APBS

Developmental Disabilities (Focus on Children): References


Developmental Disabilities - Focus on Children - References

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

  • Anderson, J. L., Russo, A., Dunlap, G., & Albin, R. W. (1996). A team training model for building the capacity to provide positive behavior 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: Brookes.

  • Apple, A. L., Billingsley, F., & Schwartz, I. S. (2005). Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7(1), 33-46. doi:10.1177/10983007050070010401


  • Bambara, L. M., Dunlap, G., & Schwartz, I. S. (2004). Positive behavior support: Critical articles on improving practice for individuals with severe disabilities. TASH, ProEd.

  • Bambara, L. M., & Kern, L. (2005). Individualized supports for students with problem behaviors: Designing positive behavior support plans. New York: Guilford Press.

  • Bambara, L. M., & Knoster, T. P. (2009). Designing positive behavior support plans (2nd Ed.). American Association on Intellectual and Developmental Disabilities.

  • Barry, L. M., & Messer, J. J. (2003). A practical application of self-management for students diagnosed with attention- deficit/hyperactivity disorder. Journal of Positive Behavior Interventions, 5(4), 238-248. doi:10.1177/10983007030050040701

  • Benitez, D., Lattimore, J., & Wehmeyer, M. L. (2005). Promoting the involvement of students with emotional and behavioral disorders in career and vocational planning and decision-making: The self-determined career development model. Behavioral Disorders, 30, 431-447.

  • Binnendyk, L., & Lucyshyn, J. M. (2009). A family-centered positive behavior support approach to the amelioration of food refusal behavior: An empirical case study. Journal of Positive Behavior Interventions, 11, 131-150. doi: 10.1177/1098300708318965

  • Blair, K. C., Fox, L., and Lentini, R. (2010). Use of positive behavior support to address challenging behavior of young children within a community early childhood program. Topics in Early Childhood Special Education, 30, 68-79. doi: 10.1177/0271121410372676

  • Brookman, L., Boettcher, M., Klein, E., Openden, D., Koegel, R. L., & Koegel, L. K. (2003). Facilitating social interactions in a community summer camp setting for children with Autism. Journal of Positive Behavior Interventions, 5(4), 249-252. doi:10.1177/10983007030050040801

  • Buschbacher, P. W., & Fox, L. (2003). Understanding and intervening with the challenging behavior of young children with Autism Spectrum Disorder. Language, Speech, and Hearing Services in Schools, 34(3), 217-227.

  • Buschbacher, P., Fox, L., & Clarke, M. (2004). Recapturing desired family routines: A parent-professional behavioral collaboration. Research and Practice for Persons with Severe Disabilities, 29, 25-39.

  • Butler, L. R., & Luiselli, J. K. (2007). Escape-maintained problem behavior in a child with Autism: Antecedent functional analysis and intervention evaluation of noncontingent escape and instructional fading. Journal of Positive Behavior Interventions, 9(4), 195-202. doi:10.1177/10983007070090040201


  • Carlson, J. I., Luiselli, J. K., Slyman, A., & Markowski, A. (2008). Choice-making as intervention for public disrobing in children with developmental disabilities. Journal of Positive Behavior Interventions, 10(2), 86-90. doi:10.1177/1098300707312544

  • Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with Autism. Journal of Positive Behavior Interventions, 5(1), 12-21. doi:10.1177/10983007030050010101

  • Cihak, D., Fahrenkrog, C., Ayres, K. M., & Smith, C. (2010). The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with Autism Spectrum Disorders in the general education classroom. Journal of Positive Behavior Interventions, 12(2), 103-115. doi:10.1177/1098300709332346

  • Cole, C. L., & Levinson, T. R. (2002). Effects of within-activity choices on the challenging behavior of children with severe developmental disabilities. Journal of Positive Behavior Interventions, 4(1), 29-37. doi:10.1177/109830070200400106

  • Conroy, M. A., Dunlap, G., Clarke, S., & Alter, P. (2005). A descriptive analysis of positive behavioral intervention research with young children with challenging behavior. Topics in Early Childhood Special Education, 25(3), 157-166. DOI: 10.1177/02711214050250030301


  • D'Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with Autism. Journal of Positive Behavior Interventions, 5(1), 5-11. doi:10.1177/10983007030050010801

  • Dauphin, M., Kinney, E. M., & Stromer, R. (2004). Using video-enhanced activity schedules and matrix training to teach sociodramatic play to a child with Autism. Journal of Positive Behavior Interventions, 6(4), 238-250. doi:10.1177/10983007040060040501

  • Delano, M., & Snell, M. E. (2006). The effects of social stories on the social engagement of children with Autism. Journal of Positive Behavior Interventions, 8(1), 29-42. doi:10.1177/10983007060080010501

  • DePaepe, P., Reichle, J., & O’Neill, R. (1993). Applying general case instructional strategies when teaching communicative alternatives to challenging behavior. In J. Reichle & D. Wacker (Eds.), Communicative alternatives to challenging behavior: Integrating functional assessment and intervention strategies (pp. 237-262). Baltimore: Brookes.

