APBS

Emotional and Behavioral Disorders: References


Emotional and Behavioral Disorders References

  • 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.

  • Biglan, A. (1995). Translating what we know about the context of antisocial behavior in to a lower prevalence of such behavior. Journal of Applied Behavior Analysis, 28, 479-492.

  • Burns, B. J., & Goldman, S. K. (1999). Promising practices in wraparound for children with serious emotional disturbance and their families. Systems of care: Promising practices in children's mental health, 1998 series, Volume IV. Washington DC: Center for Effective Collaboration and Practice, American Institutes for Research.

  • Buschbacher, P. W. (2002). Positive behavior support for a young child who has experienced neglect and abuse: Testimonials of a family member and professionals. Journal of Positive Behavior Interventions. Special Section on Urban Issues, 4(4), 242-248. doi:10.1177/10983007020040040701


  • Clark, H. B., & Hieneman, M. (1999). Comparing the wraparound process to positive behavioral support: What we can learn. Journal of Positive Behavior Interventions, 1, 183-186.

  • Clarke, S., Dunlap, G., & Stitcher, J. P. (2002). Twenty years of intervention research in emotional and behavioral disorders: A descriptive analysis and a comparison with research in developmental disabilities. Behavior Modification, 25, 659-683.

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

  • Conroy, M. A. (Ed.) (2003). Prevention and early intervention for young children at risk for emotional or behavioral disorder. Reston: CCBD.

  • Conroy, M., Hendrickson, J. M., & Hester, P. P. (2004). Early identification and prevention of emotional and behavioral disorders. In R. Rutherford, M. Quinn, & S. Mathur (Eds.), Handbook of research in behavior disorders (pp. 199-215). New York: Guilford Press.


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

  • 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., 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.


  • Eber, L. (2005). The wraparound process. In M. Hersen, G. Sugai, & R. H. Horner (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy, Volume 3: Educational Applications. Thousand Oakes, CA: Sage.

  • Eber, L., & Keenan, S. (2004). Collaboration with other agencies: Wraparound and systems of care for children and youths with emotional and behavioral disorders. In R. B. Rutherford, M. M. Quinn, & R. Sathur (Eds.), Handbook of research in emotional and behavioral disorders (pp. 503-516). NY: Guilford Press.

  • Eber, L. & Nelson, C. M. (1997). Integrating services for students with emotional and behavioral needs through school-based wraparound planning. American Journal of Orthopsychiatry, 67(3), 385-395.

  • Eber, L., Nelson, C. M., & Miles, P. (1997). School-based wraparound for students with emotional and behavioral challenges. Exceptional Children, 63, 539-555.

  • Eber, L., Osuch, R., & Redditt, C. A. (1996). School-based applications of the wraparound process: Early results on service provision and student outcomes. Journal of Child and Family Studies, 5, 83-99.

  • Eber, L., Sugai, G., Smith, C., & Scott, T. M. (2002). Wraparound and positive behavioral interventions and supports in the schools. Journal of Emotional and Behavioral Disorders. 10(3), 171-180.

  • Epstein, M. H., Kutash, K., & Duchnowski, A. (Eds.) (1998). Outcomes for children and youth with emotional and behavioral disorders and their families: Programs and evaluation best practices. Austin, TX: Pro-Ed.

  • Epstein, M. H., & Walker, H. M. (2002). Special education: Best practices and First Step to Success. In B. J. Burns & K. Hoagwood (Eds.), Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders (pp. 179-197). New York: Oxford University Press.

  • Ervin, R., DuPaul, G., Kern, L., & Friman, P. (1998). Classroom-based functional and adjunctive assessments: Positive approaches to intervention selection for adolescents with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 31, 65-78.

  • Ervin, R. A., DuPaul, G. J., Kern, L., & Friman, P. (1998). Classroom-based functional and adjunctive assessments: Proactive approaches to intervention selection for adolescents with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 31, 65-78.


