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Books and Chapters on Positive Behavior Support by Topic

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Books on Challenging Behavior in Children and Adults

  • Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Pearson.

    Algozzine, B., Daunic, A. P., & Smith, S. W. (2010). Preventing problem behaviors: Schoolwide programs and classroom practices (2nd Ed.). Thousand Oaks, CA: Corwin Press.

    Bambara, L. M., Dunlap, G., & Schwartz, I. S. (2004). Positive behavior support: Critical articles on improving practice for individuals with severe disabilities. TASH, ProEd.

    Bambara, L. M., & Kern, L. (2005). Individualized supports for students with problem behaviors: Designing positive behavior support plans. New York: Guilford Press.

    Bambara, L., & Knoster, T. (1998). Designing positive behavior support plans. Innovations (no. 13). Washington, DC: American Association on Mental Retardation.

    Bambara, L. M., & Knoster, T. P. (2009). Designing positive behavior support plans (2nd Ed.). American Association on Intellectual and Developmental Disabilities.

    Bergan, J. R. (1977). Behavioral consultation. Columbus, OH: Merrill.

    Bergan, J. R., & Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York: Plenum.

    Bijou, S., & Baer, D. M. (1961). Child development: Vol. I. A systematic and empirical theory. New York: Appleton-Century-Crofts.

    Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., Magito McLaughlin, D., McAtee, M. L., ... Doolabh, A. (1999). Positive behavior support for people with developmental disabilities: Research synthesis (American Association on Mental Retardation Monograph Series). Washington, D.C.: American Association on Mental Retardation.

    Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C., & Smith, C. E. (1994). Communication-based intervention for problem behavior: A user's guide for producing positive change. Baltimore: Brookes.

    Colvin, G. (2004). Managing the cycle of acting-out behavior in the classroom. Eugene, OR: Behavior Associates.

    Colvin, G. (2007). 7 steps for developing a proactive schoolwide discipline plan: A guide for principals and leadership teams. Thousand Oaks, CA: Corwin.

    Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Thousand Oaks, CA: Corwin.

    Colvin, G., & Sugai, G. M. (1988). Managing escalating behavior. Eugene, OR: Behavior Associates.

    Conroy, M. A. (Ed.) (2003). Prevention and early intervention for young children at risk for emotional or behavioral disorder. Reston, VA: CCBD.

    Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford Press.

    Crone, D. A., Horner, R. H., & Hawken L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guildford Press.

    Dishion, T. J., & Kavanagh, K. (2005). Intervening in adolescent problem behavior: A family-centered approach. New York: Guilford Press.

    Dishion, T. J., & Stormshank, E. A. (2007). Intervening in children’s lives: An ecological, family-centered approach to mental health care. Washington, DC: American Psychological Association.

    Dunlap, G., Iovannone, R., & English, C. (2009). Prevent-teach-reinforce: The school-based model of individualized positive behavior support. Baltimore, MD: Brookes.

    Dunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K., Strain, P. & English, C. (2010). Prevent-Teach-Reinforce: A school-based model of individualized positive behavior support. Baltimore: Brookes.

    Dunlap, G., Wilson, K., & Strain, P. (2013). Prevent-Teach-Reinforce for young children: The early childhood model of individualized positive behavior support with CD-ROM. Baltimore, MD: Brookes.

    Durand, V. M., & Hieneman, M. (2008). Helping parents with challenging children: Positive family intervention facilitator guide (programs that work). NY: Oxford University Press.

    Durand, V. M. (2011). Optimistic parenting: Hope and help for you and your challenging child. Baltimore, MD: Brookes.

    Durand, V. M. (1990). Severe behavior problems: A functional communication training approach. New York: Guilford Press.

    Durand, V. M. (1998). Sleep better!. Baltimore, MD: Brookes.

    Epstein, M. H., Kutash, K., & Duchnowski, A. (Eds.). (1998). Outcomes for children and youth with emotional and behavioral disorders and their families: Programs and evaluation best practices. Austin, TX: Pro-Ed.

    Freeman, R. Perrin, N., Irvin, L., Vincent, C., Newcomer, L., Moore, M., Anderson, S., Miller, D., Kimbrough, P., Little, A., Deegan, M., Rennells, K., & Farr Bond, K. (2009). Positive behavior support across the lifespan: Expanding the concept of statewide planning for large-scale organizational cultural change (PBS-Kansas Monograph No. 1). Lawrence, KS: University of Kansas, Schiefelbusch Institute for Lifespan Studies.

    Golly, A. (2006). Five universal principles of positive behavior support and the story of my life. Verona, WI: IEP Resources.

    Hallahan, D. P., Lloyd, J. W., & Stoller, L. (1982). Improving attention with self-monitoring. Charlottesville, VA: University of Virginia Learning Disabilities Research Institute.

    Hieneman, M., Childs, K., & Sergay, J. (2006). Parenting with positive behavior support: A practical guide to resolving your child's difficult behavior. Baltimore, MD: Brookes.

    Knoff, H. M. (2001). The stop and think social skills program teacher's manual. Longmont, CO: Sopris West.

    Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for Autism. Baltimore, MD: Brookes.

    Koegel, L. K., Koegel, R. L., & Dunlap, G. (1996). Positive behavioral support: Including people with difficult behavior in the community. Baltimore, MD: Brookes.

    Kutash, K., & Duchnowski, A. (2007). The role of mental health services in promoting safe and secure schools: Effective strategies for creating safer schools and communities. Washington, DC: The Hamilton Fish Institute on School and Community Violence & Northwest Regional Educational Laboratory.

    Lakin. K. C., & Wieisler, N. (2002). Alternative community behavioral support and crisis response programs. [Monograph]. American Association on Mental Retardation. Guilford Press.

    Lane, K. L., Menzies, H. M., Oakes, W. P., & Robertson Kahlberg, J. (2012). Systematic screenings of behavior to support instruction: From preschool to high school. New York: Guilford Press.

