 sort or another at every life stage, whereas a larger group is antisocial only during adolescence.
Abstract: This chapter suggests that delinquency conceals two distinct categories of individuals, each with a unique natural history and etiology: A small group engages in antisocial behavior of one sort or another at every life stage, whereas a larger group is antisocial only during adolescence. According to the theory of life-course-persistent antisocial behavior, children's neuropsychological problems interact cumulatively with their criminogenic environments across development, culminating m a pathological personality. According to the theory of adolescence-limited antisocial behavior, a contemporary maturity gap encourages teens to mimic antisocial behavior in ways that are normative and adjustive. There are marked individual differences in the stability of antisocial behavior. The chapter reviews the mysterious relationship between age and antisocial behavior. Some youths who refrain from antisocial behavior may, for some reason, not sense the maturity gap and therefore lack the hypothesized motivation for experimenting with crime.
9,425 citations