Linda A. Reddy, PhD, is a professor of school psychology at Rutgers University. She received her doctorate in school psychology from University of Arizona.Dr. Reddy has published more than 7 manuscripts or book chapterson attention-deficit/hyperactivity disorder (ADHD), group play interventions, school interventions, and testing. She is a fellow of APA and 2 4 president of APA Division (School Psychology).Dr. Reddy is the author of Group Play Interventions for Children: Strategies for Teaching Prosocial Skills (2 2), lead editor of Neuropsychological Assessment and Intervention for Emotional and Behavior Disordered Youth: An Integrated Step-by-Step Evidence-Based Approach (2 3), and lead author of the Classroom Strategies Scales.She is the recipient of research and service awards, and has received more than $43 million in funding for her work. A licensed psychologist in New Jersey, Dr. Reddy has extensive clinical experience working with children with emotional, behavioral, and neurocognitive difficulties, and with families and schools.Tara M. Files-Hall, PhD, is a licensed clinical child psychologist, certified school psychologist, and registered play therapist in Florida. She received her doctorate in clinical psychology from Fairleigh Dickinson University.Dr. Files-Hall has extensive clinical experience evaluating and treating children and adolescents, and consulting with parents, teachers, and school systems and has advanced training in play therapy through the Association for Play Therapy, Inc. She has numerous publications and professional presentations on the efficacy of play-based interventions and behavioral treatments for children with emotional and behavioral issues, including ADHD.Dr. Files-Hall maintains her private practice at Family C.O.P.E. (Center of Psychotherapy/Psychiatry and Evaluation) in Sarasota, Florida, where she conducts individual, play, and family therapy conducts psychological evaluations and provides school-based consultation to elementary, middle, and high schools.Charles E. Schaefer, PhD, is an emeritus professor of psychology and former director of the Center for Psychological Services at Fairleigh Dickinson University. He is the cofounder and board member emeritus of the International Association for Play Therapy, and is the founder of the Play Therapy Training Institute in New Jersey. He received his doctorate in clinical psychology from Fordham University.With more than 4 years of experience working with children and parents, Dr. Schaefer has received numerous awards for his clinical and research work on child development, parenting, and play therapy has published more than books and numerous articles and book chapters on play-based interventions and serves on several journal editorial review boards.He was the former director of psychology at The Children's Village in Dobbs Ferry, New York. He maintains a private practice for children and their families in Hackensack, New Jersey.

• ContributorsIntroductionLinda A. Reddy, Tara M. Files-Hall, and Charles E. SchaeferI. Empirically Based Play Prevention InterventionsPrimary Project: A Play-Based Intervention for Early ChildhoodDeborah B. Johnson and Mary Anne PeabodyExtending the Global Reach of a Play-Based Intervention for Children Dealing With Separation and DivorceJoAnne Pedro-Carroll and Mariska Klein VeldermanChild-Centered Play Therapy for School PreventionDee C. Ray and Sue C. BrattonII. Empirically Based Play Interventions for Internalizing DisordersCognitive amp ndash Behavioral Play Therapy for Anxiety and DepressionSusan M. Knell and Meena DasariUsing Integrated Directive and Nondirective Play Interventions for Abused and Traumatized ChildrenEliana M. GilPlay Interventions for Hospitalized ChildrenWilliam A. Rae, Jeremy R. Sullivan, and Martha A. AskinsIII. Empirically Based Play Interventions for Externalizing DisordersThe Incredible Years: Use of Play Interventions and Coaching for Children With Externalizing DifficultiesCarolyn Webster-StrattonParent amp ndash Child Interaction Therapy for Children With Disruptive Behavior DisordersAshley T. Scudder, Amy D. Herschell, and Cheryl B. McNeilChild ADHD Multimodal Program: Use of Cognitive amp ndash Behavioral Group Play InterventionsLinda A. ReddyIV. Empirically Based Play Interventions for Developmental Disorders and Other ModelsThe Early Start Denver Model: A Play-Based Intervention for Young Children With Autism Spectrum DisordersKatherine S. Davlantis and Sally J. RogersIntegrated Play Groups Model: Supporting Children With Autism in Essential Play Experiences With Typical PeersPamela WolfbergChild Parent Relationship Therapy: Theory, Research, and Intervention ProcessNatalya A. Lindo, Sue C. Bratton, and Garry L. LandrethV. Final CommentsFuture Directions for Empirically Supported Play InterventionsSue C. Bratton and Dee C. RayIndexAbout the Editors

amp ldquo I recommend this must-read book for any child therapist regardless of theoretical orientation. It is filled with advice and direction, integrated thinking, and an orientation that embraces the common ground among seemingly disparate disciplines. amp rdquo -New England Psychologist