    Lucyshyn, J. M., Dunlap, G., Albin, R. W. (2002). Families, family life, and positive behavior support: Addressing the challenge of problem behavior in family contexts. Baltimore: Brookes.

    Luiselli, J. K. (2006). Antecedent assessment & intervention: Supporting children & adults with developmental disabilities in community settings. Baltimore, MD: Brookes.

    Luiselli, J. K. & Cameron, M. J. (1998). Antecedent control: Innovative approaches to behavioral support. Baltimore, MD: Brookes.

    Martella, R. C., Nelson, J. R., Marchand-Martella, N. E., & O’Reilly, M. (2011). Comprehesive behavior management: Individualized, classroom, and schoolwide approaches. Sage.

    Meyer, L. H., & Evans, I. M. (1989). Nonaversive intervention for behavior problems. Baltimore: Brookes.

    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.

    Patterson, G. R. (1982). Coercive family process. Eugene, OR: Castalia.

    Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). Antisocial boys. Eugene, OR: Castalia Press.

    Reichle, J.,& Wacker, D. (1993). Communicative approaches to the management of challenging behavior. Baltimore, MD: Brookes.

    Reid, D. H., Parson, M. B., & Green, C. W. (1991). Providing choices and preferences for persons who have severe handicaps. Morganton, NC: Habilitative Management Consultants. Belmont, CA: Wadsworth.

    Reid, J. B., Patterson, G. R., & Snyder, J. (2002). Antisocial behavior in children and adolescents: A developmental analysis and model for intervention. Washington DC: American Psychological Association.

    Repp, A. C., & Horner, R, H. (1999). Functional analysis of problem behavior: From effective assessment to effective support. Belmont, CA: Wadsworth.

    Riffel, L. (2011). Positive behavior support at the tertiary level: Red zone strategies. Thousand Oaks, CA: Corwin Press.

    Sailor, W., Dunlap, G., Horner, R. H., & Sugai, G. (Eds.) (2009). Handbook of positive behavior support. New York, Springer.

    Scott, T. M., Liaupsin, C., & Nelson, C. M. (2001). Behavior intervention planning: Using the outcomes of functional behavioral assessment. Longmont, CO: Sopris West Educational Services.

    Scheurermann, B., & Hall, J. (2011). Positive behavioral supports for the classroom (2nd Ed.). Pearson.

    Schroeder, R., Oster-Granite, M. L., & Thompson, T. (2002). Self-injurious behavior: Gene-brain-behavior relationships (pp. 105-118). Washington, DC: APA Books.

    Scott, T. M., Anderson, C. M., & Alter, P. (2011). Managing classroom behavior using positive behavior supports. Pearson.

    Scotti, J. R., & Meyer, L. H. (1999). Behavioral intervention: Principles, models, and practices. Baltimore: Brookes.

    Sprague, J., & Golly, A. (2004). Best behavior: Building positive behavior support in schools. Longmont, CO: Sopris West.

    Sprick, R. Garrison, M., & Howard, L. (1998). CHAMPS: A proactive and positive approach to classroom management. Longmont, CO: Sopris West Educational Services.

    Sprick, R., Sprick, M., & Garrison, M. (1992). Foundations: Developing positive school-wide discipline policies. Longmont, CO: Sopris West.

    Steed, E. A., & Pomerleau, T. M. (2012). Preschool-wide evaluation tool (Preset) manual: Assessing universal program-wide positive behavior support in early childhood. Brookes.

    Storey, K., & Post, M. (2012). Positive behavior supports in classrooms and schools: Effective and practical strategies for teachers and other service providers. Charles C. Thomas Pub. Ltd.

    Stormont, M. A., Lewis, T., Beckner, R. S., & Johnson, N. (2007). Implementing positive behavior support systems in early childhood and elementary settings. Thousand Oaks, CA: Corwin Press.

    Stormont, M., Reinke, W. M., Herman, K. C., & Lembke, E. S. (2012). Academic and behavior supports for at-risk students: Tier 2 interventions. New York: Guilford.

    Sulzer-Azaroff, B., & Mayer, G. R. (1986). Achieving educational excellence: Using behavioral strategies. New York: Holt, Rinehart & Winston.

    Sulzer-Azaroff, B., & Mayer, G. R. (1994). Achieving educational excellence: Behavior analysis for achieving classroom and schoolwide behavior change. San Marcos, CA: Western Image.

    Thompson, T. (2008). Dr. Thompson's straight talk on Autism. Baltimore, MD: Brookes.

    Thompson, T. (2009). Freedom from meltdowns: Dr. Thompson's solutions for children with Autism. Baltimore, MD: Brookes.

    Thompson, T., Felce, D., & Symons, F. J. (2000). Behavioral observation: Technology and applications in developmental disabilities. Baltimore: Brookes.

    Tincani, M. (2009). Preventing challenging behavior in your classroom: Positive behavior support and effective classroom management. TX: Prufrock Press, Inc.

    Walker, B., & Cheney, D. (2012). The Sapr-pbis Manual: A team-based approach to implementing effective schoolwide positive behavior interventions and supports. Baltimore, MD: Brookes.

    Walker, H., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in public school: Strategies and best practices. Pacific Grove, CA: Brookes/Cole.

    Walker, H. M., Ramsey, E., Gresham, R. M. (2003). Antisocial behavior in school: Evidence-based practices (2nd Ed.). Belmont, CA: Wadsworth/Thomson Learning.

    Watson, T. S., & Steege, M. W. (2003). Conducting school-based functional behavioral assessments: A practitioner's guide. New York: Guilford Press.

    Wehmeyer, M. L., Morningstar, M., & Husted, D. (1999). Family involvement in transition planning and implementation. Austin, TX: PRO-ED.

    Weisz, J. R., & Kazdin, A. E. (2010). Evidence-based psychotherapies for children and adolescents. New York: Guilford Press.

