Association for Positive Behavior Support

The links below are intended to help you navigate among the pages related to Adults with Developmental Disabilities

PBS Readings & Research Related to Adults with Developmental Disabilities

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: Paul H. 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: Publishers.
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., 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.
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., 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.
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.
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.
Hawken, L., & O’Neill, R. (2006). Including students with severe disabilities in all levels of school-wide positive behavior support. Research and Practice for Persons with Severe Disabilities, 31(1), 46-53.
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.
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.
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., & 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(1), 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.
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.
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.
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.
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. & 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.