| Int. Strategies (I) | Research | |
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| Help | Orientation [Support] Lesson | Practice | - |
References (Introduction)Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., Magito-McLaughlin, D., McAtee, M. L., Smith, C. E., & Ryan, K. A., Ruef, M. B., & Doolabh, A. (1999). Positive behavior support as an approach for dealing with problem behavior in people with developmental disabilities: A research synthesis. American Association on Mental Retardation Monograph Series.
Durand, V. M., & Carr, E. (1991). Functional communication training to reduce challenging behavior: Maintenance and application in new settings. Journal of Applied Behavior Analysis, 24, 251-264.
Foster-Johnson, L., & Dunlap, G. (1993). Using functional assessment to develop effective, individualized interventions for challenging behaviors. Teaching Exceptional Children, 25, 44-50.
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.
Kampwirth, T. J. (1988). Behavior management in the classroom: A self-assessment guide for teachers. Education and Treatment of Children, 11, 286-293.
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.
Koegel, L. K., Koegel, R. L., & Dunlap, G. (1996). Positive behavioral support: Including people with difficult behavior in the community. Baltimore: Paul H. Brookes.
Lalli, J. S., Browder, D. M., Mace, F. C., & Kirby-Brown, D. K. (1993). Teacher use of descriptive analysis data to implement interventions to decrease students' problem behaviors. Journal of Applied Behavior Analysis, 26(2), 227-239.
Munk, D. D., & Repp, A. C. (1994). The relationship between instructional variables and problem behavior: A review. Exceptional Children, 60(5), 390-401.
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'Neill, Williams, R., Sprague, J. R., Horner, R. H., & Albin, R. W. (1993). Providing support for teachers working with students with severe problem behaviors: A model for providing consulting support within school district. Education & Treatment of Children, 16, 66-89.
Weigle, K. (1997). Positive support as a model for promoting educational inclusion. Journal of the Association for Persons with Severe Handicaps, 22, 36-48.
References (Lesson 1)Bambara, L. M., Ager, C., & Koger, F. (1995). The effects of choice and preference on the work performance of adults with severe disabilities. Journal of Applied Behavior Analysis, 27, 555-556.Baumeister, A. A., & MacLean, W. E. (1984). Deceleration of self-injurious and stereotypic responding by exercise. Applied Research in Mental Retardation, 5, 385-393.
Berg, W. K., Peck, S. M., Wacker, D. P., Derby, K. M., Asmus, J., & Richman, D. M. (1994). The effects of setting events on responding during assessment and intervention for attention maintained behavior problems. In K. M. Derby (Chair), Applications of behavioral assessments and treatments with toddlers and preschoolers. Symposium presented at the annual conference of the Association for Behavior Analysis, Atlanta.
Bijou, S., & Baer, D. M. (1961). Child development: Vol. I A systematic and empirical theory. New York: Appleton-Century-Crofts.
Boe, R. B. (1977). Economical procedures for the reduction of aggression in a residential setting. Mental Retardation, 94, 37-48.
Britten, J. S. (1998). Learning to Learn. CSC Resources. Lawrence, KS.
Carr, E. G., Carlson, J. I., Langdon, N. A., Magito-McLaughlin, D., & Yarbrough, S. C. (1999). Two perspectives on antecedent control: Molecular and molar. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 3-28). Baltimore, MD: Paul H. Brookes.
Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C., & Smith, C. E. (1994). Communication-based intervention for problem behavior: A user's guide for producing positive change. Baltimore, MD: Paul H. Brookes.
Carr, E. G., Reeve, C. E., & Magito-McLaughlin, D. (1996). Contextual influences on problem behavior in people with developmental disabilities. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 403-423). Baltimore: Paul H. Brookes.
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.
Dunlap, G., dePerczel, M., Clarke, S., Wilson, D., Wright, S., White, R. & Gomes, 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., & Mapstone, E. (1998). Influence of "mood-inducing" music on challenging behavior. American Journal on Mental Retardation, 102(4), 367-378.
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.
Englemann, S., & Colvin, G. T. (1988). Generalized compliance training. Austin, TX: Pro-Ed.
Freeman, R. L., Horner, R. H., & Reichle, J. E. (1999). Relation between heart rate and problem behaviors. American Journal on Mental Retardation, 104(4), 330-345.
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.
Gerwitz, J. L. (1972). Some contextual determinants of stimulus potency. In R. D. Parke (Ed.), Recent development in social learning theory (pp. 7-33). New York: Academic Press.
Gerwitz, J. L., & Baer, D. M. (1958). Deprivation and satiation of social reinforcers as drive conditions. Journal of Abnormal and Social Psychology, 56, 49-56.