    Wolery, M. R., Bailey, D. B., Jr., & Sugai, G. M. (1988). Effective teaching: Principles and procedures of applied behavior analysis with exceptional students. Boston: Allyn & Bacon.

    Ylvisaker, M., & Feeney, T. J. (1998). Collaborative brain injury intervention: Positive everyday routines. San Diego: Singular Publishing Group.

Book Chapters on Challenging Behavior in Children and Adults

  • Albin, R. W., Dunlap, G., & Lucyshyn, J. M. (2002). Collaborative research with families on positive behavior support. In J. Lucyshyn, G. Dunlap, & R. W. Albin, (Eds.), Families and positive behavior support: Addressing problem behaviors in family contexts (pp. 373-389). Baltimore: Brookes.

    Albin, R. W., & Horner, R. H. (1988). Generalization with precision. In R. H. Horner, G. Dunlap, & R. L. Koegel (Eds.), Generalization and maintenance: Lifestyle changes in applied settings. Baltimore: Brookes.

    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.

    Anderson, J., Albin, R., Mesaros, R., Dunlap, G., & Morelli-Robbins, M. (1993). Objectives and processes of comprehensive training in community-referenced behavior management. In J. Reichle & D. Wacker (Eds.), Communicative approaches to the management of challenging behavior (pp. 363-406). Baltimore: Brookes.

    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.

    Carr, E. G., Carlson, J. I., Langdon, N. A., Magito-McLaughlin, D., & Yarbrough, S. C. (1999). Two perspectives on antecedent control: Molecular and molar. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 3-28). Baltimore: Brookes.

    Carr, E. G., & Durand, V. M. (1985). The social communicative basis of severe behavior problems in children. In S. Reiss & R. R. Bootzin (Eds.), Theoretical issues in behavior therapy (pp. 220-254). New York: Academic Press.

    Carr, E. G., McConnachie, G., Levin, L., & Kemp, D. C. (1993). Communication-based treatment of severe behavior problems. In R. Van Houten & S. Axelrod (Eds.), Behavior analysis and treatment (pp. 231-267). New York, NY: Plenum Press.

    Carr, E. G., Reeve, C. E., & Magito-McLaughlin, D. (1996). Contextual influences on problem behavior in people with developmental disabilities. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 403-423). Baltimore: Brookes.

    Conroy, M. A., Brown, W. H., & Olive, M. L. (2008). Social competence interventions for young children with challenging behavior. In W. H. Brown, S. L. Odom, & S. R. McConnell (Eds.), Social competence of young children: Risk, disability, and evidence-based practices (2nd ed.) (pp. 205-231). Baltimore: Brookes.

    Conroy, M., Hendrickson, J. M., & Hester, P. P. (2004). Early identification and prevention of emotional and behavioral disorders. In R. Rutherford, M. Quinn, & S. Mathur (Eds.), Handbook of research in behavior disorders. (pp. 199-215). New York: Guilford Press.

    Crossland, K., Dunlap, G., Hewitt, B. C., & Neff, B. (2009). Delivering support in the foster care system. In W. Sailor, G. Dunlap, G. Sugai, & R. H. Horner (Eds.), Handbook of positive behavior support (pp. 279-304). New York: Springer.

    Cuvo, A. J., & Davis, P. K. (1999). Establishing and transferring stimulus control: teaching people with developmental disabilities. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 347-369). Baltimore: Brookes.

    Duchnowski, A., & Kutash, K. (2009). Integrating PBS, mental health services, and family driven care. In W. Sailor, G. Dunlap, G. Sugai, & R. H. Horner (Eds.), Handbook of positive behavior support (pp. 203-231). New York: Springer.

    Dunlap, G. (1993). Promoting generalization: Current status and functional considerations. In R. Van Houten & S. Axelrod (Eds.), Behavior analysis and treatment (pp. 269-296). New York: Plenum.

    Dunlap, G., & Carr, E. G. (2007). Positive behavior support and developmental disabilities: A summary and analysis of research. In S. L. Odom, R. H. Horner, M. Snell, & J. Blacher (Eds.), Handbook of developmental disabilities. New York: Guilford Press.

    Dunlap, G., & Fox, L. (2009). Positive behavior support and early intervention. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 49-72). New York: Springer.

    Dunlap, G., Harrower, J., & Fox, L. (2005). Understanding the environmental determinants of problem behaviors. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors. (pp. 25-46). New York: Guilford Press.

    Dunlap, G., Iovannone, R. & Kincaid, D. (2008). Essential components for effective educational programs. In J. Luiselli, D. C. Russo, W. P. Christian, & S. M. Wilczynski (Eds.), Effective practices for children with Autism: Educational and behavior support interventions that work (pp. 111-136). New York: Oxford University 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.

    Epstein, M. H., & Walker, H. M. (2002). Special education: Best practices and First Step to Success. In B. J. Burns & K. Hoagwood (Eds.), Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders (pp. 179-197). New York: Oxford University Press.

    Feeney, T., & Ylvisaker, M. (1997). A positive, communication-based approach to challenging behavior after TBI. In A. Glang, G. Singer, & B. Todis (Eds.), Students with acquired brain injury: The school's response (pp. 229-254). Baltimore: Brookes.

    Fox, L., Benito, N., & Dunlap, G. (2002). Early intervention with families of young children with Autism and behavior problems. In J. M. Lucyshyn, G. Dunlap, & R. W. Albin, (Eds.), Families, family life, and positive behavior support: Addressing the challenge of problem behavior in family contexts (pp. 251-269). Baltimore: Brookes.

    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., & Hemmeter, M. L. (2009). A program-wide model for supporting social emotional development and addressing challenging behavior in early childhood settings. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 177-202). New York: Springer.

    Fox, L., Vaughn, B. J., & Dunlap, G. (2002). Research partnership: One family's experience with positive behavior support. In J. Lucyshyn, G. Dunlap, & R. W. Albin (Eds.), Families and positive behavior support: Addressing problem behaviors in family contexts (pp. 417-437). Baltimore: Brookes.

