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Traumatic Brain Injury: References


The references or source material associated with this website do not necessarily reflect the views or policies of the Association for Positive Behavior Support (APBS) nor does mention of trade names, commercial products, or organizations imply endorsement by APBS.


Traumatic Brain Injury 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.

  • Albin, R. W., O’Brien, M., & Horner, R. H. (1995). Analysis of an escalating sequence of problem behaviors: A case study. Research in Developmental Disabilities, 16, 133-147.

  • Anderson, C. M. & Warzak, W. J. (2000). Using positive behavior support to facilitate the classroom adaptation of children with brain injuries. Proven Practice: Prevention and Remediation Solutions for Schools, 2, 72-82.


  • Baker, D. J., Blumberg, R., & Freeman, R. (2002). Considerations for functional assessment of problem behavior among persons with developmental disabilities and mental illness. In J. Jacobson, J. Mulick, and S. Holburn (Eds.), Programs and services for people with dual developmental and psychiatric disabilities (pp. 51-66). Kingston, NY: NADD.

  • Baker, D. J., Blumberg, E. R., Freeman, R., & Wieseler, N. (2002). Can psychiatric disorders be seen as establishing operations? Integrating applied behavior analysis and psychiatry. Mental Health Aspects of Developmental Disabilities, 5, 118-124.

  • Bambara, L. M., Dunlap, G., & Schwartz, I. S. (2004). Positive behavior support: Critical articles on improving practice for individuals with severe disabilities. Austin, TX: 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. (1998). Designing positive behavior support plans. Innovations13. Washington, DC: American Association on Mental Retardation.


  • Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., Magito McLaughlin, D., McAtee, M. L., ... Doolabh, A. (1999). Positive behavior support for people with developmental disabilities: Research synthesis (American Association on Mental Retardation Monograph Series). Washington, DC: American Association on Mental Retardation.

  • Carr, E. G., McConnachie, G., Levin, L., & Kemp, D. C. (1993). Communication-based treatment of severe behavior problems. In R. Van Houten & S. Axelrod (Eds.), Behavior analysis and treatment (pp. 231-267). New York: Plenum Press.


  • Feeney, T., & Ylvisaker, M. (1997). A positive, communication-based approach to challenging behavior after TBI. In A. Glang, G. Singer, & B. Todis (Eds.), Students with acquired brain injury: The school's response (pp. 229-254). Baltimore: Paul Brookes.

  • Feeney, T. J., & Ylvisaker, M. (2003). Context-sensitive behavioral supports for young children with TBI. Journal of Head Trauma Rehabilitation, 18(1), 33-51.

  • Feeney, T., & Ylvisaker, M. (2006). Context-sensitive behavioral supports for young children with TBI: A replication study. Brain Injury, 20, 629-645.

  • 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


  • Hieneman, M., Childs, K., & Sergay, J. (2006). Parenting with positive behavior support: A practical guide to resolving your child's difficult behavior. 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., 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.


  • Janney, R., & Snell, M. E. (2000). Teacher's guides to inclusive practices: Behavioral support. Baltimore: Brookes.


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


  • Lucyshyn, J. M., Dunlap, G., & Albin, R. W. (2002). Families, family life, and positive behavior support: Addressing the challenge of problem behavior in family contexts. Baltimore: Brookes.


  • McMorrow, M. J. (2007). Behavioral challenges after brain injury. Brain Injury Association of America. Retrieved from http://www.biausa.org/


  • 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.


  • Todd, A., Horner, R., Vanater, S., & Schneider, C. (1995). Working together to make change: An example of positive behavior support for a student with traumatic brain injury. Education and Treatment of Children, 20, 23-33.


  • Ylvisaker, M., & Feeney, T. J. (1998). Collaborative brain injury intervention: Positive everyday routines. San Diego: Singular Publishing Group.


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