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References (Lesson 1)

Ayres, B. J., Meyer, L. H., Erevelles, N., & Park-Lee, S. (1994). Easy for you to say: Teacher perspectives on implementing most promising practices. Journal of the Association for Persons with Severe Handicaps, 19 , 84-93.

Bijou, S., & Baer, D. M. (1961). Child development: Vol. I. A systematic and empirical theory . New York: Appleton-Century-Crofts.

Bijou, S., Peterson, R. F., & Ault, M. H. (1968). A method to integrate description and experimental field studies at the level of data and empirical concepts. Journal of Applied Behavior Analysis, 1, 175-191.

Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., Magito-McLaughlin, D., McAtee, M. L., Smith, C. E., & Ryan, K. A., Ruef, M. B., & Doolabh, A. (in press). Positive behavior support as an approach for dealing with problem behavior in people with developmental disabilities: A research synthesis. American Association on Mental Retardation Monograph Series.

Colvin, G., Kameenui, E. J., & Sugai, G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361-381.

Colvin, G., Sugai, G., Good, R. H., III, & Lee, Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly,12, 344-363.

Horner, R. H., Diemer, S., & Brazeau, K. (1992). Educational support for students with severe problem behaviors in Oregon: A descriptive analysis from the 1987-1988 school year. Journal of the Association for Persons with Severe Handicaps, 15, 125-132.

Kincaid, D. (1996). Person-centered planning. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp.439-465). Baltimore, MD: Paul H. Brookes.

Koegel, K. L., Harrower, J. K., & Koegel, R. K. (1999). Support for children with developmental disabilities in full inclusion classrooms through self-management. Journal of Positive Behavior Interventions, 1, 26-34.

Koegel, L. K., Koegel, R. L., & Dunlap, G. (1996). Positive behavioral support: Including people with difficult behavior in the community. Baltimore, MD: Paul H. Brookes.

Lewis, T. J, Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27, 446-459.

Maag, J. W. (1995). Behavior management: Theoretical implications and practical applications. Lincoln, NE.

McGee, G. (1996). Discussion. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp.491-494). Baltimore, MD: Paul H. Brookes.

Meyer L. H., & Evans, I. M. (1993). Science and practice in behavioral intervention: Meaningful outcomes, research validity, and usable knowledge. Journal of the Association for Person with Severe Handicaps, 18, 224-234.

Positive Behavioral Interventions and Supports, 1999. Online. Internet. 30 June 1999. Available HTTP: pbis.org.

Reichle, J., McEvoy, M., Davis, C., Rogers, E., Feeley, K., Johnston, S., & Wolff, K. (1996). Coordinating preservice and in-service training of early interventionists to serve preschoolers who engage in challenging behavior. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp.227-259). Baltimore, MD: Paul H. Brookes.

Risley, T. (1996). Get a life! Positive behavioral intervention for challenging behavior through life arrangement and life coaching. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp.425-437). Baltimore, MD: Paul H. Brookes.

Ruef, M. B., Turnbull, A. P., Turnbull, H. R., & Poston, D. (1999). Perspectives of five stakeholder groups: Challenging behavior of individuals with mental retardation and/or autism. Journal of Positive Behavior Interventions, 1, 43-58.

Sailor, W. (1996). New structures and systems change for comprehensive positive behavioral support. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp.163-206). Baltimore, MD: Paul H. Brookes.

Sailor, W., Anderson, J. L., Halvorsen, A. T., Doering, K., Filler, J., & Goetz, L. (1989). The comprehensive local school. Baltimore, MD: Paul H. Brookes.

Sheppo, K. G., Hartsfield, S. J., Ruff, S., Jones, C. A., & Holinga, M. (1995). How an urban school promotes inclusion. Educational Leadership, 52, 82-84.

Sugai, G., & Horner, R. H. (1994). Including students with severe behavior problems in general education settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.), The Oregon Conference Monograph, 6, 109-120.

Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, T., Cohen, J., Swartz, J., Horner, R. H., Sugai, G., & Hall, S. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7, 99-112.

Todd, A. W., Horner, R. H., Sugai, G., & Sprague, J. R. (in press). Effective behavior support: Strengthening school-wide systems through a team-based approach. Effective School Practices.

Turnbull, A. P., & Turnbull, H. R. (1996). Group action planning as a strategy for providing comprehensive family support. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp.99-114). Baltimore, MD: Paul H. Brookes.

Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4(4), 194-209.

Weigle, K. (1997). Positive support as a model for promoting educational inclusion. Journal of the Associations for Persons with Severe Handicaps, 22, 36-48.

References (Lesson 2)

Alberto, P. C., & Troutman, A. C. (1999). Applied behavior analysis for teachers (5th ed.). Columbus, OH: Merrill.

Albin, R. W., & Horner, R. H. (1988). Generalization with precision. In R. H. Horner, G. Dunlap, & R. L. Koegel (Eds.), Generalization and Maintenance: Lifestyle changes in applied settings. Baltimore: Paul H. Brookes.

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied behavior Analysis, 1, 91-97.

Carr, E. G. (1977). The motivation of self-injurious behavior: A review of some hypotheses. Psychological Bulletin, 84, 800-816.

Carr, E. G., & Durand, V. M. (1985a). The social communicative basis of severe behavior problems in children. In S. Reiss & R. R. Bootzin (Eds.), Theoretical issues in behavior therapy (pp. 220-254). New York: Academic Press.

Carr, E. G., & Durand, V. M. (1985b). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.

Carr, E. G., Reeve, C. E., & Magito-McLaughlin, D. (1996). Contextual influences on problem behavior in people with developmental disabilities. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 403-423). Baltimore: Paul H. Brookes.

Carr, E. G., & Smith, C. E. (1995). Biological setting events for self-injury. Mental Retardation and Developmental Disabilities Research Reviews, 1, 94-98.

Craighead, W. E., Kazdin, A. E., & Mahoney, M. J. (1981). Behavior modification: Principles, issues, and applications (2nd ed.). Boston: Houghton Mifflin Co.

Dadson, S., & Horner, R. H. (1993). Manipulating setting events to decrease problem behaviors: A case study. Teaching Exceptional Children, 25, 53-55.

Derby, K. M., Wacker, D. P., Sasso, G., Northup, J., Cigrand, K., & Asmus, J. (1992). Brief functional assessment techniques to evaluate aberrant behavior in an outpatient setting: A summary of 79 cases. Journal of Applied Behavior Analysis, 25, 713-721.

Donnellan, A. M., LaVigna, G. W., Negri-Shoultz, N., & Fassbender, L. L. (1988). Progress without punishment: Effective approaches for learners with behavior problems. New York: Teachers College Press.

Dunlap, G. (1993). Promoting generalization: Current status and functional considerations. In R. Van Houten & S. Axelrod (Eds.), Behavior analysis and treatment (pp.269-296). New York: Plenum Press.

Durand, V. M., & Crimmins, D. B. (1988). Identifying the variables maintaining self-injurious behavior. Journal of Autism and Developmental Disorders, 18, 99-117.

Favell, J. E., McGimsey, J. F., & Shell, R. M. (1982). Treatment of self-injury by providing alternate sensory activities. Analysis and Intervention in Developmental Disabilities, 2, 83-104.

Foster-Johnson, L., & Dunlap, G. (1993). Using functional assessment to develop effective, individualized interventions for challenging behaviors. Teaching Exceptional Children, 25, 44-50.

Horner, R. H., & Carr, E. G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. Journal of Special Education, 31(1), 84-104.

Horner, R. H., Day, H., & Day, J. R. (1997). Using neutralizing routines to reduce problem behavior. Journal of Applied Behavior Analysis, 30, 601-613.

Horner, R. H., Eberhard, J., & Sheehan, M. R. (1986). Teaching generalized table bussing: The importance of negative teaching examples. Behavior Modification, 10, 457-471.

Horner, R. H., Vaughn, B. J., Day, H. M., & Ard, W. R. (1996). The relationship between setting events and problem behavior: Expanding our understanding of behavioral support. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 381-402). Baltimore: Paul H. Brookes

Iwata, B. A., Dorsey, M .F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 197-209.

Kennedy, C. H., & Itonken, T. (1993). Effects of setting events on the problem behavior of students with severe disabilities. Journal of Applied Behavior Analysis, 26, 321-327.

Koegel, R. L., & Koegel, L. K. (1989). Community-referenced research on self-stimulation. In C. Cipani (Ed.), The treatment of severe behavior disorders: Behavior analysis approaches [Monographs of American Association on Mental Retardation, 12] (pp. 129-250). Washington, DC: American Association on Mental Retardation.

