Research

Funct. Assessment	Research	-
Help	Orientation [Support] Lesson \| Practice	-	10 of 68

Related Research

Day, H. M., Horner, R. H., O'Neill, R. E. (1994). Multiple functions of problem behaviors: Assessment and intervention. Journal of Applied Behavior Analysis, 27, 279-289.

Dunlap, G., White, R., Vera, A., Wilson, D., Panacek, L. (1996). Assessment-based, multiple-component modifications of curricular activities to improve the performance of children with emotional and behavioral disorders. Journal of Behavioral Education, 6, 481-500.

Ferro, J., Foster-Johnson, L., Dunlap, G. (1996). The relationship between predictability and problem behavior for students with severe disabilities. Journal of Behavioral Education, 4(2), 157-176.

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.

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.

Lucyshyn, J. M., Olson, D., Horner, R. H. (1995). Building an ecology of support: A case study of one young woman with severe problem behaviors living in the community. Journal of the Association for Persons with Severe Handicaps, 20, 16-30.

References (Lesson 1)

Albin, R. W., Lucyshyn, J. M., Horner, R. H., & Flannery, B. (1996). Contextual fit for behavioral support plans. In L. Kern-Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive Behavioral Support: Including people with difficult behavior in the community (pp. 81-98). Baltimore: Paul H. Brookes.

Anderson, J. L., Russo, A., Dunlap, G., & Albin, R. W. (1996). A team training model for building the capacity to provide positive behavioral supports in inclusive settings. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 467-490). Baltimore: Paul H. Brookes.

Bird, F., Dores, P. A., Moniz, D., & Robinson, J. (1989). Reducing severe aggressive and self-injurious behaviors with functional communication training. American Journal on Mental Retardation, 94(1), 37-48.

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., 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., Levin, L., McConnachie, F., Carson, J. I., Kemp, D. C., & Smith, C. E. (1994). Communication-based intervention for problem behavior. A user's guide for producing positive change. Baltimore: Paul H. Brookes.

Carr, E. G., & McDowell, J. J. (1980). Social control of self-injurious behavior of organic etiology. Behavior Therapy, 11, 402-409.

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

Carr, E. G., Newsom, C. D., & Binkoff, J. A. (1980). Escape as a factor in the aggressive behavior of two retarded children. Journal of Applied Behavior Analysis, 13, 101-117.

Cataldo, M. F., & Harris, J. (1982). The biological basis for self-injury in the mentally retarded. Analysis and Intervention in Developmental Disabilities, 2, 21-39.

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

Day, M., Horner, R. H., & O'Neill, R. E. (1994). Multiple functions of problem behaviors: Assessment and interventions. Journal of Applied Behavior Analysis, 27, 279-289.

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.

Doss, L. S., & Reichle, J. (1991). Replacing excessive behavior with an initial communicative repertoire. In J. Reichle, J. York, & J. Sigafoos (Eds.), Implementing augmentative and alternative communication: Strategies for learners with severe disabilities (pp. 215-237). Baltimore: Paul H. Brookes.

Dunlap, G., DePerczel, M., Clarke, S., Wilson, D., Wright, S., White, R., & Gomez, A. (1994). Choice making and proactive behavioral support for students with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 505-518.

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.

Flannery, K. B., & Horner, R. H. (1994). The relationship between predictability and problem behavior for students with severe disabilities. Journal of Behavioral Education, 4, 157-176.

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

Gardner, J. M. (1985). Using microcomputers to help staff reduce violent behavior. Computers in Human Services, 1, 53-61.

Guess, D., & Carr, E. G. (1991). Emergence and maintenance of stereotypy and self-injury. American Journal on Mental Retardation, 96(3), 299-319.

Guess, D., Helmstetter, T., Turnbull, H. R., III, & Knowlton, S. (1986). Use of aversive procedures with persons who are disabled: An historical review and critical analysis. Seattle: The Association for Persons with Severe Handicaps.

Gunsett, R. P., Mulick, J. A., Fernald, W. B., & Martin, J. L. (1989). Brief report: Indications for medical screening prior to behavioral programming for severely and profoundly mentally retarded clients. Journal of Autism and Developmental Disorders, 19, 167-172.

