Association for Positive Behavior Support

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

PBS Readings & Research Related to Children 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 (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.
Bambara, L.M., & Kern, L. (2005). Individualized Supports for Students with Problem Behaviors: Designing Positive Behavior Support Plans. New York: Guilford Press.
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., 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.
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, 4-17.
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.
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.
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.
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.
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.
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., & 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.
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.
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.
Reeve, C.E., & Carr, E.G. (2000). Prevention of severe behavior problems in children with developmental disorders. Journal of Positive Behavior Interventions, 2, 144-160.
Romanczyk, RG., & Mathews, AL. (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.
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.
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.
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.