Association for Positive Behavior Support

Developmental Disabilities (focus on Adults)

The links below are intended to help you navigate among the pages related to Developmental Disabilities (focus on Adults). 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.

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

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, & 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.
Bannerman, D. J., Sheldon, J. B., Sherman, J. A., & Harchik, A. E. (1990). Balancing the right to habilitation with the right to personal liberties: The rights of people with developmental disabilities to eat too many doughnuts and take a nap. Journal of Applied Behavior Analysis, 23, 79-89.
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.
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.
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.
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.
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., Ladd, M. V., & Schulte, C. F. (2008). Validation of the contextual assessment inventory for problem behavior. Journal of Positive Behavior Interventions, 10(2), 91-104. doi:10.1177/1098300707312543
Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C., Smith, C. E., & Magito-McLaughlin, D. (1999). Comprehensive multisituational intervention for problem behavior in the community: Long term maintenance and social validation. Journal of Positive Behavior Interventions, 1(1), 5-25.
Carr, E. G., & Smith, C. E. (1995). Biological setting events for self-injury. Mental Retardation and Developmental Disabilities Research Reviews, 1, 94-98.

Dennis, R. E., Williams, W., Giangreco, M. F., & Cloninger, C. J. (1993). Quality of life as a context for planning and evaluation of services for people with disabilities. Exceptional Children, 59, 499-512.
De Wein, M., & Miller, L. K. (2009). The teaching-family model: A program description and its effects on the aggressive behaviors and quality of life of two adults with intellectual disabilities. Journal of Positive Behavior Interventions, 11(4), 235-251. doi:10.1177/1098300709332344
Durand, V. M. (1990). Severe behavior problems: A functional communication training approach. New York: Guilford Press.

Flannery, B. K., Newton, S., Horner, R., Slovic, R., Blumberg, R., & Ard, W. (2000). The impact of person centered planning on the content and organization of individual supports. Career Development of Exceptional Individuals, 23, 124-137.
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

Gage, M. A., Fredericks, H.D., Johnson-Dom, N., & Lindley-Southard, B. (2010). In-service training for staffs of group homes and work activity centers serving developmentally disabled adults. Research & Practice for Persons with Severe Disabilities, 34(2), 49-58.
Gardner, W. I., Cole, C. L., Berry, D.L., & Nowinski, J. M. (1983). Reduction of disruptive behaviors in mentally retarded adults: A self-management approach. Behavior Modification, 7, 76-96.
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.

Harvey, M. T., Baker, D. J., Horner, R. H., & Blackford, J. U. (2003). A brief report on the prevalence of sleep problems in individuals with mental retardation living in the community. Journal of Positive Behavior Interventions, 5(4), 195-200. doi:10.1177/10983007030050040201
Hieneman, M., & Dunlap, G. (2000). Factors affecting the outcomes of community-based support: I. Identification and description of factor categories. Journal of Positive Behavior Interventions, 2(3), 161-169.
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
Horner, R. H., Close, D. W., Fredericks, H. D. B., O'Neill, R. E., Albin, R. W., Sprague, J. R., Kennedy, C. H., Flannery, K. B., & Heathfield, L. T. (1996). Supported living for people with profound disabilities and severe problem behaviors. In D. H. Lehr & F. Brown (Eds.), People with disabilities who challenge the system (pp. 209-240). Baltimore: Brookes.
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.

Jokinen, N. S., & Brown, R. I. (2010). Family quality of life and older-aged families of adults with an intellectual disability. In R. Kober, (Ed.), Enhancing the quality of life of people with intellectual disabilities (pp. 279-303). New York: Springer.

Kemp, D. C., & Carr, E. G. (1995). Reduction of severe problem behavior in community employment using an hypothesis-driven multicomponent intervention approach. Journal of the Association for Persons with Severe Handicaps, 20, 229-247.
Kennedy, C. H., Horner, R. H., & Newton, J. S. (1990). The social networks and activity patterns of adults with severe disabilities: A correlational analysis. Journal of the Association for Persons with Severe Handicaps, 18, 240-242.
Kennedy, C. H., Horner, R. H., Newton, J. S., & Kanda, E. (1990). Measuring the activity patterns of adults with severe disabilities using the resident lifestyle inventory. Journal of the Association for Persons with Severe Handicaps, 15, 79-85.
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.
Kim, K. H., & 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, 53-57.

