Association for Positive Behavior Support

Developmental Disabilities (focus on Children)

The links below are intended to help you navigate among the pages related to Developmental Disabilities (focus on Children). 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 (pp. 81-98). Baltimore: Brookes.
Anderson, J. L., Russo, A., Dunlap, G., & Albin, R. W. (1996). A team training model for building the capacity to provide positive behavior supports in inclusive settings. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support (pp. 467-490). Baltimore: Brookes.
Apple, A. L., Billingsley, F., & Schwartz, I. S. (2005). Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7(1), 33-46. doi:10.1177/10983007050070010401

Bambara, L. M., & Kern, L. (2005). Individualized Supports for Students with Problem Behaviors: Designing Positive Behavior Support Plans. New York: Guilford Press.
Barry, L. M., & Messer, J. J. (2003). A practical application of self-management for students diagnosed with attention- deficit/hyperactivity disorder. Journal of Positive Behavior Interventions, 5(4), 238-248. doi:10.1177/10983007030050040701
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.
Binnendyk, L., & Lucyshyn, J. M. (2009). A family-centered positive behavior support approach to the amelioration of food refusal behavior: An empirical case study. Journal of Positive Behavior Interventions, 11, 131-150. doi: 10.1177/1098300708318965
Blair, K. C., Fox, L., and Lentini, R. (2010). Use of positive behavior support to address challenging behavior of young children within a community early childhood program. Topics in Early Childhood Special Education, 30, 68-79. doi: 10.1177/0271121410372676
Brookman, L., Boettcher, M., Klein, E., Openden, D., Koegel, R. L., & Koegel, L. K. (2003). Facilitating social interactions in a community summer camp setting for children with Autism. Journal of Positive Behavior Interventions, 5(4), 249-252. doi:10.1177/10983007030050040801
Buschbacher, P. W., & Fox, L. (2003). Understanding and intervening with the challenging behavior of young children with Autism Spectrum Disorder. Language, Speech, and Hearing Services in Schools, 34(3), 217-227.
Buschbacher, P., Fox, L., & Clarke, M. (2004). Recapturing desired family routines: A parent-professional behavioral collaboration. Research and Practice for Persons with Severe Disabilities, 29, 25-39.
Butler, L. R., & Luiselli, J. K. (2007). Escape-maintained problem behavior in a child with Autism: Antecedent functional analysis and intervention evaluation of noncontingent escape and instructional fading. Journal of Positive Behavior Interventions, 9(4), 195-202. doi:10.1177/10983007070090040201

Carlson, J. I., Luiselli, J. K., Slyman, A., & Markowski, A. (2008). Choice-making as intervention for public disrobing in children with developmental disabilities. Journal of Positive Behavior Interventions, 10(2), 86-90. doi:10.1177/1098300707312544
Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with Autism. Journal of Positive Behavior Interventions, 5(1), 12-21. doi:10.1177/10983007030050010101
Cihak, D., Fahrenkrog, C., Ayres, K. M., & Smith, C. (2010). The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with Autism Spectrum Disorders in the general education classroom. Journal of Positive Behavior Interventions, 12(2), 103-115. doi:10.1177/1098300709332346
Cole, C. L., & Levinson, T. R. (2002). Effects of within-activity choices on the challenging behavior of children with severe developmental disabilities. Journal of Positive Behavior Interventions, 4(1), 29-37. doi:10.1177/109830070200400106
Conroy, M. A., Dunlap, G., Clarke, S., & Alter, P. (2005). A descriptive analysis of positive behavioral intervention research With young children with challenging behavior. Topics in Early Childhood Special Education, 25(3), 157-166. DOI: 10.1177/02711214050250030301