    Freeman, R. L., Baker, D., Horner, R. H., Smith, C., Britten, J., & McCart, A. (2002). Using functional assessment and systems-level assessment to build effective behavioral support plans. In K. C. Lakin & N. Wieisler (Eds.), Alternative community behavioral support and crisis response programs (pp. 199-224). [Monograph]. American Association on Mental Retardation.

    Freeman, R. L., Horner, R. H., & Reichle, J. (2002). Functional assessment and self-restraint (Chapter 6). In S. Schroeder, M. L. Oster-Granite, & T. Thompson (Eds.), Self-injurious behavior: Gene-brain-behavior relationships (pp. 105-118). Washington, DC: APA Books.

    Freeman, R., Lohrmann, S., Irvin, L. K., Kincaid, D., Vossler, V., & Ferro, J. (2009). Systems change and the complementary roles of inservice and preservice training in school-wide positive behavior support (pp. 599-626). In G. Sugai, R. Horner, G. Dunlap, & W. Sailor (Eds.), Handbook of positive behavior support. Secaucus, NJ: Springer.

    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.

    Gresham, F. M., & Kern, L. (2004). Internalizing behavior problems in children and adolescents. In R. B. Rutherford, Jr., M. Magee Quinn, & S. R. Mathur (Eds.), Handbook of research in emotional and behavioral disorders (pp. 262-281). New York: Guilford Press.

    Guess, D., Roberts, S., & Guy, B. (1999). Implications of behavior state for the assessment and education of students with profound disabilities. In A. C. Repp & R. H. Horner (Eds.), Functional analysis of problem behavior: From effective assessment to effective support (pp. 338-394). Belmont, CA: Wadsworth.

    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.

    Harris, J. C. (1992). Neurobiological factors in self-injurious behavior. In J. K. Luiselli, J. L. Matson, & N. N. Singh (Eds.), Self-injurious behavior: Analysis, assessment, and treatment (pp. 59-92). New York: Springer-Verlag.

    Hawken, L. S., Adolphson, S. L., Macleod, S., & Schumann, J. (2008). Secondary-tier interventions and supports. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 395-420). New York: Springer.

    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. (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., Albin, R. W., Sprague, J. R., & Todd, A. W. (2000). Positive behavior support. In M. E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (5th ed.) (pp. 207-243). Columbus, OH: Merrill.

    Horner, R. H., Close, D. W., Fredericks, H. D. B., O’Neill, R. E., Albin, R. W., Sprague, J. R., ... 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., Dunlap, G., Beasley, J., Fox. L., Bambara, L., Brown, F., Walker, H. (2005). Positive support for behavioral, mental health, communication, and crisis needs. In K. C. Lakin & A. Turnbull (Eds.), National goals and research for persons with intellectual and developmental disabilities. (pp. 93-107). Washington DC: American Association on Mental Retardation.

    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., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). Schoolwide positive behavior support. In L. M. Bambara & L. Kern (Eds.). Individualized supports for students with problem behaviors (pp. 359-390). New York: Guilford Press.

    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., & 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.

    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., & Dunlap, G. (1999). Assessment-based interventions for children with emotional and behavioral disorders. In A. C. Repp & R. H. Horner (Eds.), Functional analysis of problem behavior: From functional assessment to effective support. Monterey, CA: Brooks.

    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.

    Kincaid, D., Chapman, C., Shannon, P., Schall, C., & Harrower, J. (2002). Families and the Tri-State Consortium for positive behavior support: A unique collaboration for people with challenging behavior. In J. Luschyn, G. Dunlap, & R. Albin (Eds.), Families and positive behavior support: Addressing problem behaviors in family contexts (pp.309-328). Baltimore: Brookes.

    Koegel, R. L., Carter, C. M., & Kern Koegel, L. (1999). Setting events to improve parent-teacher coordination and motivation for children with Autism. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 167-186). Baltimore, MD: Brookes.

    Koegel, R. L., & Koegel, L. K. (1989). Community-referenced research on self-stimulation. In C. Cipani (Ed.), The treatment of severe behavior disorders: Behavior analysis approaches [Monographs of American Association on Mental Retardation, 12] (pp. 129-250). Washington, DC: American Association on Mental Retardation.

    Koegel, R. L., Koegel, L. K., & Brookman, L. I. (2003). Empirically supported pivotal response interventions for children with Autism. In A. E. Kazdin (Ed.), Yale University School of Medicine & Child Study Center, Evidence-based psychotherapies for children and adolescents. (pp. 341-357) New York: Guilford Press.

    Koegel, R. L., Koegel, L. K., & Parks, D.R. (1995). "Teach the individual" model of generalization: Autonomy through self-management. In R. L. Koegel & L. K. Koegel (Eds.), Teaching children with Autism: Strategies for initiating positive interactions and improving learning opportunities (pp. 67-77). Baltimore: Brookes.

    Lewis, T. J., Newcomer, L. L., Trussell, R., & Richter, M. (2006). School-wide positive behavior support: Building systems to develop and maintain appropriate behavior. In C. S. Everston & C. M. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues. New York: Lawrence Earlbaum.

    Liaupsin, C. J., Jolivette, K., & Scott, T. M. (2004). School-wide systems of support: Maximizing student success in schools. In R. B. Rutherford, M. M. Quinn, & R. Sathur (Eds.), Handbook of research in emotional and behavioral disorders (pp.487-501). New York: Guilford Press.

    Lindsley, O. R. (1972). From Skinner to precision teaching: The child knows best. In J. B. Jordan & L. S. Robbins (Eds.), Let's try doing something else kind of thing. Arlington, VA: Council for Exceptional Children.

    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.

    Luiselli, J. K. (1999). Intervention conceptualization and formulation. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 29-65). Baltimore: Brookes.