Maag, J. W. (1995). Behavior management: Theoretical implications and practical applications. Lincoln, NE.

O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Reichle, J., & Johnston, S. S. (1993). Replacing challenging behavior: The role of communication intervention. Topics in Language Disorders, 13(3), 61-76.

Rincover, A., Cook, R., Peoples, A., & Packard, D. (1979). Sensory extinction and sensory principles for programming multiple adaptive behavior change. Journal of Applied Behavior Analysis, 12, 221-233.

Rincover, A., & Devaney, J. (1982). The application of sensory extinction procedures to self-injury. Analysis and Intervention in Developmental Disabilities, 2, 67-81.

Snell, M. & Brown, F. (1993). Instructional planning and implementation. In M. E. Snell (ed.), Instruction of students with severe disabilities (4th Ed.) (pp. 99-151). New York: Merrill.

Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4(4), 194-209.

References (Lesson 3)

Anderson, J. L., Albin, R. W., Mesaros, R. A., Dunlap, G., & Morelli-Robbins, M. (1993). Issues in providing training to achieve comprehensive behavioral support. In J. Reichle & D. P. Wacker (Eds.), Communicative alternatives to challenging behavior, (pp. 363-406). Baltimore: Paul Brookes.

Ayres, B. J., Meyer, L. H., Erevelles, N., & Park-Lee, S. (1994). Easy for you to say: Teacher perspectives on implementing most promising practices. Journal of the Association for Persons with Severe Handicaps, 19, 84-93.

Bijou, S. W., & Baer, D. M. (1961). Child development I: A systematic and empirical theory. Englewood Cliffs, NJ: Prentice Hall.

Bijou, S. W., Peterson, R. F., & Ault, M. H. (1968). A method to integrate description and experimental field studies at the level of data and empirical concepts. Journal of Applied Behavior Analysis, 1, 175-191.

Boyle, J. R., & Hughes, C. A. (1994). Effects of self-monitoring and subsequent fading of external prompts on the on-task behavior and task productivity of elementary students with moderate mental retardation. Journal of Behavioral Education, 4, 439-457.

Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., Magito-McLaughlin, D., McAtee, M. L., Smith, C. E., Anderson-Ryan, K., Ruef, M. B., & Doolabh, A. (1998). Positive behavioral support as an approach for dealing with problem behavior in people with developmental disabilities: A research synthesis. Manuscript in preparation.

Carr, E. G., Langdon, N. A., & Yarbrough, S. C. (1994). Taking serious problem behaviors seriously. Network, 4(2), 5-14.

Carr, E. G., Langdon, N. A., & Yarbrough, S. C. (1999). Hypothesis-based intervention for severe problem behavior. In A. C. Repp & R. H. Horner (Eds.), Functional analysis of problem behavior: From effective assessment to effective support. Belmont, CA: Wadsworth Publishing.

Carr, E. G., & Newsom, C. D. (1985). Demand-related tantrums: Conceptualization and treatment. Behavior Modification, 9, 403-426.

Carr, E. G., & Smith, C. E. (1995). Biological setting events for self-injury. Mental Retardation and Developmental Disabilities Research Reviews, 1, 94-98.

Carr, J. E., Taylor, S. L., & Austin, J. (1995). A classroom demonstration of self-monitoring, reactivity, and interobserver agreement. The Behavior Analyst, 18, 141-146.

Dadson, S., & Horner, R. H. (1993). Manipulating setting events to decrease problem behaviors: A case study. Teaching Exceptional Children, 25, 53-55.

Derby, K. M., Wacker, D. P., Sasso, G., Northup, J., Cigrand, K., & Asmus, J. (1992). Brief functional assessment techniques to evaluate aberrant behavior in an outpatient setting: A summary of 79 cases. Journal of Applied Behavior Analysis, 25, 713-721.

Drager, K., Johnston, S., Feeley, K., Harris, M., Roberts, E., Trailor, V., Churn, S., Hicks, A., Jackson, G., Marchel, M. A., More, L., Neilsen, S., O'Keefe, A., Olive, M., Richardson, A., Smith, R., Wolff, K., & Utke, R. (1998). Functional assessment of challenging behaviors [manuscript]. In J. Reichle, M. A. McEvoy, & C. A. Davis (Eds.), Positive approaches to managing challenging behaviors in preschoolers. Manuscript in preparation, University of Minnesota, Minneapolis.