Horner, R. H. (1994). Functional assessment: Contributions and future directions. Journal of Applied Behavior Analysis, 27(2), 401-404.

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., 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. 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.

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.

Lai, C., & Ziegler, D. K. (1983). Repeated self-induced syncope and subsequent seizures: A case report. Archives of Neurology, 40, 820-823.

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.

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

Olley, J. G. (1987). Classroom structure and autism. In D. J. Cohen & A. M. Donnellan (Eds.), Handbook of autism and pervasive developmental disabilities (pp. 411-417). New York: John Wiley Press.

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.

Patterson, G. R. (1976). The aggressive child: Victim and architect of a coercive system. In E. J. Mash, L. A. Hamerlynck, & L. C. Handy (Eds.), Behavior modification and families (pp. 267-316). New York: Brunner/Mazel.

Patterson, G. R. (1980). Mothers: The unacknowledged victims. Monographs of the Society for Research in Child Development, 45, (Serial No. 186).

Patterson, G. R. (1982). Coercive family process. Eugene, OR: Castalia.

Reichle, J. (1991). Positive approaches to the management of challenging behavior: Proceedings of a working convergence supported by NIDRR. Unpublished manuscript. University of Minnesota, Minneapolis

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.

Ruef, M. B., Higgins, C., Glaeser, B. J., & Patnode, M. (1998). Positive behavioral support: Strategies for teachers. Intervention in School and Clinic, 34(1), 21-32.

Sandman, C. A. (1991). The opiate hypothesis in autism and self-injury. Journal of Child and Adolescent Psychopharmacology, 1, 237-248.

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.

Thompson, T., Hackenberg, T., Cerutti, D., Baker, D., & Axtell, S. (1994). Opioid antagonist effects on self-injury in adults with mental retardation: Response form and location as determinants of medication effects. American Journal on Mental Retardation, 99(1), 85-102.

Tilly, W. D., Kovaleski, J., Dunlap, G., Knoster, T. P., Bambara, L., & Kincaid, D. (1998). Functional behavioral assessment: Policy development in light of emerging research and practice. National Association of State Directors of Special Education (NASDSE).

Turnbull, H. R., & Guess, D. (1986). A model for analyzing the moral aspects of special education and behavioral interventions. In P. R. Dokecki & R. M. Zaner (Eds.), Ethics of dealing with persons with severe handicaps (pp. 167-210). Baltimore: Paul H. Brookes.

Vaughn, B. J., & Horner, R. H. (1997). Identifying instructional tasks that occasion problem behaviors and assessing the effects of student versus teacher choice among these tasks. Journal of Applied Behavior Analysis, 30(2), 299-312.

Vollmer T. R., & Iwata, B. A. (1991). Establishing operations and reinforcement effects. Journal of Applied Behavior Analysis, 24, 279-291.

Vollmer, T. R., Marcus, B. A., & LeBlanc, L. (1994). Treatment of self-injury and hand mouthing following inconclusive functional analyses. Journal of Applied Behavior Analysis, 27(2), 331-344.
References (Lesson 2)

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.

Brown, F. (1991). Creative daily scheduling: A non-intrusive approach to challenging behavior in community residences. Journal of the Association for Persons with Severe Handicaps, 16, 75-84.

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., & McDowell, J. J. (1980). Social control of self-injurious behavior of organic etiology. Behavior Therapy, 11, 402-409.

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

Carr, E. G., Newsom, C. D., & Binkoff, J. A. (1980). Escape as a factor in the aggressive behavior of two retarded children. Journal of Applied Behavior Analysis, 13, 101-117.

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

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.

Doss, L. S., & Reichle, J. (1989). Establishing communicative alternatives to the emission of socially motivated excess behavior: A review. Journal of the Association for Persons with Severe Handicaps, 14, 101-112.

Drager, K., Johnston, S., Feeley, K., Freeman, R. L., 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. (1998a). Interactive training modules for teachers [CD-ROM]. In J. Reichle, M. A. McEvoy, & C. A. Davis (Eds.), Positive approaches to managing challenging behaviors in preschoolers. Original program in preparation, University of Minnesota, Minneapolis.

Drager, K., Johnston, S., Feeley, K., Freeman, R. L., 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. (1998b). 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., & 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.