    Lucyshyn, J. M., Kayser, A. T., Irvin, L. K., & Blumberg, R., (2002). Functional assessment and positive behavior support at home with families. In J. M. Lucyshyn, G. Dunlap, & R. W. Albin, (Eds.), Families, family life, and positive behavior support: Addressing the challenge of problem behavior in family contexts (pp.97-132). Baltimore: Brookes.

    Mace, F. C., & Mauk, J. E. (1999). Biobehavioral diagnosis and treatment of self-injury. In A. C. Repp & R. H. Horner (Eds.), Functional analysis of problem behavior: From effective assessment to effective support (pp. 78-97). Belmont, CA: Wadsworth.

    Magee Quinn, M., & Poirier, J. M. (2004). Linking prevention research with policy: Examining the costs and outcomes of the failure to prevent emotional and behavioral disorders. In R. B. Rutherford, Jr., M. Magee Quinn, & S. R. Mathur (Eds.), Handbook of research in emotional and behavioral disorders (pp. 78-97). New York: Guilford Press.

    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.

    Mayer, G. R. (2002). Behavioral strategies to reduce school violence. In J. K. Luiselli & C. Diament (Eds.), Behavior psychology in the schools (pp. 83-100). New York: Hawthorne Press.

    Mayer, G.R., & Sulzer-Azaroff, B. (1990). Interventions for vandalism. In G. Stoner, M. R. Shinn, & H. M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 599-580) [Monograph]. Washington, DC: National Association for School Psychologists.

    Mirenda, P., MacGregor, T., & Kelly-Keough, S. (2002). Teaching communication skills for behavioral support in the context of family life. In J. M. Lucyshyn, G. Dunlap, & R.W. Albin (Eds.), Families and positive behavior support. Addressing problem behavior in family context (pp. 185-207). Baltimore: Brookes.

    O’Neill, R. E., & Reichle, J. (1993). Addressing socially motivated challenging behaviors by establishing communicative alternatives. In J. Reichle & D. Wacker (Eds.), Communicative alternatives to challenging behavior: Integrating functional assessment and intervention strategies (pp. 205-235). Baltimore: Brookes.

    Patterson, G. R. (1976). The aggressive child: Victim and architect of a coercive system. In E. J. Mash, L. A. Hamerlynck, & L. C. Handy (Eds.), Behavior modification and families (pp. 267-316). New York: Brunner/Mazel.

    Patterson, G. R., Capaldi, D., & Bank, L. (1991). An early starter model for predicting delinquency. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 139-168). Hillsdale, NJ: Lawrence Earlbaum.

    Peshak George, H., Kincaid, D., & Pollard-Sage, J. (2008). Primary-tier interventions and supports. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp.375-394). New York: Springer.

    Reichle, J., Davis, C. A., Freeman, R., & Horner, R. (1999). Effective behavioral support for socially maintained problem behavior. In N. A. Wieseler, R. H. Hanson, & G. Siperstein, (Eds.), Challenging behavior of persons with mental health disorders and severe developmental disabilities (pp. 237-259). Washington, DC: American Association of Mental Retardation.

    Reid, J. B., & Patterson, G. R. (1991). Early prevention and intervention with conduct problems: A social interaction model for the integration of research and practice. In G. Stoner, M. R. Shinn, & H. M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 715-739). Silver Spring, MD: National Association of School Psychologists.

    Repp, A. C. (1999). Naturalistic functional assessment with regular and special education students in classroom settings. In A. C. Repp & R. H. Horner (Eds.), Functional analysis of problem behavior: From effective assessment to effective practice (pp. 238-258).

    Risley, T. R. (1996). Get a life! In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.). Positive behavioral support: Including people with difficult behavior in the community (pp. 425-437). Baltimore: Brookes.

    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.

    Sailor, W., Doolittle, J., Bradley, R., & Danielson, L. (2009). Response to intervention and positive behavior support. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 729-753). New York: Springer.

    Schreibman, L. and Koegel, R. L. (2005). Training for parents of children with Autism: Pivotal responses, generalization, and individualization of interventions. In P. S. Jensen & E. D. Hibbs (Eds.), Psychosocial treatments for child and adolescent disorders. Washington, D.C.: American Psychological Association.

    Schroeder, S. R., Reese, R. M., Hellings, J., Loupe, P., & Tessel, R. E. (1999). The causes of self-injurious behavior and their implications. In N. A. Wieseler, R. H. Hanson, & G. Siperstein (Eds.), Challenging behavior of persons with mental health disorders and severe developmental disabilities (pp. 65-87). Washington, DC: AAMR.>

    Scott, T. M., Anderson, C., Mancil, R., & Alter, P. (2008). Function-based supports for individual students in school settings. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 421-441). New York: Springer.

    Shores, R. E., Wehby, J. H., & Jack, S. L. (1999). Analyzing behavior disorders in classrooms. In A. C. Repp & R. H. Horner (Eds.), Functional analysis of problem behavior: From effective assessment to effective support (pp. 219-237). Belmont, CA: Wadsworth.

    Simonsen, B., Sugai, G., & Fairbanks, S. (2007). School-wide positive behavior support: Preventing the development and occurrence of problem behavior. In S. W. Evans, Z. Serpell, & M. Weist (Eds.), Advances in school-based mental health, 2. Kingston, NJ: Civic Research Institute.

    Singer, G. H. S., Goldberg-Hamblin, S. E., Peckham-Hardin, K. D., Barry, L., & Santarelli, G. E. (2002). Toward a synthesis of family support practices and positive behavior support. In J. M. Lucyshyn, G. Dunlap, & R. W. Albin (Eds.), Families and positive behavior support (pp. 155-183). Baltimore: Brookes.

    Skiba, R. J. (2001). When is disproportionality discrimination?: The overrepresentation of black students in school suspension. In W. Ayers, B. Dohrn, & R. Ayers, (Eds.), Zero tolerance: Resisting the drive for punishment in our schools (pp. 176-187). New York: New Press.