  • Dishion, T. J., & Kavanagh, K. (2005). Intervening in adolescent problem behavior: A family-centered approach. New York: Guilford Press.

  • Duda, M., Clarke, S., Fox, L. & Dunlap, G. (2008). Implementation of positive behavior support with a sibling set in the home environment. Journal of Early Intervention, 30, 213-236.

  • Dunlap, G., Carr, E. G., Horner, R. H., Koegel, R. L., Sailor, W., Clarke, S., ... Fox, L. (2010). A descriptive, multi-year examination of positive behavior support. Behavioral Disorders, 35, 259-279.

  • Dunlap, G., Clarke, S., & Steiner, M. (1999). Intervention research in behavioral and developmental disabilities: 1980-1997. Journal of Positive Behavior Interventions, 1(3), 170-180. doi:10.1177/109830079900100305

  • Dunlap, G., & Kern, L. (1993). Assessment and intervention for children within the instructional curriculum. In J. Reichle & D. P. Wacker (Eds.), Communicative alternatives to challenging behavior: Integrating functional assessment and intervention strategies (pp. 177-203). Baltimore: 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., Kern, L., dePerczel, M., Clarke, S., Wilson, D., Childs, D. E., White, R., & Falk, G. D. (1993). Functional analysis of classroom variables for students with emotional and behavioral challenges. Behavioral Disorders, 18, 275-291.

  • Dunlap, G., & Koegel, R. L. (1980). Motivating autistic children through stimulus variation. Journal of Applied Behavior Analysis, 13(4), 619-627.

  • 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.

  • Dunlap, G., White, R., Vera, A., Wilson, D., & Panacek, L. (1996). The effects of multi-component, assessment-based curricular modifications on the classroom behavior of children with emotional and behavioral disorders. Journal of Behavioral Education, 6(4), 481-500.

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

  • Durand, V. M. (1998). Sleep better!. Baltimore: Brookes.

  • Durand, V. M. (1999). Functional communication training using assistive devices: Recruiting natural communities of reinforcement. Journal of Applied Behavior Analysis, 32, 247-267.

  • Durand, V. M. (2002). Treating sleep terrors in children with Autism. Journal of Positive Behavior Interventions, 4(2), 66-72.

  • Durand, V. M. (2011). Optimistic parenting: Hope and help for you and your challenging child. Brookes.

  • Durand, V. M., Christodulu, K. V., & Koegel, R. L. (2004). Description of a sleep-restriction program to reduce bedtime disturbances and night waking. Journal of Positive Behavior Interventions, 6(2), 83-91. doi:10.1177/10983007040060020301

  • Durand, V. M., Gernert-Dott, P., & Mapstone, E. (1996). Treatment of sleep in children with developmental disabilities. Journal of the Associations for Persons with Severe Handicaps, 21(3), 114-122.


  • Eisenman, L. T. (2007). Social Networks and Careers of Young Adults With Intellectual Disabilities. Intellectual and Developmental Disabilities, 45(3), 199-208.

  • Ellingson, S. A., Miltenberger, R. G., Stricker, J., Galensky, T. L., & Garlinghouse, M. (2000). Functional assessment and intervention for challenging behaviors in the classroom by general classroom teachers. Journal of Positive Behavior Interventions, 2, 85-97.


  • Feeney, T. J., & Ylvisaker, M. (2008). Context-sensitive cognitive-behavioral supports for young children with TBI: A second replication study. Journal of Positive Behavior Interventions, 10(2), 115-128. doi:10.1177/1098300707312540

  • Fisher-Polites, C. (2004). "PBS" spelled "friends". Journal of Positive Behavior Interventions, 6(3), 178-180. doi:10.1177/10983007040060030501

  • Fisher-Polites, C. (2004). We all fit in: A program designed to promote understanding among typical children for children with disabilities. Journal of Positive Behavior Interventions, 6(3), 181-187. doi:10.1177/10983007040060030501

  • Fox, L. & Dunlap, G. (2006). Evidence-based practices for young children with and at-risk for social-emotional or behavioral problems. In J. Knitzer, R. Kaufman, & D. Perry (Eds.), Early childhood mental health system of care (pp. 313-334). Baltimore: Brookes.

