The correct genus for the Afrotropical woodpeckers Campethera caroli and Campethera nivosa (Aves: Piciformes, Picidae).

We argue that the correct generic name for the Afrotropical woodpeckers usually known as Campethera caroli and Campethera nivosa (Aves: Piciformes, Picidae) should be Pardipicus Bonaparte, 1854, and we choose and propose Chloropicus caroli Malherbe, 1852 as type species. Fuchs et al. (2018) had suggested Stictopicus Malherbe, 1861, following Wolters (1977), but that genus has as type species Picus nubicus Boddaert, 1783 (= Campethera nubica).

Intensive group behavioral treatment (IGBT) for children with selective mutism: A preliminary randomized clinical trial.

OBJECTIVE: Very few controlled trials have evaluated targeted treatment methods for childhood selective mutism (SM); the availability of evidence-based services remains limited. This study is the first controlled trial to evaluate an intensive group behavioral treatment (IGBT) for children with SM. METHOD: Twenty-nine children with SM (5-9 years; 76% female; 35% ethnic minority) were randomized to immediate SM 5-day IGBT or to a 4-week waitlist with psychoeducational resources (WLP), and were assessed at Week 4 and again 8 weeks into the following school year. RESULTS: IGBT was associated with high satisfaction and low perceived barriers to treatment participation. At Week 4, 50% of the immediate IGBT condition and 0% of the WLP condition were classified as "clinical responders." Further, Time × Condition interactions were significant for social anxiety severity, verbal behavior in social situations, and global functioning (but not for SM severity, verbal behavior in home settings, or overall anxiety). School-year follow-up assessments revealed significant improvements across all outcomes. Eight weeks into the following school year, 46% of IGBT-treated children were free of an SM diagnosis. In addition, teachers in the post-IGBT school year rated less school impairment and more classroom verbal behavior relative to teachers in the pre-IGBT school year. CONCLUSIONS: Findings provide the first empirical support for the efficacy and acceptability of IGBT for SM. Further study is needed to examine mechanisms of IGBT response, and other effective SM treatment methods, in order to clarify which treatment formats work best for which affected children. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Addendum to Kirwan et al. (2016, Zootaxa 4121(1): 89-94).

Following the publication of Kirwan et al. (2016), it has been brought to our attention that the treatment of any possible alternative genus-group name for Parus pipra Linnaeus, 1758, when treated as monotypic, was not as self-evident to others as it was to the authors. As there is no "case law" in Zoological Nomenclature, and whatever conclusions we reached were naturally subject to our interpretation of the Code (ICZN 1999), and may not necessarily accord with the views of others, we have revisited "Pythis Viell.: Pipra leucocilla Gm." in Boie (1826: 971) which has been viewed as an available alternative name by one correspondent (Murray Bruce in litt. June 2016).

The mistaken manakin: a new genus-group name for Parus pipra Linnaeus, 1758 (Aves: Passeriformes: Pipridae).

The White-crowned Manakin Pipra pipra was long considered congeneric with other members of the genus Pipra, until Prum (1990, 1992, 1994) demonstrated that its display repertoire and syringeal morphology differ considerably from all other members of that genus. Subsequently, three different molecular phylogenies have all indicated that this manakin is more closely related to the genus Machaeropterus than to Pipra. Prum (1992) considered that the name Dixiphia Reichenbach, 1850, was available, and thus the combination Dixiphia pipra has since been in widespread use for this species. However, as first recognized more than 150 years ago, Dixiphia is a junior synonym of Arundinicola d'Orbigny, 1840. We show that no genus-group name is available for the manakin originally described as Parus pipra Linnaeus, 1758, and for which we therefore provide a new genus name.

Extending parent-child interaction therapy for early childhood internalizing problems: new advances for an overlooked population.

Although efficacious psychological treatments for internalizing disorders are now well established for school-aged children, until recently there have regrettably been limited empirical efforts to clarify indicated psychological intervention methods for the treatment of mood and anxiety disorders presenting in early childhood. Young children lack many of the developmental capacities required to effectively participate in established treatments for mood and anxiety problems presenting in older children, making simple downward extensions of these treatments for the management of preschool internalizing problems misguided. In recent years, a number of research groups have successfully adapted and modified parent-child interaction therapy (PCIT), originally developed to treat externalizing problems in young children, to treat various early internalizing problems with a set of neighboring protocols. As in traditional PCIT, these extensions target child symptoms by directly reshaping parent-child interaction patterns associated with the maintenance of symptoms. The present review outlines this emerging set of novel PCIT adaptations and modifications for mood and anxiety problems in young children and reviews preliminary evidence supporting their use. Specifically, we cover (a) PCIT for early separation anxiety disorder; (b) the PCIT-CALM (Coaching Approach behavior and Leading by Modeling) Program for the full range of early anxiety disorders; (c) the group Turtle Program for behavioral inhibition; and (d) the PCIT-ED (Emotional Development) Program for preschool depression. In addition, emerging PCIT-related protocols in need of empirical attention--such as the PCIT-SM (selective mutism) Program for young children with SM--are also considered. Implications of these protocols are discussed with regard to their unique potential to address the clinical needs of young children with internalizing problems. Obstacles to broad dissemination are addressed, and we consider potential solutions, including modular treatment formats and innovative applications of technology.

Evidence-based treatment of attention deficit/hyperactivity disorder in a preschool-age child: a case study.

This case study illustrates a behavioral treatment of "Peter," a 4-year-old male with attention deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder. Multiple evidence-based treatment procedures were implemented, affording the opportunity to explore issues common to the clinical application of empirically supported interventions. Among the strategies utilized were behavioral parent training, school consultation and behavioral training of educators, school-based contingency management, and a behavioral daily report card. Numerous issues are discussed, including the limited evidence regarding interventions for preschool-age children with ADHD, factors influencing treatment planning and sequencing, collaboration with schools and parents, and evidence-based assessment of treatment gains.

Treating ADHD in schools.

The school nurse has a tremendous opportunity to be a part of the home, school, and community team in promoting state-of-the-art care for youngsters with ADHD. The multi-modal strategic approach, combining carefully titrated pharmacotherapy with these specific behavioral interventions in the child's school and other settings, currently provides the greatest likelihood of a positive treatment outcome for youth with ADHD.