  • 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.

  • Frey, A., & Walker, H. (2005). Education policy for children, youth, and families. In J. M. Jenson & M. W. Fraser (Eds.), Social policy for children and families: A risk and resilience perspective (pp. 67-81). Thousand Oaks, CA: Sage. www.sagepub.com/upm-data/5976_Chapter_3_Jenson_Fraser__I_Proof_2.pdf


  • Golly, A., Sprague, J., Walker, H. M., Beard, K., & Gorham, G. (2000). The First Step to Success program: An analysis of outcomes with identical twins across multiple baselines. Behavioral Disorders, 25(3), 170-182.

  • Golly, A., Stiller, B., & Walker, H. M. (1998). First Step to Success: Replication and social validation of an early intervention program. Journal of Emotional and Behavioral Disorders 6(4), 243-250.

  • Granic, I., Hollenstein, T., Dishion, T. J., & Patterson, G. R. (2003). Longitudinal analysis of flexibility and reorganization in early adolescence: A dynamic systems study of family interactions. Developmental Psychology, 39(3), 606-617.

  • Gresham, F. M., & Kern, L. (2004). Internalizing behavior problems in children and adolescents. In R. B. Rutherford, Jr., M. Magee Quinn, & S. R. Mathur (Eds.), Handbook of research in emotional and behavioral disorders (pp. 262-281). New York: Guilford Press.


  • Hieneman, M., Dunlap, G. & Kincaid, D. (2005). Positive support strategies for students with behavior disorders in general education settings. Psychology in the Schools, 42, 779-794.


  • 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.

  • Kern, L., & Dunlap, G. (1999). Assessment-based interventions for children with emotional and behavioral disorders. In A. C. Repp & R. H. Horner (Eds.), Functional analysis of problem behavior: From functional assessment to effective support. Monterey, CA: Brooks.

  • Kern, L., DuPaul, G. J., Volpe, R., Sokol, N., Lutz, J. G., Arbolina, L. A., ... VanBrakle, J. D. (2008). Multi-setting assessment-based intervention for young children at-risk for ADHD: Initial effects on academic and behavioral functioning. School Psychology Review, 25, 215-227.


  • Lane, K. (2007). Identifying and supporting students at risk for emotional and behavioral disorders within multi-level models: data driven approach to conducting secondary interventions with an academic emphasis. Educational and Treatment of Children, 30, 135-164.

  • Lane, K. L., Umbreit, J., & Beebe-Frankenberger, M. E. (1999). Functional assessment research on students with or at risk for emotional and behavioral disorders. Journal of Positive Behavior Interventions, 1, 101-111.

  • Lane, K. L., & Wehby, J. (2002). Addressing antisocial behavior in the schools: A call for action. Academic Exchange Quarterly, 6, 4-9.

  • Lane, K. L., Wehby, J. H., Little, M. A., & Cooley, C. (2005). Academic, social, and behavioral profiles of students with emotional and behavioral disorders educated in self-contained classrooms and self-contained schools: Part I--Are they more alike than different? Behavior Disorders, 30, 349-361.

  • Lane, K. L., Wehby, J., Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003). Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction. Behavioral Disorders, 28, 229-248.

  • Lane, K. L., Wehby, J. H., Menzies, H. M., Gregg, R. M., Doukas, G. L., & Munton, S. M. (2002). Early literacy instruction for first-grade students at-risk for antisocial behavior. Education and Treatment of Children, 25, 438-458.

  • Lane, K. L., Weisenbach, J. L., Little, M. A., Phillips, A., & Wehby, J. (2006). Illustrations of function-based interventions implemented by general education teachers: Building capacity at the school site. Education and Treatment of Children, 29, 549-671.

  • Lewis, T. J., Hudson, S., Richter, M., & Johnson, N. (2004) Scientifically supported practices in EBD: A proposed approach and brief review of current practices. Behavioral Disorders, 29, 247-259.