D'Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with Autism. Journal of Positive Behavior Interventions, 5(1), 5-11. doi:10.1177/10983007030050010801
Dauphin, M., Kinney, E. M., & Stromer, R. (2004). Using video-enhanced activity schedules and matrix training to teach sociodramatic play to a child with Autism. Journal of Positive Behavior Interventions, 6(4), 238-250. doi:10.1177/10983007040060040501
Delano, M., & Snell, M. E. (2006). The effects of social stories on the social engagement of children with Autism. Journal of Positive Behavior Interventions, 8(1), 29-42. doi:10.1177/10983007060080010501
Duda, M., Clarke, S., Fox, L. & Dunlap, G. (2008). Implementation of positive behavior support with a sibling set in the home environment. Journal of Early Intervention, 30, 213-236.
Dunlap, G., Carr, E. G., Horner, R. H., Koegel, R. L., Sailor, W., et al. (2010). A descriptive, multi-year examination of positive behavior support. Behavioral Disorders, 35, 259-279.
Dunlap, G., Clarke, S., & Steiner, M. (1999). Intervention research in behavioral and developmental disabilities: 1980–1997. Journal of Positive Behavior Interventions, 1(3), 170-180. doi:10.1177/109830079900100305
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: Brookes.
Dunlap, G., Kern-Dunlap, K., Clarke, S., & Robbins, F. R. (1991). Functional assessment, curricular revision, and severe behavior problems. Journal of Applied Behavior Analysis, 24, 387-397.
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., & 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). Influence of task size on the unsupervised task performance of students with developmental disabilities. Education and Treatment of Children, 14, 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.
Durand, V. M. (1998). Sleep better!. Baltimore: Brookes.
Durand, V. M. (1990). Severe behavior problems: A functional communication training approach. New York: Guilford Press.
Durand, V. M. (2002). Treating sleep terrors in children with Autism. Journal of Positive Behavior Interventions, 4(2), 66-72.
Durand, V. M., Christodulu, K. V., & Koegel, R. L. (2004). Description of a sleep-restriction program to reduce bedtime disturbances and night waking. Journal of Positive Behavior Interventions, 6(2), 83-91. doi:10.1177/10983007040060020301
Durand, V. M., Gernert-Dott, P., & Mapstone, E. (1996). Treatment of sleep in children with developmental disabilities. Journal of the Associations for Persons with Severe Handicaps, 21(3), 114-122.

Ellingson, S.A., Miltenberger, R.G., Stricker, J., Galensky, T.L., & Garlinghouse, M. (2000). Functional assessment and intervention for challenging behaviors in the classroom by general classroom teachers. Journal of Positive Behavior Interventions, 2, 85-97.

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
Fisher-Polites, C. (2004). "PBS" spelled "friends". Journal of Positive Behavior Interventions, 6(3), 178-180. doi:10.1177/10983007040060030501
Fisher-Polites, C. (2004). We all fit in: A program designed to promote understanding among typical children for children with disabilities. Journal of Positive Behavior Interventions, 6(3), 181-187. doi:10.1177/10983007040060030501
Fox, L. & Dunlap, G. (2006). Evidence-based practices for young children with and at-risk for social-emotional or behavioral problems. In J. Knitzer, R. Kaufman, & D. Perry (Eds.), Early childhood mental health system of care (pp. 313-334). Baltimore: Brookes.
Fox, L., Dunlap, G., & Cushing, L. (2002). Early intervention, positive behavior support, and transition to school. Journal of Emotional & Behavioral Disorders, 10, 149-156.
Fox, L., Dunlap, G., & Powell, D. (2002). Young children with challenging behavior: Issues and considerations for behavior support. Journal of Positive Behavior Interventions. Special Section on Urban Issues, 4(4), 208-217. doi:10.1177/10983007020040040401
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
Freeman, R., Eber, L., Anderson, C., Irvin, L., Bounds, M., Dunlap, G., & Horner, R. H. (2006). Building inclusive school cultures using school-wide PBS: Designing effective individual support systems for students with significant disabilities. Research and Practice for Persons with Severe Disabilities, 31(1), 4-17.

Ganz, J. B., Bourgeois, B. C., Flores, M. M., & Campos, B. A. (2008). Implementing visually cued imitation training with children with Autism Spectrum Disorders and developmental delays. Journal of Positive Behavior Interventions, 10(1), 56-66. doi:10.1177/1098300707311388
Gillum, H., Camarata, S., Nelson, K. E., & Camarata, M. N. (2003). A comparison of naturalistic and analog treatment effects in children with expressive language disorder and poor preintervention imitation skills. Journal of Positive Behavior Interventions, 5(3), 171-178. doi:10.1177/10983007030050030601