Dunlap, G., & Fox, L. (1999). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Interventions, 1(2), 77-87.

Durand, V. M., & Crimmins, D. B. (1988). Identifying the variables maintaining self-injurious behavior. Journal of Autism and Developmental Disorders, 18, 99-117.

Dunlap, G., & Kern, L. (1993). Assessment and intervention for children within the instructional curriculum. In J. Reichle & D. Wacker (Eds.), Communicative approaches to the management of challenging behavior (pp. 177-203). Baltimore: Paul H. Brookes.

Dunlap, G., Kern-Dunlap, K., Clarke, S., & Robbins, F. R. (1991). Functional assessment, curricular revision, and severe behavior problems. Journal of Applied Behavior Analysis, 24, 387-397.

Dunlap, G., & Plienis, A. J. (1991). Influence of task size on the unsupervised task performance of students with developmental disabilities. Education and Treatment of Children, 14, 85-95.

Dyer, K., Dunlap, G., & Winterling, V. (1990). Effects of choice making on the serious problem behaviors of students with severe handicaps. Journal of Applied Behavior Analysis, 23, 515-524.

Favell, J. E., McGimsey, J. F., & Shell, R. M. (1982). Treatment of self-injury by providing alternate sensory activities. Analysis and Intervention in Developmental Disabilities, 2, 83-104.

Foster-Johnson, L., & Dunlap, G. (1993). Using functional assessment to develop effective, individualized interventions for challenging behaviors. Teaching Exceptional Children, 25, 44-50.

Foster-Johnson, L., Ferro, J., & Dunlap, G. (1994). Preferred curricular activities and reduced problem behaviors in students with intellectual disabilities. Journal of Applied Behavior Analysis, 27, 493-504.

Horner, R. H., & Carr, E. G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. Journal of Special Education, 31, 84-104.

Horner, R. H., & Day, H. M. (1991). The effects of response efficiency on functionally equivalent competing behaviors. Journal of Applied Behavior Analysis, 24(4), 719-732.

Horner, R. H., Day, H. M., & Day, J. R. (1997). Using neutralizing routines to reduce problem behaviors. Journal of Applied Behavior Analysis, 30(4), 601-613.

Horner, R. H., Dunlap, G., Koegel, R. L., Carr, E. G., Sailor, W., Anderson, J., Albin, R. W., & O'Neill, R. E. (1990). In support of integration for people with severe problem behaviors: A response to four commentaries. Journal of the Association for Persons with Severe Handicaps, 15(3), 145-147.

Horner, R. H., Diemer, S., & Brazeau, K. (1992). Educational support for students with severe problem behaviors in Oregon: A descriptive analysis from the 1987-1988 school year. Journal of the Association for Persons with Severe Handicaps, 15, 125-132.

Horner, R. J., Sprague, J. R., & Flannery, K. B. (1993). Building functional curricula for students with severe intellectual disabilities and severe problem behaviors. In R. Van Houten, & S. Axelrod (Eds.), Behavioral Analysis and Treatment (pp. 47-71). New York: Plenum.

Horner, R. H., Sprague, J. R., O'Brien, M., & Heathfield, L. T. (1990). The role of response efficiency in the reduction of problem behaviors through functional equivalence training: A case study. Journal of the Association for Persons with Severe Handicaps, 15, 91-97.

Horner, R. H., Vaughn, B. J., Day, H. M., & Ard, W. R. (1996). The relationship between setting events and problem behavior: Expanding our understanding of behavioral support. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 381-402). Baltimore: Paul H. Brookes.

Iwata, B. A., Pace, F. M., Dorsey, M. F., Zarcone, J. R., Vollmer, T. R., Smith, R. G., Rodgers, T. A., Lerman, D. C., Shore, B. A., Mazeleski, H. G., Cowdery, G. E., Kalsher, M. J., McCosh, K. C., & Willis, D. K. (1994). The functions of self-injurious behavior: An experimental-epidemiological analysis. Journal of Applied Behavior Analysis, 27, 215-240.

Kampwirth, T. J. (1988). Behavior management in the classroom: A self-assessment guide for teachers. Education and Treatment of Children, 11, 286-293.