Guess, D., Roberts, S., & Guy, B. (1999). Implications of behavior state for the assessment and education of students with profound disabilities. In A. C. Repp, & R. H. Horner (Eds.), Functional analysis of problem behavior: From effective assessment to effective support (pp. 338-394). Belmont, CA: Wadsworth Publishing.
Horner, R. H., Albin, R. W., Sprague, J. R., & Todd, A. W. (2000). Positive behavior support. In M. E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (5th ed.) (pp. 207-243). Columbus, OH: Merrill.
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., & 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., 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.
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.
Kennedy, C. H., & Meyer, K. A. (1996). Sleep deprivation, allergy symptoms, and negatively reinforced problem behavior. Journal of Applied Behavior Analysis, 29, 133-135.
Kennedy, C. H., & Meyer, K. A. (1999). Establishing operations and the motivation of challenging behavior. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 329-346). Baltimore, MD: Paul H. Brookes.
Kennedy, C. H., & Thompson, T. (2000). Health conditions contributing to problem behavior among people with mental retardation and developmental disabilities. In M. L. Wehmeyer, & J. R. Patton (Eds.), Mental retardation in the 21st century (pp. 211-231). Austin, TX: Pro-Ed.
Kern, L., Koegel, R. L., Dyer, K., Blew, P. A., & Fenton, L. R. (1982). The effects of physical exercise on self-stimulation and appropriate responding in autistic children. Journal of Autism and Developmental Disorders, 12, 399-419.
Koegel, R. L., Carter, C. M., & Kern Koegel, L. (1999). Setting events to improve parent-teacher coordination and motivation for children with autism. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 167-186). Baltimore, MD: Paul H. Brookes.
Krantz, P. J., & Risley, T. R. (1977). Behavioral ecology in the classroom. In K. D. O'Leary & S. G. O'Leary (Eds.), Classroom management (pp. 349-366). New York: Pergamon Press.
Liston, T. E. (1992). Prevention of recurrent otitis media. Journal of Pediatric Infectious Diseases, 11, 897-899.
Luiselli, J. K. (1999). Intervention conceptualization and formulation. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 29-65). Baltimore, MD: Paul H. Brookes.
McAfee, J. K. (1987). Classroom density and the aggressive behavior of handicapped children. Education and Treatment of Children, 10, 134-135.
McGimsey, J. F. & Favell, J. E. (1988). The effects of increased physical exercise on disruptive behavior in retarded persons. Journal of Autism and Developmental Disorders, 18, 167-179.
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.
Peck, C. A. (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(4), 183-193.
Sigafoos, J. (1999). Choice making and personal selection strategies. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 187-221). Baltimore, MD: Paul H. Brookes.
Smith, M. A., & Misra, (1992). A comprehensive management system for students in regular classrooms. The Elementary School Journal, 92, 353-371.
Vaughn, B., & Horner, R. H. (1997). Identifying instructional tasks that occasion problem behaviors and assessing the effects of student versus teacher choice making among these tasks. Journal of Applied Behavior Analysis, 30, 299-312.
Vollmer, T. R., & Iwata, B. A. (1991). Establishing operations and reinforcement effects. Journal of Applied Behavior Analysis, 24, 279-291.
Wacker, D. P., Berg, W. K., Asmus, J. M., Harding, J. W., & Cooper, L. J. (1999). Experimental analysis of antecedent influences on challenging behaviors. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 67-86). Baltimore, MD: Paul H. Brookes.
Wahler, R. G. (1980). The insular mother: Her problems in parent-child treatment. Journal of Applied Behavior Analysis, 13, 207-219.
Wahler, R. G., & Graves, M. G. (1983). Setting events in social networks: Ally or enemy in child behavior therapy? Behavior Therapy, 14, 19-36.
References (Lesson 2)Alberto, P. C., & Troutman, A. C. (1999). Applied behavior analysis for teachers (5th ed.). Columbus, OH: Merrill.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.
Bambara, L. M., Koger, F., Katzer, T., & Davenport, T. A. (1995). Embedding choice in the context of daily routines: An experimental case study. Journal of the Association for Persons with Severe Handicaps, 20(3), 185-195.
Brown, F. (1991). Creative daily scheduling: a nonintrusive approach to challenging behaviors in community residences. Journal of the Association for Persons with Severe Handicaps, 16(2), 75-84.
Carr, E. G., Carlson, J. I., Langdon, N. A., Magito-McLaughlin, D., & Yarbrough, S. C. (1999). Two perspectives on antecedent control: Molecular and molar. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 3-28). Baltimore, MD: Paul H. Brookes.