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

Flannery, K. B., & Horner, R. H. (1994). The relationship between predictability and problem behavior for students with severe disabilities. Journal of Behavioral Education, 4, 157-176.

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

Gardner, J. M. (1985). Using microcomputers to help staff reduce violent behavior. Computers in Human Services, 1, 53-61.

Gardner, W. I., Cole, C. L., Davidson, D. P., & Karan, O. C. (1986). Reducing aggression in individuals with developmental disabilities: An expanded stimulus control, assessment, and intervention model. Education and Training of the Mentally Retarded, 21, 3-12.

Guess, D., & Carr, E. G., (1991). Emergence and maintenance of stereotypy and self-injury. American Journal on Mental Retardation, 96(3), 299-319.

Horner, R. H. (1980). The effects of an environmental "enrichment" program on the behavior of institutionalized profoundly retarded children. Journal of Applied Behavior Analysis, 13, 473-491.

Horner, R. H. (1994). Functional assessment: Contributions and future directions. Journal of Applied Behavior Analysis, 27(2), 401-404.

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

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(2), 197-209.

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.

Kantor, J. R. (1959). Interbehavioral psychology. Granville, OH: Principia Press.

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.

Chaiwan, L., & Ziegler, D. K. (1983). Repeated self-induced syncope and subsequent seizures: A case report. Archives of Neurology, 40, 820-823.

Olley, J. G. (1987). Classroom structure and autism. In D. J. Cohen & A. M. Donnellan (Eds.), Handbook of autism and pervasive developmental disabilities (pp. 411-417). New York: John Wiley Press.

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'Reilly, M. F. (1995). Functional analysis and treatment of escape-maintained aggression correlated with sleep deprivation. Journal of Applied Behavior Analysis, 28, 225-226.

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

Sprague, J. R., & Horner, R. H. (1995). Functional assessment and intervention in community settings. Mental Retardation and Developmental Disabilities Research Reviews, 1, 89-93.

Tilly, W. D., Kovaleski, J., Dunlap, G., Knoster, T. P., Bambara, L., & Kincaid, D. (1998). Functional behavioral assessment: Policy development in light of emerging research and practice. National Association of State Directors of Special Education (NASDSE).

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.

Touchette, P. E., MacDonald, R. F., & Langer, S. N. (1985). A scatter plot for identifying stimulus control of problem behavior. Journal of Applied Behavior Analysis, 18, 343-351.

Vollmer T. R., & Iwata, B. A. (1991). Establishing operations and reinforcement effects. Journal of Applied Behavior Analysis, 24, 279-291.

Wahler, R. G., & Graves, M. B. (1983). Setting events in social networks: Ally or enemy in child behavior therapy. Behavior Therapy, 14, 19-36.

References (Lesson 3)

Atkinson, R. P., Jenson, W. R., Rovner, L., Cameron, S., Van Wagenen, L., & Petersen, B. P. (1984). Validation of the autism reinforcer checklist for children. Journal of Autism and Developmental Disorders, 14, 429-433.

Bellamy, G. T., Newton, J. S., LeBaron, N. M., & Horner, R. H. (1990). Quality of life and lifestyle outcomes: A challenge for residential programs. In R. L. Schalock (Ed.), Quality of life: Perspectives and issues (pp. 127-137). Washington, DC: American Association on Mental Deficiency.

Dattilo, J., & Rusch, F. R. (1985). Leisure participation for persons with severe handicaps. Journal of the Association for Persons with Severe Handicaps, 9, 201-212.

Drager, K., Johnston, S., Feeley, K., Freeman, R. L., 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. (1998b). 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., 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.

Durand, V. M. (1990). Severe behavior problems: A functional communication training approach. New York: Guilford Press.

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

Durand, V. M., & Crimmins, D. B. (1992). The Motivation Assessment Scale (MAS) Administration Guide. Topeka KS: Monaco & Associates.

Dyer, K. (1987). The competition of autistic stereotyped behavior with usual and specially assessed reinforcers. Research in Developmental Disabilities, 8, 607-626.

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.

Flannery, B. K., O'Neill, R. E., & Horner, R. H. (1995). Including predictability in functional assessment and individual program development. Education and Treatment for Children, 18(4), 499-509.

