Association for Positive Behavior Support

The links below are intended to help you navigate among the pages related to Early Childhood and Positive Behavior Support

Early Childhood Positive Behavior Support Related Readings and Research

Carter, D.R., and Horner, R.H. (2007). Adding functional behavioral assessment to first step to success: A case study. Journal of Positive Behavior Interventions, 9(4), 229-238.
Cunningham, E. and O’Neill, R.E. (2000). Comparison of results of functional assessment and analysis methods with young children with autism. Education and Training in Mental Retardation and Developmental Disabilities, 35, 406–414.
Duda, M.A., Dunlap, G., Fox, L., Lentini, R., and Clarke, S. (2004). An experimental evaluation of positive behavior support in a community preschool program. Topics in Early Childhood Special Education, 24, 143-155.
Dunlap, G. and Fox, L. (1999). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Interventions, 1, 77-87.
Erwin, E., Soodak, L., Winton, P., and Turnbull, A. (2001). “I wish it wouldn’t all depend upon me”: Research on families and early childhood inclusion. In M.J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 127-158). Baltimore, MD: Paul H. Brookes.
Fox, L., Dunlap, G., and Benito, N. (2001). Vincent’s story: From Head Start to fourth grade. Beyond Behavior, 11(1), 5-6.
Fox, L., Dunlap, G., and Cushing, L. (2002). Early intervention, positive behavior support, and transition to school. Journal of Emotional and Behavioral Disorders, 10, 149-157.
Fox, L., Dunlap, G., Hemmeter, M.L., Joseph, G.E., and Strain, P.S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, July 2003, 48-52.
Fox, L., Dunlap, G., and Philbrick, L. A. (1997). Providing individualized supports to young children with autism and their families. Journal of Early Intervention, 21, 1-14.
Fox, L., Dunlap, G., and Powell, D. (2002). Young children with challenging behavior: Issues and considerations for behavior support. Journal of Positive Behavior Interventions, 4(4), 208-217.
Fox, L. and Hanline, M. F. (1993). A preliminary evaluation of learning within developmentally appropriate early childhood settings. Topics in Early Childhood Special Education, 13, 308-327.
Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., and Reed, H. K. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32, 423-446.
Hundert, J. (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), 150-173.
McGrath, A.M, Bosch, S., Sullivan, C.L., and Fuqua, W. (2003). Training reciprocal social interactions between preschoolers and a child with autism. Journal of Positive Behavior Interventions, 5, 47-54.
Tyrrell, A.L., Freeman, R.L., and Chambers, C.R. (2006). Family perceptions of problem behavior: Strategies for effective support. In E. Horn and H. Jones (Eds.) Young Exceptional Children Monograph Series No 8: Social Emotional Development. Missoula, MT: Division for Early Childhood of Council for Exceptional Children.
Tyrrell, A.L., Horn, E.M., and Freeman, R.L. (2006). The role of families in the positive behavior support process: Team-based problem solving. Young Exceptional Children, 10(1), 12-21.
Wehmeyer, M.L., and Palmer, S. (2000). Promoting the acquisition and development of self-determination in young children with disabilities. Early Education and Development, 11, 465-481.