Carr, E. G., & Durand, V. M. (1985). 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., & Ryan, K. A., Ruef, M. B., & Doolabh, A. (1999). Positive behavior support as an approach for dealing with problem behavior in people with developmental disabilities: A research synthesis. American Association on Mental Retardation Monograph Series.
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.
Clarke, S., Dunlap, G., Foster-Johnson, L., Childs, K. E., Wilson, D., White, R., & Vera, A. (1995). Improving the conduct of students with behavioral disorders by incorporating student interests into curricular activities. Behavioral Disorders, 20(4), 221-237.
Colvin, G., & Sugai, G. M. (1988). Managing escalating behavior. Eugene, OR: Behavior Associates.
Cuvo, A. J., & Davis, P. K. (1999). Establishing and transferring stimulus control: teaching people with developmental disabilities. In J. K. Luiselli, & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 347-369). Baltimore, MD: Paul H. Brookes.
Davis, C. A., & Reichle, J. (1996). Variant and invariant high-probability requests: Increasing appropriate behaviors in children with emotional-behavioral disorders. Journal of Applied Behavior Analysis, 29, 471-482.
DeLissovoy, V. (1963). Head banging in early childhood: A suggested cause. Journal of Genetic Psychology, 102, 109-114.
Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.), (pp. 392-431). New York: MacMillan.
Dunlap, G. (1984). The influence of task variation and maintenance tasks on the learning and affect of autistic children. Journal of Experimental Child Psychology, 37, 41-46.
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., Dyer, K., & Koegel, R. L. (1983). Autistic self-stimulation and intertrial interval duration. American Journal of Mental Deficiency, 88, 194-202.
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.
Dunlap, G., & Fox, L. (1999). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Interventions, 1(2), 77-87.
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, MD: Paul H. Brookes.
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., Kern-Dunlap, L., Clarke, S., & Robbins, F. R. (1991). Functional assessment, curricular revision, and severe behavior problems. Journal of Applied Behavior Analysis, 24, 387-397.
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). The influence of task size on the unsupervised task performance of students with developmental disabilities. Education and Treatment of Children, 14(2), 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.
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.
Flannery, B. K., O'Neill, R. E., & Horner, R. H. (1995). Including predictability in functional assessment and individual program development. Education and Treatment of Children, 18(4), 499-509.
Foster-Johnson, L., & Dunlap, G. (1993). Using functional assessment to develop effective, individualized interventions for challenging behaviors. Teaching Exceptional Children, 25, 44-50.
Foster-Johnson, L., Ferro, J., & Dunlap, G. (1994). Preferred curricular activities and reduced problem behaviors in students with intellectual disabilities. Journal of Applied Behavior Analysis, 27, 493-504.
Freeman, R. L., Horner, R. H., & Reichle, J. E. (1999). Relation between heart rate and problem behaviors. American Journal on Mental Retardation, 104(4), 330-345.
Gettinger, M. (1988). Methods of proactive classroom management. School Psychology Review, 17(2), 227-242.
Horner, R. H., Albin, R. W., Sprague, J. R., & Todd, A. W. (2000). Positive behavior support. In M. E. Snell, & F. Brown (Eds.), Instruction of students with severe disabilities (pp. 207-243). Upper Saddle River, NJ: Merrill.
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., & Day, J. R. (1997). Using neutralizing routines to reduce problem behaviors. Journal of Applied Behavior Analysis, 30, 601-614.
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.
Kennedy, C. H., & Thompson, T. (2000). Health conditions contributing to problem behavior among people with mental retardation and developmental disabilities. In M. L. Wehmeyer, & J. R. Patton, (Eds.), Mental retardation in the 21st century (pp. 211-231). Austin, TX: Pro-Ed.
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.
Kern, L., & Dunlap, G. (1999). Curricular modifications to promote desirable classroom behavior. In J. K. Luiselli, & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 289-307). Baltimore, MD: Paul H. Brookes.
Kohn A. (1993). Choices for children: Why and how to let students decide. Phi Delta Kappan, 75(1), 18-21.
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Mace, F. C., Hock, M. L., Lalli, J. S., West, B. J., Belfiore, P., Pinter, E., & Brown, D. T. (1988). Behavioral momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis, 21, 123-141.
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Moes, D. R. (1998). Integrating choice-making opportunities within teacher-assigned academic tasks to facilitate the performance of children with autism. Journal of the Association for Persons with Severe Handicaps, 20(4), 319-328.
Munk, D. D., & Karsh, K. G. (1999). Antecedent curriculum and instructional variables as classwide interventions for preventing or reducing problem behaviors. In A. C. Repp & R. H. Horner (Eds.), Functional analysis of problem behavior: From effective assessment to effective support (pp. 259-276). Belmont, CA: Wadsworth Publishing Co.