Halle, J. W., Ostrosky, M. M., & Hemmeter, M. L. (2006). Functional communication training. In R. A. McCauley & M. Fey (Eds.), Treatment of language disorders in children: Conventional and controversial treatments. (pp. 509-545). Baltimore: Brookes.
Harrower, J. K. (1999). Educational inclusion of children with severe disabilities. Journal of Positive Behavior Interventions, 1(4), 215-230. doi:10.1177/109830079900100404
Hemmeter, M. L., & Fox, L. (2008). Supporting teachers in promoting children’s social competence and addressing challenging behavior. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 119-142). Washington, DC: Zero to Three.
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
Hieneman, M. & Dunlap, G. (1999). Issues and challenges in implementing community-based behavioral support for two boys with severe behavioral difficulties. In J. R. Scotti & L.H. Meyer (Eds.), Behavioral intervention: Principles, models, and practices (pp. 363-384). 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., & 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.
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., Sprague, J. R., O'Brien, M., & Heathfield, L. T. (1990). The role of response efficiency in the reduction of problem behaviors through functional equivalence training: A case study. Journal of the Association for Persons with Severe Handicaps, 15, 91-97.
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.
Hundert, J. P. (2007). Training classroom and resource preschool teachers to develop inclusive class interventions for children with disabilities: Generalization to new intervention targets. Journal of Positive Behavior Interventions, 9(3), 159-173. doi:10.1177/10983007070090030401
Hupp, S. D. A., & Reitman, D. (2000). Parent-assisted modification of pivotal social skills for a child diagnosed with PDD: A clinical replication. Journal of Positive Behavior Interventions, 2(3), 183-187. doi:10.1177/109830070000200308

Ingersoll, B., & Dvortcsak, A. (2006). Including parent training in the early childhood special education curriculum for children with Autism Spectrum Disorders. Journal of Positive Behavior Interventions, 8(2), 79-87. doi:10.1177/10983007060080020601
Ingersoll, B. R. (2010). Teaching social communication: A comparison of naturalistic behavioral and development, social pragmatic approaches for children with Autism Spectrum Disorders. Journal of Positive Behavior Interventions, 12(1), 33-43. doi:10.1177/1098300709334797

Johnson, J. W., McDonnell, J., Holzwarth, V. N., & Hunter, K. (2004). The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes. Journal of Positive Behavior Interventions, 6(4), 214-227. doi:10.1177/10983007040060040301

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. (1998). Sleep deprivation, allergy symptoms, and negatively reinforced problem behavior. Journal of Applied behavior Analysis, 26, 321-327.
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.
Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behavior: An analysis of the literature. Education & Treatment of Children, 25, 113-130.
Kern, L., & Clarke, S. (2005). Antecedent and setting event interventions. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors. (pp. 201-36). New York: Guilford Press.
Kern, L. & Kokina, A. (2008). Using positive reinforcement to decrease challenging behavior. In J.K. Luiselli, D.C. Russo, & W.P. Christian (Eds.): Effective practices for children with Autism: Educational and behavior support interventions that work. New York: Oxford Press.
Kern, L., Sokol, N. G., & Dunlap, G. (2006). Assessment of antecedent influences on challenging behavior. In J. K. Luiselli (Ed.) Antecedent assessment and intervention: Supporting children and adults with developmental disabilities in community settings (pp. 53-72). Baltimore: Brookes.
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.
Kinney, E. M., Vedora, J., & Stromer, R. (2003). Computer-presented video models to teach generative spelling to a child with an Autism Spectrum Disorder. Journal of Positive Behavior Interventions, 5(1), 22-29. doi:10.1177/10983007030050010301
Kleeberger, V., & Mirenda, P. (2010). Teaching generalized imitation skills to a preschooler With Autism using video modeling. Journal of Positive Behavior Interventions, 12(2), 116-127. doi:10.1177/1098300708329279
Knoster, T. P. (2000). Understanding the difference and relationship between functional behavioral assessments and manifestation determinations. Journal of Positive Behavior Interventions, 2(1), 53-58. doi:10.1177/109830070000200108
Koegel, A. K. (2008). Evidence suggesting the existence of asperger syndrome in the mid-1800s. Journal of Positive Behavior Interventions, 10(4), 270-272. doi:10.1177/1098300708320238
Koegel, L. K., Harrower, J. K., & Koegel, R. L. (1999). Support for children with developmental disabilities in full inclusion classrooms through self-management. Journal of Positive Behavior Interventions, 1, 26-34.
Koegel, L. K., Koegel, R. L., Nefdt, N., Fredeen, R., Klein, E. F., & Bruinsma, Y. E. M. (2005). First S.T.E.P: A model for the early identification of children with Autism Spectrum Disorders. Journal of Positive Behavior Interventions, 7(4), 247-252. doi:10.1177/10983007050070040601