    Skiba, R. J., & Knesting, K. (2002). Zero tolerance, zero evidence: An analysis of school disciplinary practice. In R. J. Skiba & G. G. Noam (Eds.), New directions for youth development (no. 92: Zero tolerance: Can suspension and expulsion keep schools safe?). San Francisco: Jossey-Bass.

    Sprague, J. R., & Horner, R. H. (1999). Low-frequency high-intensity problem behavior: Toward an applied technology of functional assessment and intervention. In A. C. Repp & R. H. Horner (Eds.), Functional analysis of problem behavior: From effective assessment to effective support (pp. 98-116). Belmont, CA: Wadsworth.

    Sprague, J. R., Sugai, G., & Walker, H. (1998). Antisocial behavior in schools. In S. Watson & F. M. Gresham, (Eds.), Handbook of child behavior therapy (pp. 451-474). New York, NY: Springer.

    Sprague, J. R., Walker, H. M., Sowards, S., Van Bloem, C., Eberhardt, P., & Marshall, B. (2002). Sources of vulnerability to school violence: Systems-level assessment and strategies to improve safety and climate. In M. Shinn, H. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 295-314). Silver Spring, MD: National Association of School Psychologists.

    Strain, P. S., & Joseph, G. E. (2003). Engaged supervision to support evidence-based practices for young children with challenging behavior. In M. A. Conroy (Ed.), Prevention and early intervention for young children at risk for emotional or behavioral disorder. Reston: CCBD.

    Strain, P. S., & Schwartz, I. (2009). Positive behavior support and early intervention for young children with Autism: Case studies on the efficacy of proactive treatment of problem behavior. In W. Sailor, G. Dunlap, G. Sugai, and R. Horner (Eds.), Handbook of positive behavior support (pp. 107-124). New York: Springer.

    Strain, P. S., Schwartz, I., & Bovey E., (2007). Social skills intervention for young children with Autism: Programmatic research findings and implementation issues. In S. Odom, S. McConnell and W. Brown (Eds.), Social competence of young children: Risk, disability, & intervention. Baltimore: Brookes.

    Sugai, G., Horner, R. H., & Gresham, F. M. (2002). Behaviorally effective school environments. In Shinn, M. R., Walker, H. M., & Stoner, G. (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 315-350). Bethesda, MD: National Association of School Psychologists.

    Sugai, G., Horner, R. H., & McIntosh, K. (2008). Best practices in developing a broad scale system of support for school-wide positive behavior support. In A. Thomas & J. P. Grimes (Eds.), Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists.

    Thompson, T. Egli, M., Symons, F., & Delaney, D. (1994). Neurobehavioral mechanisms of drug action in developmental disabilities. In T. Thompson & D. B. Gray (Eds.), Destructive behavior in developmental disabilities: Diagnosis and treatment (pp. 133 179). Thousand Oaks, CA: Sage Publications.

    Tifft, S., & Cushing, L. S. (2002). On the road to an extraordinary life. In J. M. Lucyshyn, G. Dunlap, and R. W. Albin (Eds.), Families and positive behavior support: Addressing problem behavior in family contexts (pp. 271-286). Baltimore: Brookes.

    Turnbull, H. R., Turnbull, A. P., & Wilcox, B. L. (2002). Family interests and positive behavior support: Opportunities under the individuals with disabilities education act. In J. M. Lucyshyn, G. Dunlap, & R. W. Albin (Eds.), Families and positive behavior support: Addressing problem behavior in family contexts (pp. 57-72). Baltimore: Brookes.

    Tyrrell, A. L., Freeman, R. L., & 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.

    Wacker, D. P., Berg, W. K., Asmus, J. M., Harding, J. W., & Cooper, L. J. (1999). Experimental analysis of antecedent influences on challenging behaviors. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 67-86). Baltimore, MD: Brookes.

Books on Quality of Life and Self-determination

  • Holburn, S. & Vietze, P. M. (Eds.). (2002). Person-centered planning: Research, practice, and future directions. Baltimore, MD: Brookes.

    Holburn, S., Gordon, A., & Vietze, P. M. (2007). Person-centered planning made easy: The PICTURE method. Baltimore, MD: Brookes.

    Hughes, C., & Hwang, B. (1996). Attempts to conceptualize and measure quality of life. In R. L. Schalock (Ed.), Quality of life: Vol. 1. Conceptualization and measurement (pp. 51-61). Washington, DC: American Association on Mental Retardation.

    Keith, K. D., & Schalock, R. L. (Eds.) (2000). Cross-cultural perspectives on quality of life. Washington, DC: American Association on Mental Retardation.

    Schalock, R. L. (1996). Quality of life. Volume I: Conceptualization and measurement (pp. 123-139). Washington DC: American Association on Mental Retardation.

    Schalock, R. L. (Ed). (1996). Quality of life: Perspectives and issues. Washington, DC: American Association on Mental Retardation.

    Schalock, R. L., & Verdugo, M. A. (2002). Handbook on quality of life for human service practitioners. In D. L. Braddock (Ed.). Washington, DC: American Association on Mental Retardation.

    Schalock, R. L., Gardner, J. F., & Bradley, V. J. (2007). Quality of life for people with intellectual and other developmental disabilities: Applications across individuals, organizations, communities, and systems. Washington, DC: American Association on Intellectual and Developmental Disabilities.

    Wolfensberger, W. (1972). The principle of normalization in human services. Toronto: National Institute on Mental Retardation.

Book Chapters on Quality of Life and Self-determination

  • Cummins, R. A., Lau, A. L. D., Davey, G., & McGillivray, J. (2010). Measuring subjective well-being: The personal wellbeing index - Intellectual disability. In R. Kober, (Ed.), Enhancing the quality of life of people with intellectual disabilities (pp. 33-60). New York: Springer.

    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: Brookes.

    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.

    Kennedy, C. H., & Itonken, T. (1996). Social relationships, influential variables, and change across the life span. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 287-304). Baltimore: Brookes.

    Lyon, G. (2010). Enhancing the quality of life of people with intellectual disabilities: From theory to practice. In R. Kober (Ed.), Social indicators research series, Volume 41. New York: Springer.