Linda A. Reddy, PhD, is a professor of school psychology at Rutgers University. She received her doctorate in school psychology from University of Arizona.Dr. Reddy has published more than 7 manuscripts or book chapterson attention-deficit/hyperactivity disorder (ADHD), group play interventions, school interventions, and testing. She is a fellow of APA and 2 4 president of APA Division (School Psychology).Dr. Reddy is the author of Group Play Interventions for Children: Strategies for Teaching Prosocial Skills (2 2), lead editor of Neuropsychological Assessment and Intervention for Emotional and Behavior Disordered Youth: An Integrated Step-by-Step Evidence-Based Approach (2 3), and lead author of the Classroom Strategies Scales.She is the recipient of research and service awards, and has received more than $43 million in funding for her work. A licensed psychologist in New Jersey, Dr. Reddy has extensive clinical experience working with children with emotional, behavioral, and neurocognitive difficulties, and with families and schools.Tara M. Files-Hall, PhD, is a licensed clinical child psychologist, certified school psychologist, and registered play therapist in Florida. She received her doctorate in clinical psychology from Fairleigh Dickinson University.Dr. Files-Hall has extensive clinical experience evaluating and treating children and adolescents, and consulting with parents, teachers, and school systems and has advanced training in play therapy through the Association for Play Therapy, Inc. She has numerous publications and professional presentations on the efficacy of play-based interventions and behavioral treatments for children with emotional and behavioral issues, including ADHD.Dr. Files-Hall maintains her private practice at Family C.O.P.E. (Center of Psychotherapy/Psychiatry and Evaluation) in Sarasota, Florida, where she conducts individual, play, and family therapy conducts psychological evaluations and provides school-based consultation to elementary, middle, and high schools.Charles E. Schaefer, PhD, is an emeritus professor of psychology and former director of the Center for Psychological Services at Fairleigh Dickinson University. He is the cofounder and board member emeritus of the International Association for Play Therapy, and is the founder of the Play Therapy Training Institute in New Jersey. He received his doctorate in clinical psychology from Fordham University.With more than 4 years of experience working with children and parents, Dr. Schaefer has received numerous awards for his clinical and research work on child development, parenting, and play therapy has published more than books and numerous articles and book chapters on play-based interventions and serves on several journal editorial review boards.He was the former director of psychology at The Children's Village in Dobbs Ferry, New York. He maintains a private practice for children and their families in Hackensack, New Jersey.

• ContributorsIntroductionLinda A. Reddy, Tara M. Files-Hall, and Charles E. SchaeferI. Empirically Based Play Prevention InterventionsPrimary Project: A Play-Based Intervention for Early ChildhoodDeborah B. Johnson and Mary Anne PeabodyExtending the Global Reach of a Play-Based Intervention for Children Dealing With Separation and DivorceJoAnne Pedro-Carroll and Mariska Klein VeldermanChild-Centered Play Therapy for School PreventionDee C. Ray and Sue C. BrattonII. Empirically Based Play Interventions for Internalizing DisordersCognitive amp ndash Behavioral Play Therapy for Anxiety and DepressionSusan M. Knell and Meena DasariUsing Integrated Directive and Nondirective Play Interventions for Abused and Traumatized ChildrenEliana M. GilPlay Interventions for Hospitalized ChildrenWilliam A. Rae, Jeremy R. Sullivan, and Martha A. AskinsIII. Empirically Based Play Interventions for Externalizing DisordersThe Incredible Years: Use of Play Interventions and Coaching for Children With Externalizing DifficultiesCarolyn Webster-StrattonParent amp ndash Child Interaction Therapy for Children With Disruptive Behavior DisordersAshley T. Scudder, Amy D. Herschell, and Cheryl B. McNeilChild ADHD Multimodal Program: Use of Cognitive amp ndash Behavioral Group Play InterventionsLinda A. ReddyIV. Empirically Based Play Interventions for Developmental Disorders and Other ModelsThe Early Start Denver Model: A Play-Based Intervention for Young Children With Autism Spectrum DisordersKatherine S. Davlantis and Sally J. RogersIntegrated Play Groups Model: Supporting Children With Autism in Essential Play Experiences With Typical PeersPamela WolfbergChild Parent Relationship Therapy: Theory, Research, and Intervention ProcessNatalya A. Lindo, Sue C. Bratton, and Garry L. LandrethV. Final CommentsFuture Directions for Empirically Supported Play InterventionsSue C. Bratton and Dee C. RayIndexAbout the Editors

amp ldquo I recommend this must-read book for any child therapist regardless of theoretical orientation. It is filled with advice and direction, integrated thinking, and an orientation that embraces the common ground among seemingly disparate disciplines. amp rdquo -New England Psychologist