  • Lewis, T. J., Newcomer, L., Kelk, M., & Powers, L. (2000). Preventing and addressing aggressive and violent behavior through individual systems of positive behavioral support. Reaching Today's Youth, 5(1), 37-41.

  • Luiselli, J. K., & Pine, J. (1999). Social control of childhood stealing in a public school: A case study. Journal of Behavior Therapy and Experimental Psychiatry, 30, 231-239.


  • Magee Quinn, M., & Poirier, J. M. (2004). Linking prevention research with policy: Examining the costs and outcomes of the failure to prevent emotional and behavioral disorders. In R. B. Rutherford, Jr., M. Magee Quinn, & S. R. Mathur (Eds.), Handbook of research in emotional and behavioral disorders (pp. 78-97). New York: Guilford Press.

  • March, R. E., & Horner, R. H. (2002). Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10, 158-170.

  • McCurdy, B. L., Mannella, M. C., & Eldridge, N. (2003). Positive behavior support in urban schools: Can we prevent the escalation of antisocial behavior? Journal of Positive Behavioral Interventions, 5, 158-170.


  • Nelson, R., Benner, G., Lane, K., & Smith, B. (2004). Academic achievement of K-12 students with emotional and behavioral disorders. Exceptional Children, 71, 59-73.


  • 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.

  • Patterson, G. R., Capaldi, D., & Bank, L. (1991). An early starter model for predicting delinquency. In D. J. Pepler & K.H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 139-168). Hillsdale, NJ: Lawrence Earlbaum.

  • Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). Antisocial boys. Eugene, OR: Castalia Press.


  • Reid, J. B., & Patterson, G. R. (1991). Early prevention and intervention with conduct problems: A social interaction model for the integration of research and practice. In G. Stoner, M. R. Shinn, & H. M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 715-739). Silver Spring, MD: National Association of School Psychologists.

  • Rutherford, R. B., Magee Quinn, M., & Mathur, S. R. (2004). Handbook of research in emotional and behavioral disorders. New York: Guilford Press.


  • Scott, T. M., Nelson, C. M., Liaupsin, C., Jolivette, K., Christle, C., & Riney, M. (2002). Addressing the needs of at-risk and adjudicated youth through positive behavior support: Effective prevention practices. Education and Treatment of Children, 25, 532-551.

  • Scott, T., & Eber, L. (2003) Functional assessment and wraparound as systemic school processes: Primary, secondary, and tertiary systems examples. Journal of Positive Behavior Interventions, 5(3), 131-143.

  • Smith, B. W., & Sugai, G. (2000). A self-management functional assessment-based behavior support plan for a middle school student with EBD. Journal of Positive Behavior Interventions 2, 208-217.

  • Sprague, J., & Walker, H. (2000). Early identification and intervention for youth with antisocial and violent behavior. Exceptional Children, 66(3), 367-379.

  • Sprague, J. R., Sugai, G., & Walker, H. (1998). Antisocial behavior in schools. In S. Watson & F. M. Gresham, (Eds.), Handbook of child behavior therapy, (pp. 451-474). New York, NY: Springer.

  • Stahr, B., Cushing, D., Lane, K., & Fox, J. (2006). Efficacy of a function-based intervention in decreasing off-task behavior exhibited by a student with ADHD. Journal of Positive Behavior Interventions, 8(4), 201-211. doi:10.1177/10983007060080040301

  • Stichter, J. P., Sasso, G. M., & Jolivette, K. (2004). Structural analysis and intervention in a school setting: Effects on problem behavior for a student with an emotional/behavioral disorder. Journal of Positive Behavior Interventions, 6(3), 166-177. doi:10.1177/10983007040060030401


  • Tobin, T., & Sprague, J. (1999). Alternative educational programs for at-risk youth: Issues, best practices, and recommendations. Oregon School Study Council Bulletin, 42(4), Summer. University of Oregon, College of Education. Eugene, OR.