Gardner, W. I., Cole, C. L., Davidson, D. P., & Karan, O. C. (1986). Reducing aggression in individuals with developmental disabilities: An expanded stimulus control, assessment, and intervention model. Education and Training of the Mentally Retarded, 21, 3-12.

Iwata, B. A. (1991). The functions of self-injurious behavior: An experimental-epidemiological analysis. Paper presented at the Association for Applied Behavior Analysis, Atlanta, GA.

Iwata, B. A., Vollmer, T. R., & Zarcone, J. R. (1990). The experimental (functional) analysis of behavior disorders: Methodology, applications, and limitations. In A. C. Repp & N. N. Singh (Eds.), Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities (pp. 301-330). Sycamore, IL: Sycamore Press.

Keith, K. D., & Schalock, R. L. (1995). Quality of student life questionnaire. Worthington, OH: IDS Publishing Corporation.

Kennedy, C. H., Horner, R. H., & Newton, J. S. (1990). The social networks and activity patterns of adults with severe disabilities: A correlational analysis. Journal of the Association for Persons with Severe Handicaps, 15, 86-90.

Lennox, D. B., & Miltenberger, R. G. (1989). Conducting a functional assessment of problem behavior in applied settings. Journal of the Association for Persons with Severe Handicaps, 14, 304-311.

Newton, J. S., Bellamy, G. T., Horner, R. H., Boles, S., LeBaron, N., & Bennett, A. (1987). Using the activities catalog in residential programs for individuals with severe disabilities. In B. Wilcox & G.T. Bellamy (Eds.), A comprehensive guide to The Activities Catalog: An alternative curriculum for youth and adults with severe disabilities (pp. 125-153). Baltimore: Paul H. Brookes.

Olley, J. G. (1987). Classroom structure and autism. In D. J. Cohen & A. M. Donellan (Eds.), Handbook of autism and pervasive developmental disabilities (pp. 411-417). New York: John Wiley & Sons.

O'Neill, R. E., Horner, R. H., Albin, R. W., Storey, K., & Sprague, J. R. (1990). Functional analysis of problem behavior: A practical assessment guide. Sycamore, IL: Sycamore Press.

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.

Peck, C. (1985). Increasing opportunities for social control by children with autism and severe handicaps: Effects on student behavior and perceived classroom climate. Journal of the Association for Persons with Severe Handicaps, 10, 183-193.

Sprague, J. R., & Horner, R. H. (1995). Functional assessment and intervention in community settings. Mental Retardation and Developmental Disabilities Research Reviews, 1, 89-93.

Wilcox, B., & Bellamy, G. T. (1987). A comprehensive guide to The Activities Catalog: An alternative curriculum for youth and adults with severe disabilities. Baltimore: Paul H. Brookes.

Wuerch, B. B., & Voeltz, L. M. (1982). Longitudinal leisure skills for severely handicapped learners. Baltimore: Paul H. Brookes.

Zarcone, J. R., Rodgers, T., Iwata, B. A., Rourke, D. A., & Dorsey, M. F. (1991). Reliability analysis of the motivation assessment scale: A failure to replicate. Research in Developmental Disabilities, 12, 349-360.

References (Lesson 4)

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

Ayllon, T. A., & Michael, J. (1959). The psychiatric nurse as a behavior engineer. Journal of the Experimental Analysis of Behavior, 2, 323-334.

Axelrod, S. (1987). Functional and structural analyses of behavior: Approaches leading to reduced use of punishment procedures? Research in Developmental Disabilities, 8, 165-178.

Barlow, D., & Hayes, S. (1979). Alternating treatments design: One strategy for comparing the effects of two treatments in a single subject. Journal of Applied Behavior Analysis, 12, 199-210.

Barlow, D., & Hersen, M. (1984). Single-case experimental designs: Strategies for studying behavior change. New York: Pergamon Press.

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.

Doss, L. S., & Reichle, J. (1989). Establishing communicative alternatives to the emission of socially motivated excess behavior: A review. Journal of the Association for Persons with Severe Handicaps, 14, 101-112.

Drager, K., Johnston, S., Feeley, K., Freeman, R. L., 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.

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