Lane, K. L., Umbreit, J., & Beebe-Frankenberger, M. E. (1999). Functional assessment research on students with or at risk for EBD. Journal of Positive Behavior Interventions, 1, 101-109.
Lane, K. L., Weisenbach, J. L., Phillips, A., & Wehby, J. H. (2007). Designing, implementing, and evaluating function-based interventions using a systematic, feasible approach. Behavioral Disorders, 32, 122–139.
Lancioni, G. E., Singh, N. N., O'Reilly, M. F., & Oliva, D. (2002). Multiple microswitches for children with multiple disabilities: Assessing response maintenance. Journal of Positive Behavior Interventions, 4(2), 104-107. doi:10.1177/109830070200400205
Lee, S., Odom, S. L., & Loftin, R. (2007). Social engagement with peers and stereotypic behavior of children with Autism. Journal of Positive Behavior Interventions, 9(2), 67-79. doi:10.1177/10983007070090020401
Lucyshyn, J. M., & Albin, R. W. (1993). Comprehensive support to families of children with disabilities and problem behaviors: Keeping it "friendly." In G.H.S. Singer & L.E. Powers (Eds.), Families, disability, and empowerment: Active coping skills and strategies for family intervention (pp. 365-407). Baltimore: Brookes.
Lucyshyn, J. M., Albin, R. W., Horner, R. H., Mann, J. C., Mann, J. A., & Wadsworth, G. (2007). Family implementation of positive behavior support for a child with Autism: Longitudinal, single-case, experimental, and descriptive replication and extension. Journal of Positive Behavior Interventions, 9(3), 131-150. doi:10.1177/10983007070090030201
Lucyshyn, J. M., Albin, R. W., & Nixon, C. D. (1997). Embedding comprehensive behavioral support in family ecology: An experimental, single-case analysis. Journal of Consulting and Clinical Psychology, 65(2), 241-251.

Maag, J. W., Reid, R., & DiGangi, S. A. (1993). Differential effects of self-monitoring attention, accuracy, and productivity. Journal of Applied Behavior Analysis, 26, 329-344.
Maag, J. W., Rutherford, R. B., & DiGangi, S. (1992). Effects of self-monitoring and contingent reinforcement on on-task behavior and academic productivity of learning-disabled students: A social validation study. Psychology in the Schools, 29, 157-172.
Maione, L., & Mirenda, P. (2006). Effects of video modeling and video feedback on peer-directed social language skills of a child with Autism. Journal of Positive Behavior Interventions, 8(2), 106-118. doi:10.1177/10983007060080020201
McGrath, A. M., Bosch, S., Sullivan, C. L., & Fuqua, R. W. (2003). Training reciprocal social interactions between preschoolers and a child with Autism. Journal of Positive Behavior Interventions, 5(1), 47-54. doi:10.1177/10983007030050010701
Meadan, H., Halle, J. W., Ostrosky, M. M. & DeStefano, L. (2008). Communicative behavior in the natural environment: Case studies of two young children with Autism and limited expressive language. Focus on Autism and Other Developmental Disorders, 23, 37-48.
Mesibov, G. B., Browder, D. M., & Kirkland, C. (2002). Using individualized schedules as a component of positive behavioral support for students with developmental disabilities. Journal of Positive Behavior Interventions, 4(2), 73-79. doi:10.1177/109830070200400202

Nikopoulos, C. K., Canavan, C., & Nikopoulou-Smyrni, P. (2009). Generalized effects of video modeling on establishing instructional stimulus control in children with Autism: Results of a preliminary study. Journal of Positive Behavior Interventions, 11(4), 198-207. doi:10.1177/1098300708325263

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: Brooks/Cole.
Openden, D., Symon, J. B., Koegel, L. K., & Koegel, R. L. (2006). Developing a student respite provider system for children with Autism. Journal of Positive Behavior Interventions, 8(2), 119-123. doi:10.1177/10983007060080020301
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.

