| Int. Strategies (I) | Lesson 2: Readings | |
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| Help | Orientation | Support [Lesson] Practice | - |
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Recommended Readings Dunlap, G., Foster-Johnson, L., Clarke, S., Kern, L., & Childs, K. E. (1995). Modifying activities to produce functional outcomes: Effects on the problem behaviors of students with disabilities. Journal of the Association for Persons with Severe Handicaps, 20(4), 248-258. Kern, L., Childs, K. E., Dunlap, G., Clarke, S., & Falke, 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. Additional Readings Dunlap, G., & Plienis, A. J. (1991). The influence of task size on the unsupervised task performance of students with developmental disabilities. Education and Treatment of Children, 14(2), 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. Flannery, B. K., & Horner, R. H. (1994). The relationship between predictability and problem behavior for students with severe disabilities. Journal of Behavioral Education, 4, 157-176. Horner, R. H., Day, H. M., Sprague, J. R., O'Brien, M. & Heathfield, L. T. (1991). Interspersed requests: A nonaversive procedure for reducing 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. |
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