Linda A. Reddy, PhD, is a professor of school psychology at Rutgers University. She received her doctorate in school psychology from University of Arizona.Dr. Reddy has published more than 7 manuscripts or book chapterson attention-deficit/hyperactivity disorder (ADHD), group play interventions, school interventions, and testing. She is a fellow of APA and 2 4 president of APA Division (School Psychology).Dr. Reddy is the author of Group Play Interventions for Children: Strategies for Teaching Prosocial Skills (2 2), lead editor of Neuropsychological Assessment and Intervention for Emotional and Behavior Disordered Youth: An Integrated Step-by-Step Evidence-Based Approach (2 3), and lead author of the Classroom Strategies Scales.She is the recipient of research and service awards, and has received more than $43 million in funding for her work. A licensed psychologist in New Jersey, Dr. Reddy has extensive clinical experience working with children with emotional, behavioral, and neurocognitive difficulties, and with families and schools.Tara M. Files-Hall, PhD, is a licensed clinical child psychologist, certified school psychologist, and registered play therapist in Florida. She received her doctorate in clinical psychology from Fairleigh Dickinson University.Dr. Files-Hall has extensive clinical experience evaluating and treating children and adolescents, and consulting with parents, teachers, and school systems and has advanced training in play therapy through the Association for Play Therapy, Inc. She has numerous publications and professional presentations on the efficacy of play-based interventions and behavioral treatments for children with emotional and behavioral issues, including ADHD.Dr. Files-Hall maintains her private practice at Family C.O.P.E. (Center of Psychotherapy/Psychiatry and Evaluation) in Sarasota, Florida, where she conducts individual, play, and family therapy conducts psychological evaluations and provides school-based consultation to elementary, middle, and high schools.Charles E. Schaefer, PhD, is an emeritus professor of psychology and former director of the Center for Psychological Services at Fairleigh Dickinson University. He is the cofounder and board member emeritus of the International Association for Play Therapy, and is the founder of the Play Therapy Training Institute in New Jersey. He received his doctorate in clinical psychology from Fordham University.With more than 4 years of experience working with children and parents, Dr. Schaefer has received numerous awards for his clinical and research work on child development, parenting, and play therapy has published more than books and numerous articles and book chapters on play-based interventions and serves on several journal editorial review boards.He was the former director of psychology at The Children's Village in Dobbs Ferry, New York. He maintains a private practice for children and their families in Hackensack, New Jersey.

• ContributorsIntroductionLinda A. Reddy, Tara M. Files-Hall, and Charles E. SchaeferI. Empirically Based Play Prevention InterventionsPrimary Project: A Play-Based Intervention for Early ChildhoodDeborah B. Johnson and Mary Anne PeabodyExtending the Global Reach of a Play-Based Intervention for Children Dealing With Separation and DivorceJoAnne Pedro-Carroll and Mariska Klein VeldermanChild-Centered Play Therapy for School PreventionDee C. Ray and Sue C. BrattonII. Empirically Based Play Interventions for Internalizing DisordersCognitive amp ndash Behavioral Play Therapy for Anxiety and DepressionSusan M. Knell and Meena DasariUsing Integrated Directive and Nondirective Play Interventions for Abused and Traumatized ChildrenEliana M. GilPlay Interventions for Hospitalized ChildrenWilliam A. Rae, Jeremy R. Sullivan, and Martha A. AskinsIII. Empirically Based Play Interventions for Externalizing DisordersThe Incredible Years: Use of Play Interventions and Coaching for Children With Externalizing DifficultiesCarolyn Webster-StrattonParent amp ndash Child Interaction Therapy for Children With Disruptive Behavior DisordersAshley T. Scudder, Amy D. Herschell, and Cheryl B. McNeilChild ADHD Multimodal Program: Use of Cognitive amp ndash Behavioral Group Play InterventionsLinda A. ReddyIV. Empirically Based Play Interventions for Developmental Disorders and Other ModelsThe Early Start Denver Model: A Play-Based Intervention for Young Children With Autism Spectrum DisordersKatherine S. Davlantis and Sally J. RogersIntegrated Play Groups Model: Supporting Children With Autism in Essential Play Experiences With Typical PeersPamela WolfbergChild Parent Relationship Therapy: Theory, Research, and Intervention ProcessNatalya A. Lindo, Sue C. Bratton, and Garry L. LandrethV. Final CommentsFuture Directions for Empirically Supported Play InterventionsSue C. Bratton and Dee C. RayIndexAbout the Editors

amp ldquo I recommend this must-read book for any child therapist regardless of theoretical orientation. It is filled with advice and direction, integrated thinking, and an orientation that embraces the common ground among seemingly disparate disciplines. amp rdquo -New England Psychologist