Lucyshyn, J. M., Olson, D., & Horner, R. H. (1995). Building an ecology of support: A case study of one young woman with severe problem behaviors living in the community. JASH, 20(1), 16-30.
Lumley, V. A., & Scotti, J. R. (2001). Supporting the sexuality of adults with mental retardation: Current status and future directions. Journal of Positive Behavior Interventions, 3(2), 109-119. doi:10.1177/109830070100300208

Magito McLaughlin, D. & Spinosa, T. R. (2002). Individualized waiver services: Working methods. In Jacobsen, J. W., Mulick, J. A., & Holburn, S. (Eds.), Contemporary dual diagnosis MH/MR service models. Volume 1: Residential and day services (pp. 75-87). New York: NADD Press.
Morningstar, M., Turnbull, A. P., & Turnbull, H. R. (1996). What do students with disabilities tell us about the importance of family involvement in the transition from school to adult life. Exceptional Children, 62(3), 249-260.

Openden, D. (2004). Review of no pity: People with disabilities forging a new civil rights movement. Journal of Positive Behavior Interventions, 6(1), 51-54. doi:10.1177/10983007040060010701

Reid, D., Rotholz, D. A., Parsons, M. B., Morris, L., Braswell, B. A., Green, C. W., & Schell, R. M. (2003). Training human service supervisors in aspects of PBS: Evaluation of a statewide performance-based program. Journal of Positive Behavior Interventions, 5, 35-46. doi:10.1177/10983007030050010601
Romanczyk, R. G., & Mathews, A. L. (1998). Physiological state as antecedent: Utilization in functional analyses. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 115-138). Baltimore: Brookes.
Ruef, M. B. & Turnbull, A.P. (2002). The perspectives of individuals with cognitive disabilities and/or autism on their lives and their problem behavior. Research and Practice for Persons with Severe Disabilities, 27(2), 125-140.
Ruef, M. B., Turnbull, A. P., Turnbull, H. R., & Poston, D. (1999). Perspectives of five stakeholder groups: Challenging behavior of individuals with mental retardation and/or Autism. Journal of Positive Behavior Interventions, 1(1), 43-58. doi:10.1177/109830079900100106

Salmento, M., & Bambara, L. M. (2000). Teaching staff members to provide choice opportunities for adults with multiple disabilities. Journal of Positive Behavior Interventions, 2(1), 12-21. doi:10.1177/109830070000200103
Shogren, K., Faggella-Luby, M., Bae, S. J., & Wehmeyer, M. L. (2004). The effect of choice-making as an intervention for problem behavior: A meta-analysis. Journal of Positive Behavior Interventions, 6, 228-237.
Singer, G. H. S., Gert, B., & Koegel, R. L. (1999). A moral framework for analyzing the controversy over aversive behavioral interventions for people with severe mental retardation. Journal of Positive Behavior Interventions, 1(2), 88-100. doi:10.1177/109830079900100203
Singh, N. N., Lancioni, G. E., O'Reilly, M. F., Molina, E. J., Adkins, A. D., & Oliva, D. (2003). Self-determination during mealtimes through microswitch choice-making by an individual with complex multiple disabilities and profound mental retardation. Journal of Positive Behavior Interventions, 5(4), 209-215. doi:10.1177/10983007030050040401
Sturmey, P. (2003). Video technology and persons with Autism and other developmental disabilities: An emerging technology for PBS. Journal of Positive Behavior Interventions, 5(1), 3-4. doi:10.1177/10983007030050010401

Turnbull, A., & Turnbull, R. (2000). Achieving "rich" lifestyles. Journal of Positive Behavior Interventions, 2(3), 190-192. doi:10.1177/109830070000200310
Turnbull, A. P., & Turnbull, H. R. (1999). Comprehensive lifestyle support for adults with challenging behavior: From rhetoric to reality. Education and Training in Mental Retardation and Developmental Disabilities, 34, 373-394.

Wehmeyer, M. L. (2001). Self-determination and transition. In P. Wehman, (Ed.), Life beyond the classroom: Transition strategies for young people with disabilities (3rd ed.) (pp. 35-60). Baltimore: Brookes.
Wehmeyer, M. L. (2003). Self-determination, vocational rehabilitation, and workplace supports. Journal of Vocational Rehabilitation, 19, 67-70.
Wehmeyer, M. L., & Bolding, N. (2001). Enhanced self-determination of adults with mental retardation as an outcome of moving to community-based work or living environments. Journal of Intellectual Disability Research, 45, 371-383.
Wehmeyer, M. L., Chapman, T. E., Little, T. D., Thompson, J. R., Schalock, R. L., & Tasse, M. J. (2009). Efficacy of the Supports Intensity Scale to predict extraordinary support needs. American Journal on Intellectual and Developmental Disabilities, 114, 3-14
Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38, 131-144.
Wehmeyer, M. L. & Schwartz, M. (1998). The relationship between self-determination, quality of life, and life satisfaction for adults with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33, 3-12.
Wehmeyer, M. L., & Schwartz, M. (1998). The self-determination focus of transition goals for students with mental retardation. Career Development for Exceptional Individuals, 21, 75-86.