    Santelli, B., Turnbull, A., Lerner, E., & Marquis, J. (1993). Parent to parent programs: A unique form of mutual support to families of persons with disabilities. In G. Singer and L. Powers (Eds.), Families, disability, and empowerment: Active coping skills and strategies for family interventions. Baltimore: Brookes.

    Schalock, R. L. (1996). Reconsidering the conceptualization and measurement of quality of life. In Schalock (Ed.), Quality of life. Volume I: Conceptualization and measurement (pp. 123-139). Washington DC: American Association on Mental Retardation.

    Schalock, R. L. (2010). The measurement and use of quality of life-related personal outcomes. In R. Kober, (Ed.), Enhancing the quality of life of people with intellectual disabilities (pp. 3-16). New York: Springer.

    Schalock, R. L., Keith, K. D., Verdugo, M. A., & Gomez, L. E. (2010). Quality of life model development and use in the field of intellectual disability. In R. Kober, (Ed.), Enhancing the quality of life of people with intellectual disabilities (pp.17-32). New York: Springer.

    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.

    Turnbull, H. R., & Brunk, G. (1990). Quality of life and public policy. In R. I. Schalock (Ed.), Quality of life: Application to persons with disabilities. Washington, DC: American Association on Mental Retardation.

    Turnbull, A. P., & Turnbull, H. R. (1990). Family assessment and family empowerment. In L. Meyer, C. A. Peck, & L. Brown, Critical issues in the lives of people with severe disabilities. Baltimore: Brookes.

    Turnbull, A. P., & Turnbull, R. (1996). Group action planning as a strategy for providing comprehensive family support. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 99-114). Baltimore: Brookes.

    Turnbull, H. R., & Turnbull, A. P. (2000). Family support: Retrospective and prospective. In M. Wehmeyer & J. Patton (Eds.), Mental retardation in the year 2000 and beyond (pp. 413-430). Austin, TX: Pro-Ed.

    Turnbull, A. P., & Turnbull, H. R. (2002). Comprehensive lifestyle support: From rhetoric to reality. In J. Lucyshyn, G. Dunlap, & R. Albin, (Eds.), Families and positive behavioral support: Addressing problem behaviors in family contexts (pp. 373-394). Baltimore: Brookes.

    Turnbull, A. P., & Turnbull, H. R. (2002). From the old to the new paradigm of disability and families: Research to enhance family quality of life outcomes. In J. L. Paul, C. D. Lavely, A. Cranston-Gingras, & E. Taylor (Eds.), Rethinking professional issues in special education. Westport, CT: Ablex Publishing.

    Turnbull, A. P., Turnbull, R., Poston, D., Beegle, G., Blue-Banning, M., Diehl, K., Summers, J. A. (2004). Enhancing quality of life of families of children and youth with disabilities in the United States. In A. P. Turnbull, I. Brown, & H. R. Turnbull (Eds.), Family quality of life: An international perspective (pp. 51-100). Washington, DC: American Association on Mental Retardation.

    Turnbull, A. P., Turnbull, H. R., Summers, J. A., & Poston, D. (1998). Partnering with families of children with developmental disabilities to enhance family quality of life. In H. Parette, & G. R. Peterson-Karlan (Eds.), Research-based practices in developmental disabilities. Austin, TX: Pro-Ed.

    VanDenBerg, J., (1998). History of the wraparound process. In B. J. Burn & S. K. Goldman (Eds.), Promising practices in wraparound for children with serious emotional disturbance and their families: Vol. IV (pp.1-8). Washington DC: Center for Effective Collaboration and Practice, American Institute for Research.

    Verdugo, M. A., Gomez, L. E., Arias, B., & Schalock R. L. (2010). The integral quality of life scale: Development, validation, and use. In R. Kober, (Ed.), Enhancing the quality of life of people with intellectual disabilities (pp. 47-60). New York: Springer.

    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.

Books on Person-centered Planning and Wraparound

  • Burns, B. J., & Goldman, S. K. (1999). Promising practices in wraparound for children with serious emotional disturbance and their families. Systems of care: Promising practices in children's mental health, 1998 series, Volume IV. Washington DC: Center for Effective Collaboration and Practice, American Institutes for Research.

    Eber, L. (2003). The art and science of wraparound: Completing the continuum of schoolwide behavioral support. Bloomington, IN: Forum on Education at Indiana University.

    Holburn, S., & Vietze, P. M. (2002). Person centered planning: Research, practice, and future directions. Baltimore: Brookes.

    Kincaid, D. (1996). Person-centered planning. In L. Koegel, R. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 439-465). Baltimore: Brookes.

    Pearpoint, J., Obrien, J., & Forest, M. (1993). PATH (Planning Alternative Tomorrows with Hope): A workbook for planning positive futures. Toronto: Inclusion Press.

    Schalock, R. L. (2010). The measurement and use of quality of life-related personal outcomes. In R. Kober, (Ed.), Enhancing the quality of life of people with intellectual disabilities (pp. 3-16). New York: Springer.

    Wolfensberger, W. (1972). The principle of normalization in human services. Toronto: National Institute on Mental Retardation.

Book Chapters on Person-centered Planning and Wraparound

  • Anderson, C. M., Bahl, A. B., & Kincaid, D. W. (1999). A person-centered approach to providing support to an adolescent with a history of parental abuse (pp. 385-396). In J. R. Scotti & L. H. Meyer (Eds.), Behavioral intervention: Principles, models and practices. Baltimore: Brookes.

    Burchard, J. D., Bruns, E. J., & Burchard, S. N. (2002). The wraparound approach. In B. Burns & K. Hoagwood (Eds.), Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders. New York: Oxford University Press.

    Eber, L. (2005). The wraparound process. In M. Hersen, G. Sugai, & R. H. Horner (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy, Volume 3: Educational Applications. Thousand Oaks, CA: Sage.

