APBS

Function-based Interventions / Multi-component Interventions

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.

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  • 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., O’Brien, M., & Horner, R. H. (1995). Analysis of an escalating sequence of problem behaviors: A case study. Research in Developmental Disabilities, 16, 133-147.

  • Anderson, J., 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: Brookes.

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  • Bambara, L. M., Ager, C., & Koger, F. (1995). The effects of choice and preference on the work performance of adults with severe disabilities. Journal of Applied Behavior Analysis, 27, 555-556.

  • Bambara, L. M., Cole, C. L., & Koger, F. (1998). Translating self-determination concepts into support for adults with severe disabilities. Journal of the Association for Persons With Severe Handicaps, 23, 27-37.

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

  • Bambara, L. M., Gomez, O., Koger, F., Lohrmann–O'Rourke, S., & Ping Xin, Y. (2001). More than techniques: Team members' perspectives on implementing positive supports for adults with severe challenging behaviors. Journal of the Association for Persons with Severe Handicaps, 26, 213–228. doi:10.2511/rpsd.26.4.213

  • 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.

  • Bambara, L. M., Koger, F., Katzer, T., & Davenport, T. A. (1995). Embedding choice in the context of daily routines: An experimental case study. Journal of the Association for Persons with Severe Handicaps, 20(3), 185–195.

  • Becker–Cottrill, B., McFarland, J., & Anderson, V. (2003). A model of positive behavioral support for individuals with autism and their families: The family focus process. Focus on Autism, 18, 113–123.

  • 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(1), 47–62. 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

  • Brown, F. (1991). Creative daily scheduling: a nonintrusive approach to challenging behaviors in community residences. Journal of the Association for Persons with Severe Handicaps, 16(2), 75–84.

  • 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

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  • 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

  • Carr, E. G., & Carlson, J. I. (1993). Reduction of severe behavior problems in the community using a multicomponent treatment approach. Journal of Applied Behavior Analysis, 26, 157–172.

  • Carr, E. G., & Durand, V. M. (1985a). 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., & Durand, V. M. (1985b). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111–126.

  • Carr, E. G., Magito McLaughlin, D., Smith, C. E., & Giacobbe–Grieco, T. (2003). Mood as a setting event for severe behavior problems. American Journal on Mental Retardation, 108(1), 32–55.

  • 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.

  • Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C., Smith, C. E., & Magito McLaughlin, D. (1999). Comprehensive multisituational intervention for problem behavior in the community: Long–term maintenance and social validation. Journal of Positive Behavior Interventions, 1, 5–25.

  • 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.

  • Carr, E. G., & Smith, C. E. (1995). Biological setting events for self–injury. Mental Retardation and Developmental Disabilities Research Reviews, 1, 94–98.

  • Cihak, D., Alberto, P. A., & Frederick, L. D. (2007). Use of brief functional analysis and intervention evaluation in public settings. Journal of Positive Behavior Interventions, 9(2), 80–93. doi:10.1177/10983007070090020501

  • Clarke, S., & Dunlap, G. (2008). A descriptive analysis of intervention research published in the Journal of Positive Behavior Interventions: 1999 through 2005. Journal of Positive Behavior Interventions, 10(1), 67–71. doi:10.1177/1098300707311810

  • Clarke, S., Dunlap, G., Foster–Johnson, L., Childs, K. E., Wilson, D., White, R., & Vera, A. (1995). Improving the conduct of students with behavioral disorders by incorporating student interests into curricular activities. Behavioral Disorders, 20(4), 221–237.

  • Clarke, S., Dunlap, G., & Vaughn, B. (1999). Family–centered, assessment–based intervention to improve behavior during an early morning routine. Journal of Positive Behavior Interventions, 1, 235–241.

  • Clarke, S., Worcester, J., Dunlap, G., Murray, M., & Bradley–Klug, K. (2002). Using multiple measures to evaluate positive behavior support: A case example. Journal of Positive Behavior Interventions, 4, 131–145.

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

  • Conroy, M. A., Asmus, J. M., & Sellers, J. A. (2005). Using an antecedent–based intervention to decrease automatically reinforced stereotypic behavior in a general education classroom. Focus on Autism and Developmental Disorders, 20(4), 223–230.