  • Fox, L., Dunlap, G., & Cushing, L. (2002). Early intervention, positive behavior support, and transition to school. Journal of Emotional & Behavioral Disorders, 10, 149-156.

  • Fox, L., Dunlap, G., & Powell, D. (2002). Young children with challenging behavior: Issues and considerations for behavior support. Journal of Positive Behavior Interventions. Special Section on Urban Issues, 4(4), 208-217. doi:10.1177/10983007020040040401

  • Fox, P., & Emerson, E. (2001). Social valid outcomes of intervention for people with MR and challenging behavior: Views of different stakeholders. Journal of Positive Behavior Interventions, 3(3), 183-189. doi:10.1177/109830070100300306

  • Freeman, R., Eber, L., Anderson, C., Irvin, L., Bounds, M., Dunlap, G., & Horner, R. H. (2006). Building inclusive school cultures using school-wide PBS: Designing effective individual support systems for students with significant disabilities. Research and Practice for Persons with Severe Disabilities, 31(1), 4-17.


  • Ganz, J. B., Bourgeois, B. C., Flores, M. M., & Campos, B. A. (2008). Implementing visually cued imitation training with children with Autism Spectrum Disorders and developmental delays. Journal of Positive Behavior Interventions, 10(1), 56-66. doi:10.1177/1098300707311388

  • Gillum, H., Camarata, S., Nelson, K. E., & Camarata, M. N. (2003). A comparison of naturalistic and analog treatment effects in children with expressive language disorder and poor preintervention imitation skills. Journal of Positive Behavior Interventions, 5(3), 171-178. doi:10.1177/10983007030050030601


  • Halle, J. W., Ostrosky, M. M., & Hemmeter, M. L. (2006). Functional communication training. In R. A. McCauley & M. Fey (Eds.), Treatment of language disorders in children: Conventional and controversial treatments. (pp. 509-545). Baltimore: Brookes.

  • Hamill, L. B. (2003). Going to College: The Experiences of a Young Woman With Down Syndrome. Mental Retardation, 41(5), 340-353.

  • Harrower, J. K. (1999). Educational inclusion of children with severe disabilities. Journal of Positive Behavior Interventions, 1(4), 215-230. doi:10.1177/109830079900100404

  • Hemmeter, M. L., & Fox, L. (2008). Supporting teachers in promoting children's social competence and addressing challenging behavior. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 119-142). Washington, DC: Zero to Three.

  • Hieneman, M., & Dunlap, G. (2001). Factors affecting the outcomes of community-based behavioral support: II. factor category importance. Journal of Positive Behavior Interventions, 3(2), 67-74. doi:10.1177/109830070100300202

  • Hieneman, M. & Dunlap, G. (1999). Issues and challenges in implementing community-based behavioral support for two boys with severe behavioral difficulties. In J. R. Scotti & L. H. Meyer (Eds.), Behavioral intervention: Principles, models, and practices (pp. 363-384). Baltimore: Brookes.

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

  • Horner, R. H., Day, H. M., Sprague, J. R., O’Brien, M., & Heathfield, L. T. (1991). Interspersed requests: A nonaversive procedure for decreasing aggression and self-injury during instruction. Journal of Applied Behavior Analysis, 24, 265-278.

  • 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: Brookes.

  • Hundert, J. P. (2007). Training classroom and resource preschool teachers to develop inclusive class interventions for children with disabilities: Generalization to new intervention targets. Journal of Positive Behavior Interventions, 9(3), 159-173. doi:10.1177/10983007070090030401

  • Hupp, S. D. A., & Reitman, D. (2000). Parent-assisted modification of pivotal social skills for a child diagnosed with PDD: A clinical replication. Journal of Positive Behavior Interventions, 2(3), 183-187. doi:10.1177/109830070000200308


  • Ingersoll, B., & Dvortcsak, A. (2006). Including parent training in the early childhood special education curriculum for children with Autism Spectrum Disorders. Journal of Positive Behavior Interventions, 8(2), 79-87. doi:10.1177/10983007060080020601

  • Ingersoll, B. R. (2010). Teaching social communication: A comparison of naturalistic behavioral and development, social pragmatic approaches for children with Autism Spectrum Disorders. Journal of Positive Behavior Interventions, 12(1), 33-43. doi:10.1177/1098300709334797


  • Johnson, J. W., McDonnell, J., Holzwarth, V. N., & Hunter, K. (2004). The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes. Journal of Positive Behavior Interventions, 6(4), 214-227. doi:10.1177/10983007040060040301


  • 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.