Park, S., Singer, G. H. S., & Gibson, M. (2005). The functional effect of teacher positive and neutral affect on task performance of students with significant disabilities. Journal of Positive Behavior Interventions, 7(4), 237-246. doi:10.1177/10983007050070040501

Reeve, C. E., & Carr, E. G. (2000). Prevention of severe behavior problems in children with developmental disorders. Journal of Positive Behavior Interventions, 2(3), 144-160. doi:10.1177/109830070000200303
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., 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

Sansosti, F. J., & Powell-Smith, K. A. (2008). Using computer-presented social stories and video models to increase the social communication skills of children with high-functioning Autism Spectrum Disorders. Journal of Positive Behavior Interventions, 10(3), 162-178. doi:10.1177/1098300708316259
Sansosti, F. J., & Powell-Smith, K. A. (2006). Using social stories to improve the social behavior of children with asperger syndrome. Journal of Positive Behavior Interventions, 8(1), 43-57. doi:10.1177/10983007060080010601
Santarelli, G., Koegel, R. L., Casas, J. M., & Koegel, L. K. (2001). Culturally diverse families participating in behavior therapy parent education programs for children with developmental disabilities. Journal of Positive Behavior Interventions, 3(2), 120-123. doi:10.1177/109830070100300209
Schepis, M. M., Ownbey, J. B., Parsons, M. B., & Reid, D. H. (2000). Training support staff for teaching young children with disabilities in an inclusive preschool setting. Journal of Positive Behavior Interventions, 2(3), 170-178. doi:10.1177/109830070000200305
Schneider, N., & Goldstein, H. (2010). Using social stories and visual schedules to improve socially appropriate behaviors in children with Autism. Journal of Positive Behavior Interventions, 12(3), 149-160. doi:10.1177/1098300709334198
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.
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: Brookes.
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
Stahmer, A. C., Ingersoll, B., & Koegel, R. L. (2004). Inclusive programming for toddlers Autism Spectrum Disorders: Outcomes from the children's toddler school. Journal of Positive Behavior Interventions, 6(2), 67-82. doi:10.1177/10983007040060020201
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
Symon, J. B. (2005). Expanding interventions for children with Autism: Parents as trainers. Journal of Positive Behavior Interventions, 7(3), 159-173. doi:10.1177/10983007050070030501

Thomson, C., Brown, D., Jones, L., Walker, J., Moore, D. W., Anderson, A., Davies, T., Medcalf, J., & Glynn, T. L. (2003). Resource teachers learning and behavior: Collaborative problem solving to support inclusion. Journal of Positive Behavior Interventions, 5(2), 101-111. doi:10.1177/10983007030050020501
Timler, G. R., & Olswang, L. B. (2001). Variable structure/variable performance: Parent and teacher perspectives on a school-age child with FAS. Journal of Positive Behavior Interventions, 3(1), 48-56. doi:10.1177/109830070100300107

Vaughn, B. J. Clarke, S., & Dunlap, G. (1997). Assessment-based intervention for severe behavior problems in a natural family context. Journal of Applied Behavior Analysis, 30, 713–716. http://seab.envmed.rochester.edu/JABA/articles/1997/jaba-30-04-0713.pdf
Vaughn, B. J., Wilson, D., and Dunlap, G. (2002). Family-centered intervention to resolve problem behaviors in a fast food restaurant: A case example. Journal of Positive Behavior Interventions, 4, 38-45.
Vismara, L. A., & Lyons, G. L. (2007). Using perseverative interests to elicit joint attention behaviors in young children with Autism: Theoretical and clinical implications for understanding motivation. Journal of Positive Behavior Interventions, 9(4), 214-228. doi:10.1177/10983007070090040401

Wehmeyer, M. L., Baker, D., Blumberg, R., & Harrison, R. (2004). Self-determination and student involvement in functional assessment: Innovative practices. Journal of Positive Behavior Interventions, 6, 29-35.
Wert, B. Y., & Neisworth, J. T. (2003). Effects of video self-modeling on spontaneous requesting in children with Autism. Journal of Positive Behavior Interventions, 5(1), 30-34. doi:10.1177/10983007030050010501