Kennedy, C. H., & Itonken, T. (1993). Effects of setting events on the problem behavior of students with severe disabilities. Journal of Applied Behavior Analysis, 26, 321-327.

Kern, L., Childs, K. E., Dunlap, G., Clarke, S., Falk, G. D. (1994). Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27 (1), 7-19.

Koegel, L. K., Harrower, J. K., & Koegel, R. L. (1999). Support for children with developmental disabilities in full inclusion classrooms through self-management. Journal of Positive Behavior Interventions, 1, 26-34.

Koegel, R. L., & Koegel, L. K. (1989). Community-referenced research on self-stimulation. In C. Cipani (Ed.), The treatment of severe behavior disorders: Behavior analysis approaches [Monographs of American Association on Mental Retardation, 12] (pp. 129-250). Washington, DC: American Association on Mental Retardation.

Koegel, L. K., Koegel, R. L., & Dunlap, G. (1996). Positive behavioral support: Including people with difficult behavior in the community. Baltimore: Paul H. Brookes.

Lalli, J. S., Browder, D. M., Mace, F. C., & Brown, D. K. (1993). Teacher use of descriptive analysis data to implement interventions to decrease students' problem behaviors. Journal of Applied Behavior Analysis, 26, 227-238.

Lane, K. L., Umbreit, J., & Beebe-Frankenberger, M. E. (1999). Functional assessment research on students with or at risk for EBD. Journal of Positive Behavior Interventions, 1, 101-109.

Lucyshyn, J. M., & Albin, R. W. (1993). Comprehensive support to families of children with disabilities and problem behaviors: Keeping it "friendly." In G.H.S. Singer & L.E. Powers (Eds.), Families, disability, and empowerment: Active coping skills and strategies for family intervention (pp. 365-407). Baltimore: Paul H. Brookes.

Lucyshyn, J. M., Albin, R. W., & Nixon, C. D. (1997). Embedding comprehensive behavioral support in family ecology: An experimental, single-case analysis. Journal of Consulting and Clinical Psychology, 65(2), 241-251.

Maag, J. W. (1997). Parenting without punishment: Making problem behavior work for you. Reclaiming Children and Youth: Journal of Emotional and Behavioral Problems, 6(3), 176-179.

Martens, B. K., Witt, J. C., Elliot, S. N., & Darveau, D. (1985). Teacher judgements concerning the acceptability of school-based interventions. Professional Psychology: Research and Practice, 16, 191-198.

Marshall, K. J., Lloyd, J. W., & Hallahan, D. P. (1993). Effects of training to increase self-monitoring accuracy. Journal of Behavioral Education, 3(4), 445-459.

Meyer, L. H., & Evans, I. M. (1989). Nonaversive intervention for behavior problems. Baltimore: Paul H. Brookes.

O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

O'Neill, R. E., & Reichle, J. (1993). Addressing socially motivated challenging behaviors by establishing communicative alternatives. In J. Reichle & D. Wacker (Eds.), Communicative alternatives to challenging behavior: Integrating functional assessment and intervention strategies (pp.205-235). Baltimore: Paul H. Brookes.

O'Neill, Williams, R., Sprague, J. R., Horner, R. H., & Albin, R. W. (1993). Providing support for teachers working with students with severe problem behaviors: A model for providing consulting support within school district. Education & Treatment of Children, 16, 66-89.

Reichle, J., & Johnston, S. S. (1993). Replacing challenging behavior: The role of communication intervention. Topics in Language Disorders, 13(3), 61-76.

Ruef, M. B. (1997). The perspectives of six stakeholder groups on the challenging behavior of individuals with mental retardation and/or autism. Unpublished doctoral dissertation, University of Kansas, Lawrence.

Ruef, M. B., Turnbull, A. P., Turnbull, H. R., & Poston, D. (1999). Perspectives of five stakeholder groups: Challenging behavior of individuals with mental retardation and/or autism. Journal of Positive Behavior Interventions, 1, 43-58.

Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of multiply determined challenging behavior in two boys with autism. Behavior Modification, 20(1), 60-84.

Snell, M. E. (1988). Curriculum and methodology for individuals with severe disabilities. Education and Training in Mental Retardation, 23(4), 302-314.