  • Kennedy, C. H., & Meyer, K. A. (1998). Sleep deprivation, allergy symptoms, and negatively reinforced problem behavior. 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. Journal of Applied Behavior Analysis, 27(1), 7-20.

  • Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behavior: An analysis of the literature. Education & Treatment of Children, 25, 113-130.

  • Kern, L., & Clarke, S. (2005). Antecedent and setting event interventions. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors (pp. 201-36). New York: Guilford Press.

  • Kern, L. & Kokina, A. (2008). Using positive reinforcement to decrease challenging behavior. In J. K. Luiselli, D. C. Russo, & W. P. Christian (Eds.), Effective practices for children with Autism: Educational and behavior support interventions that work. New York: Oxford Press.

  • Kern, L., Sokol, N. G., & Dunlap, G. (2006). Assessment of antecedent influences on challenging behavior. In J. K. Luiselli (Ed.), Antecedent assessment and intervention: Supporting children and adults with developmental disabilities in community settings (pp. 53-72). Baltimore: Brookes.

  • Kim, K., & Turnbull, A. (2004). Transition to adulthood for students with severe disabilities: Shifting toward person-family interdependent planning. Research & Practice for Persons with Severe Disabilities, 29(1), 53-57.

  • Kim, S., Larson, S. A., & Lakin, K. C. (2001). Behavioural outcomes of deinstitutionalization for people with intellectual disability: A review of studies conducted between 1980 and 1999. Journal of Intellectual and Developmental Disability, 26, 35-50.

  • Kinney, E. M., Vedora, J., & Stromer, R. (2003). Computer-presented video models to teach generative spelling to a child with an Autism Spectrum Disorder. Journal of Positive Behavior Interventions, 5(1), 22-29. doi:10.1177/10983007030050010301

  • Kleeberger, V., & Mirenda, P. (2010). Teaching generalized imitation skills to a preschooler With Autism using video modeling. Journal of Positive Behavior Interventions, 12(2), 116-127. doi:10.1177/1098300708329279

  • Kleinert, H., L., Miracle, S., & Sheppard-Jones, K. (2007). Including students with moderate and severe intellectual disabilities in school extracurricular and community recreation activities. Intellectual and Developmental Disabilities 45(1), 46-55.

  • Knoster, T. P. (2000). Understanding the difference and relationship between functional behavioral assessments and manifestation determinations. Journal of Positive Behavior Interventions, 2(1), 53-58. doi:10.1177/109830070000200108

  • Koegel, A. K. (2008). Evidence suggesting the existence of Asperger Syndrome in the mid-1800s. Journal of Positive Behavior Interventions, 10(4), 270-272. doi:10.1177/1098300708320238

  • 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, L. K., Koegel, R. L., Nefdt, N., Fredeen, R., Klein, E. F., & Bruinsma, Y. E. M. (2005). First S.T.E.P: A model for the early identification of children with Autism Spectrum Disorders. Journal of Positive Behavior Interventions, 7(4), 247-252. doi:10.1177/10983007050070040601


  • Lakin. K. C., & Wieisler, N. (2002). Alternative community behavioral support and crisis response programs. [Monograph]. American Association on Mental Retardation.

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  • Lane, K. L., Weisenbach, J. L., Phillips, A., & Wehby, J. H. (2007). Designing, implementing, and evaluating function-based interventions using a systematic, feasible approach. Behavioral Disorders, 32, 122-139.

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  • Lucyshyn, J. M., Albin, R. W., Horner, R. H., Mann, J. C., Mann, J. A., & Wadsworth, G. (2007). Family implementation of positive behavior support for a child with Autism: Longitudinal, single-case, experimental, and descriptive replication and extension. Journal of Positive Behavior Interventions, 9(3), 131-150. doi:10.1177/10983007070090030201

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  • Luiselli, J. K. (2006). Antecedent assessment & intervention: Supporting children & adults with developmental disabilities in community settings. Baltimore, MD: Brookes.


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