Munk, D. D., & Repp, A. C. (1994). The relationship between instructional variables and problem behavior: A review. Exceptional Children, 60, 390-401.
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. (1997). Functional analysis of episodic self-injury correlated with recurrent otitis media. Journal of Applied Behavior Analysis, 30(1), 165-167.
Parsons, M. B., Reid, D. H., Reynolds, J., & Baumgarner, M. (1990). Effects of chosen versus assigned jobs on the work performance of persons with severe handicaps. Journal of Applied Behavior Analysis, 60, 253-258.
Repp, A. C. (1999). Naturalistic functional assessment with regular and special education students in classroom settings. In A. C. Repp & R. H. Horner (Eds.), Functional analysis of problem behavior: From effective assessment to effective practice (pp. 238-258). Belmont, CA: Wadsworth.
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Singer, G. H., Singer, J., & Horner, R. H. (1987). Using pretask requests to increase the probability of compliance for students with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 12, 287-291.
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Snell, M. & Brown, F. (1993). Instructional planning and implementation. In M. E. Snell (ed.), Instruction of students with severe disabilities (4th Ed.) (pp. 99-151). New York: Merrill.
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.
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References (Lesson 3)Alberto, P. C., & Troutman, A. C. (1999). Applied behavior analysis for teachers (5th ed.). Columbus, OH: Merrill.
Baer, D. M., & Fowler, S. A. (1984). How should we measure the potential of self-control procedures for generalized educational outcomes? In W. L. Heward, T. E. Heron, D. S. Hill, & J. Trap-Porter (Eds.), Focus on behavior analysis in education (pp. 145-161). Columbus, OH: Merrill.
Bambara, L. M., Cole, C. L., & Koger, F. (1998). Translating self-determination concepts into support for adults with severe disabilities. Journal of the Association for Persons With Severe Handicaps, 23, 27-37.
Bandura, A. (1971). Vicarious and self-reinforcement processes. In R. Glaser (Ed.), The nature of reinforcement (pp. 228-278). New York: Academic Press.
Bauer, A. M., & Shea, T. M. (1999). Inclusion 101: How to teach all learners. Baltimore, MD: Paul H. Brookes.
Callahan, K., & Rademacher, J. A. (1999). Using self-management strategies to increase the on-task behavior of a student with autism. Journal of Positive Behavior Interventions, 1(2), 117-122.
Carr, E. G., (1988). Functional equivalence as a mechanism of response generalization. In R. H. Horner, G. Dunlap, & R. L. Koegel (Eds.), Generalization and maintenance: Lifestyle changes in applied settings (pp. 221-241). Baltimore, MD: Paul H. Brookes.
Carr, E. G., & Carlson, J. I. (1993). Reduction of severe behavior problems in the community using a multicomponent treatment approach. Journal of Applied Behavior Analysis, 26, 157-172.
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.
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, MD: Paul H. Brookes.
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, NY: Plenum Press.
Cataldo, M. F., Ward, E. M., Russo, D. C., Riordan, M., & Bennet, D. (1986). Compliance and correlated behavior in children: Effects of contingent and noncontingent reinforcement. Analysis and Intervention in Developmental Disabilities, 6, 264-282.
Cooper, J. O., Heron, T. E., & Heward, W. L. (1987). Applied behavior analysis. Columbus, OH: Merrill.
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.
Derby, K. M., Wacker, D. P., Berg, W., DeRaad, A., Ulrich, S., Asmus, J., Harding, J., Prouty, A., Laggey, P., & Stoner, E. (1997). The long-term effects of functional communication training in home settings. Journal of Applied Behavior Analysis, 30, 507-531.
DiGangi, S. A., Maag, J. W., & Rutherford, R. B. (1991). Self-graphing of on-task behavior: Enhancing the reactive effects of self-monitoring on on-task behavior and academic performance. Learning Disability Quarterly, 14, 221-230.
Durand, V. M., & Carr, E. (1987). Social influences of "self-stimulatory" behavior. Journal of Applied Behavior Analysis, 24, 119-132.
Flannery, K. B., Horner, R. H., Albin, R. W., Shukla, S., & Tuesday-Heathfield, L. (1992). A descriptive analysis of rapport development and its effects on problem behavior. Unpublished manuscript. Specialized Training Program, University of Oregon.
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Harris, K. R. (1986). Self-monitoring of attentional behavior versus self-monitoring of productivity: Effects on on-task behavior and academic responding rate among learning disabled children. Journal of Applied Behavior Analysis, 19, 417-423.
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