Sugai, G., & Horner, R. H. (1994). Including students with severe behavior problems in general education settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.), The Oregon Conference Monograph, 6, 109-120.

Taylor, J. C., & Carr, E. G. (1992a). Severe problem behaviors related to social interaction. I: Attention seeking and social avoidance. Behavior Modification, 16, 305-335.

Taylor, J. C., & Carr, E. G. (1992b). Severe problem behaviors related to social interaction. II: A systems analysis. Behavior Modification, 16, 336-371.

Weigle, K. (1997). Positive support as a model for promoting educational inclusion. Journal of the Association for Persons with Severe Handicaps, 22, 36-48.

Winterling, V., Dunlap, G., & O'Neill, R. E. (1987). The influence of task variation on the aberrant behaviors of autistic students. Education and Treatment of Children, 10, 105-119.

References (Lesson 4)

Britten, J. S. (1998). Learning to Learn. CSC Resources. Lawrence, KS.

Cangelosi, J. S. (1993). Classroom management strategies: Gaining and maintaining students' cooperation. White Plains, NY: Longman.

Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., Magito-McLaughlin, D., McAtee, M. L., Smith, C. E., Anderson-Ryan, K., Ruef, M. B., & Doolabh, A. (1998). Positive behavioral support as an approach for dealing with problem behavior in people with developmental disabilities: A research synthesis. Manuscript in preparation.

Colvin, G., Greenberg, S., & Sherman, R. (1993). Improving academic skills for students with serious emotional disturbances: The forgotten variable. The Oregon Conference Monograph, 5, 9-14.

Colvin, G., Kameenui, E. J., & Sugai, G. (1993). Reconceptualizing behavior management and school-wide discipline in general education. Education and Treatment of Children, 16(4), 361-381.

Colvin, G., & Sugai, G. M. (1988). Managing escalating behavior. Eugene, OR: Behavior Associates.

Committee for children (1988). Second step, grades 1-3, Pilot project 1987-88, Summary report. Seattle: Author.

Committee for children (1989). Second step, grades 4-5, Pilot project 1988-89, Summary report. Seattle: Author.

Committee for children (1990). Second step, grades 6-8, Pilot project 1989-90, Summary report. Seattle: Author.

Committee for children (1992). Evaluation of second step, Preschool-kindergarten, a violence-prevention curriculum kit. Seattle: Author.

Cotton, K. (1990). Schoolwide and classroom discipline. School Improvement Research Series: Close-Up #9. Portland, OR: Northwest Regional Educational Laboratory.

Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.), (pp. 392-431). New York: MacMillan.

Duke, D. L. (1979). Classroom management: The seventy-eighth yearbook of the National Society for the Study of Education (Part II). Chicago: University of Chicago Press.

Embry, D. E. (1996, March). Prevention of youth violence: Pathways to resiliency during elementary-school years with television and school-based interventions. Paper presentation to the Society for Research on Adolescence, Boston.

Embry, D., & Flannery, D. (1996). Two sides of the coin: Prevention and intervention to reduce youth violent behavior. In D. Flannery & R. Huff (Eds.), Youth violence: Prevention, intervention and social policy. Tuscon, AZ: Heartsprings Institute.

Embry, D., Flannery, D., Vazsonyi, A., Powell, K., & Atha, H. (1996). PeaceBuilders: A theoretically driven, school-based model for early violence prevention. American Journal of Preventive Medicine, 22, 91-100.

Engelmann, S., & Carnine, D. (1983). Theory of instruction: Principles and applications. New York: Irvington.

Foster-Johnson, L., & Dunlap, G. (1993). Using functional assessment to develop effective, individualized interventions for challenging behaviors. Teaching Exceptional Children, 25, 44-50.

Gettinger, M. (1988). Methods of proactive classroom management. School Psychology Review, 17(2), 227-242.

Horner, R. H., & Carr, E. G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. Journal of Special Education, 31, 84-104.

Horner, R. H., & Day, H. M. (1991). The effects of response efficiency on functionally equivalent competing behaviors. Journal of Applied Behavior Analysis, 24(4), 719-732.

Horner, R. J., Sprague, J. R., & Flannery, K. B. (1993). Building functional curricula for students with severe intellectual disabilities and severe problem behaviors. In R. Van Houten, & S. Axelrod (Eds.), Behavioral Analysis and Treatment (pp. 47-71). New York: Plenum.

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