    Eber, L., & Keenan, S. (2004). Collaboration with other agencies: Wraparound and systems of care for children and youths with emotional and behavioral disorders. In R. B. Rutherford, M. M. Quinn, & R. Sathur (Eds.). Handbook of research in emotional and behavioral disorders (pp. 503-516). NY: Guilford Press.

    Felce, D., & Perry, J. (1995). Assessment of quality of life. In R. L. Schalock (Ed.), Quality of life Vol. 1: Conceptualization and measurement (pp. 91-104). Washington DC: American Association on Mental Retardation.

    Friesen, B. J., & Stephens, B. (1998). Expanding family roles in the system of care. In M. H. Epstein, K. Kutash, & A. Duchnowski (Eds.), Outcomes for children and youth with behavioral and emotional disorders and their families (pp. 231-260). Austin, TX: Pro-Ed.

    Kincaid, D., & Fox, L. (2002). Person centered planning and positive behavior support. In S. Holburn & P. M. Vietze (Eds.), Person centered planning: Research, practice, and future directions (pp. 29 50). Baltimore: Brookes.

    Magito-McLaughlin, D., Spinosa, T. R., & Marsalis, M. (2002). Overcoming the barriers: Moving toward a service model conducive to person centered planning. In Holburn, S. and Veitz, P., (Eds.), Research and Practice in Person-Centered Planning (pp. 127-150). Baltimore: Brookes.

    Mount, B. (1994). Benefits and limitations of personal futures planning. In V. Bradley, J. Ashbaugh, & B. Blaney (Eds.), Creating individual supports for people with developmental disabilities: A mandate for change (pp. 97-108). Baltimore: Brookes.

    Nickels, C. (1996). A gift from Alex - The art of belonging: Strategies for academic and social inclusion. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support (pp. 123-144). Baltimore: Brookes.

    O’Brien, J. (1987). A guide to lifestyle planning: Using the Activities catalog to integrate services and natural support systems. In B. Wilcox & G. T. Bellamy (Eds.), The activities catalog: An alternative curriculum design for youth and adults with severe disabilities (pp. 104-110). Baltimore: Brookes.

    Pearpoint, J., Forest, M., & O’Brien, J. (1996). MAPs, Circle of Friends, and PATH: Powerful tools to help build caring communities. In S. Stainback & S. Stainback (Eds.). Inclusion: A guide for educators (pp. 67-86). Baltimore: Brookes.

    Rillotta, F., Kirby, N., & Shearer, J. (2010). A comparison of two family quality of life measures: An Australian study. In R. Kober, (Ed.), Enhancing the quality of life of people with intellectual disabilities (pp. 305-348). New York: Springer.

    Turnbull, H. R., & Brunk, G. (1997). Quality of life and public policy. In R. I. Schalock (Ed.), Quality of life: Application to persons with disabilities. Washington, DC: American Association on Mental Retardation.

Books on Systems Change

  • Biglan, A. (1995). Changing cultural practices: A contextual framework for intervention research. Reno, NV: Context Press.

    Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2000). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York: Doubleday.

    Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network.

    Freeman, R., Perrin, N., Irvin, L., Vincent, C., Newcomer, L., Moore, M., Anderson, S., Miller, D., Kimbrough, P., Little, A., Deegan, M., Rennells, K., & Farr Bond, K. (2009). Positive behavior support across the lifespan: Expanding the concept of statewide planning for large-scale organizational cultural change (PBS-Kansas Monograph No. 1). Lawrence, KS: University of Kansas, Schiefelbusch Institute for Lifespan Studies.

    Fullan, M. (1999). Change forces: The sequel. New York: RoutledgeFalmer.

    Fullan, M. (2003). Change forces with a vengeance. New York: RoutledgeFalmer.

    Fullan, M. (2005). Leadership and sustainability. Thousand Oaks, CA: Corwin Press.

    Fullan, M. & Stiegelbauer, S. (1991). The new meaning of educational change. New York: Teachers College Press.

    Kadushin, C. (2012). Understanding social networks: Theories, concepts, and findings. NY: Oxford University Press.

    Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision-makers. Tampa, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research and Training Center for Children’s Mental Health.

    Nolan, T. W. (2007). Execution of strategic improvement initiatives to produce system-level results. Cambridge, MA: Institute for Healthcare Improvement.

    Senge, P. M. (1990). The fifth discipline. New York, NY: Doubleday Currency.
    Senge, P. M., Kleiner, A., Roberts, C., Ross, R. B., & Smith, B. J. (1994).  The fifth discipline fieldbook: Strategies and tools for building a learning organization.  New York, NY: Currency Doubleday.

    Senge, P., Schwarmer, C. O., Jaworski, J., & Flowers, B. S. (2004). Presence: An exploration of profound change in people, organizations, and society. New York, NY: Currency Doubleday.

    Schalock, R. L., Gardner, J. F., & Bradley, V. J. (2007). Quality of life for people with intellectual and other developmental disabilities: Applications across individuals, organizations, communities, and systems. Washington DC: American Association on Intellectual and Developmental Disabilities.

    Schalock, R. L. & Verdugo, M. A. (2012). A leadership guide for today’s disabilities organizations: Overcoming challenges and making change happen. Baltimore, MD: Brookes.

Book Chapters on Systems Change

  • Fixsen, D. L., Base, K. A., Duda, M. A., Naoom, S. F., & Van Dyke, M. (2010). Implementation of evidence-based treatments for children and adolescents: Research findings and their implications for the future. In J. R. Weisz & A. E. Kazdin, (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 435-450). New York: Guilford Press.

  • Freeman, R., Lohrmann, S., Irvin, L. K., Kincaid, D., Vossler, V., & Ferro, J. (2009). Systems change and the complementary roles of inservice and preservice training in school-wide positive behavior support (pp. 599-626). In G. Sugai, R. Horner, G. Dunlap, & W. Sailor (Eds.). Handbook of positive behavior support. Secaucus, NJ: Springer.

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