  • Tobin, T., & Sprague, J. (2000). Alternative education strategies: Reducing violence in school and community. Journal of Emotional and Behavioral Disorders 8(3), 177-186.


  • VanDenBerg, J., (1998). History of the wraparound process. In B. J. Burn & S. K. Goldman (Eds.), Promising practices in wraparound for children with serious emotional disturbance and their families: Vol. IV (pp.1-8). Washington DC: Center for Effective Collaboration and Practice, American Institute for Research.


  • Walker, H. M. (1998). First Steps to prevent antisocial behavior. Teaching Exceptional Children, 30(4), 16-19.

  • Walker, H. M. (2000). Investigating school-related behavior disorders: Lessons learned from a thirty-year research career. Exceptional Children, 66 (2), 151-161.

  • Walker, H. M., & Eaton-Walker, J. (2000). Preventing school violence. Key questions about school safety: Critical issues and recommended solutions. NASP Bulletin, March.

  • Walker, H. M., Forness, S.R., Kauffman, J. M., Epstein, M. H., Gresham, F. M., Nelson, C. M., & Strain, P. S. (1998). Macro-social validation: Referencing outcomes in behavioral disorders to societal issues and problems. Behavioral Disorders, 24(1), 7-18.

  • Walker, H. M., & Gresham, F. M. (1997). Making schools safer and violence free. Intervention in School and Clinic, 32(4), 199-204.

  • 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, 194-209.

  • Walker, H. M., Irvin, L. K., & Sprague, J. R. (1997). Violence prevention and school safety: Issues, problems, approaches, and recommended solutions. Oregon School Study Council Bulletin, 41(1), Fall.

  • Walker, H. M., Kavanagh, K., Stiller, B., Golly, A., Severson, H. H., & Feil, E. G. (1998). First Step to Success: An early intervention approach for preventing school antisocial behavior. Journal of Emotional and Behavioral Disorders, 6(2), 66-80.

  • Walker, H. M., Ramsey, E., Gresham, R. M. (2003). Antisocial behavior in school: Evidence-based practices (2nd Ed.). Belmont, CA: Wadsworth/Thomson Learning.

  • Walker, H. M., Severson, H. H., Feil, E. G., Stiller, B., & Golly, A. (1998). First Step to Success: Intervening at the point of school entry to prevent antisocial behavior patterns. Psychology in the Schools, 35(3), 259-269.

  • Walker, H. M., Severson, H., Nicholson, F., Kehle, T., Jenson, W. R., & Clark, E. (1994). Replication of the Systematic Screening for Behavior Disorders (SSBD) procedure for the identification of at-risk children. Journal of Emotional and Behavioral Disorders, 2, 66-77.

  • Walker, H. M., Severson, H., Todis, B. J., Block-Pedego, A. E., Williams, G. J., Haring, N. G., & Barckley, M. (1990). Systematic Screening for Behavior Disorders (SSBD): Further validation, replication, and normative data. RASE: Remedial and Special Education, 11, 32-46.

  • Walker, H. M., & Sprague, J. R. (1999). The path to school failure, delinquency and violence: Causal factors and some potential solutions. Intervention in School and Clinic, 35(2), 67-73.

  • Walker, H. M., Sprague, J. R., & Close, D. W., & Starlin, D. M. (1999). What's right with behavior disorders: Seminal achievements and contributions of the behavior disorders field. Exceptionality, 8(1), 13-28.

  • Walker, H., Stiller, B., & Golly, A. (1998). First Step to Success: A collaborative home-school intervention for preventing antisocial behavior at the point of school entry. Young Exceptional Children, 1(2), 2-6.

  • Walker, H. M., Zeller, R. W., Close, D. W., Webber, J., & Gresham, F. (1999). The present unwrapped: Change and challenge in the field of behavioral disorders [invited article]. Behavioral Disorders, 24(4), 293-304.


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