  • Conroy, M. A., Brown, W. H., & Olive, M. (2007). Social competence interventions for young children with challenging behaviors. In W. H. Brown, S. L. Odom, & McConnell, S. (Eds.) Social competence of young children: Risk, disability, and evidence–based practices (2nd Ed.). Baltimore: Brookes.

  • 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.

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  • Dadson, S., & Horner, R. H. (1993). Manipulating setting events to decrease problem behaviors: A case study. Teaching Exceptional Children, 25, 53–55.

  • Davis, C. A., & Reichle, J. (1996). Variant and invariant high–probability requests: Increasing appropriate behaviors in children with emotional–behavioral disorders. Journal of Applied Behavior Analysis, 29, 471–482.

  • Day, H. M., Horner, R. H., & O’Neill, R. E. (1994). Multiple functions of problem behaviors: Assessment and intervention. Journal of Applied Behavior Analysis, 27, 279–289.

  • Derby, K. M., Wacker, D. P., Berg, W., DeRaad, A., Ulrich, S., Asmus, J., Harding, J., Prouty, A., Laggey, P., & Stoner, E. (1997). The long–term effects of functional communication training in home settings. Journal of Applied Behavior Analysis, 30, 507–531.

  • DiGangi, S. A., Maag, J. W., & Rutherford, R. B. (1991). Self–graphing of on–task behavior: Enhancing the reactive effects of self–monitoring on on–task behavior and academic performance. Learning Disability Quarterly, 14, 221–230.

  • Dunlap, G. (1984). The influence of task variation and maintenance tasks on the learning and affect of autistic children. Journal of Experimental Child Psychology, 37, 41–46.

  • 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 Press.

  • Dunlap, G. (1999). Consensus, engagement, and family involvement for young children with autism. Journal of the Association for Persons with Severe Handicaps, 24, 222–225.

  • Dunlap, G., Carr, E. G., Horner, R. H., Koegel, R. L., Sailor, W., Clarke, S., ... Fox, L. (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., dePerczel, M., Clarke, S., Wilson, D., Wright, S., White, R., & Gomes, A. (1994). Choice making to promote behavior support for students with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 505–518.

  • Dunlap, G., Dyer, K., & Koegel, R. L. (1983). Autistic self–stimulation and intertrial interval duration. American Journal of Mental Deficiency, 88, 194–202.

  • Dunlap, G., Foster–Johnson, L., Clarke, S., Kern, L., & Childs, K. E. (1995). Modifying activities to produce functional outcomes: Effects on the problem behaviors of students with disabilities. Journal of the Association for Persons with Severe Handicaps, 20(4), 248–258.

  • Dunlap, G., & Fox, L. (1999a). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Interventions, 1(2), 77–87.

  • Dunlap, G., & Fox, L. (1999b). Supporting families of young children with autism. Infants and Young Children, 12, 48–54.

  • Dunlap, G., Iovannone, R., Wilson, K. J., Kincaid, D. K., & Strain, P. (2010). Prevent–Teach–Reinforce: A standardized model of school–based behavioral intervention. Journal of Positive Behavior Interventions, 12(1), 9–22. doi:10.1177/1098300708330880

  • 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, L., dePerczel, M., Clarke, S., Wilson, D., Childs, D.E., ... Falk, G. D. (1993). Functional analysis of classroom variables for students with emotional and behavioral challenges. Behavioral Disorders, 18, 275–291.

  • Dunlap, G., Kern–Dunlap, L., Clarke, S., & Robbins, F. R. (1991). Functional assessment, curricular revision, and severe behavior problems. Journal of Applied Behavior Analysis, 24, 387–397.

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  • 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.

  • Dyer, K., Dunlap, G., & Winterling, V. (1990). Effects of choice making on the serious problem behaviors of students with severe handicaps. Journal of Applied Behavior Analysis, 23, 515–524.

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  • Favell, J. E., McGimsey, J. F., & Shell, R. M. (1982). Treatment of self–injury by providing alternate sensory activities. Analysis and Intervention in Developmental Disabilities, 2, 83–104.

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  • Franzen, K., & Kamps, D. (2008). The utilization and effects of positive behavior support strategies on an urban school playground. Journal of Positive Behavior Interventions, 10(3), 150–161. doi:10.1177/1098300708316260

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  • Galensky, T. L., Miltenberger, R. G., Stricker, J. M., & Garlinghouse, M. A. (2001). Functional assessment and treatment of mealtime behavior problems. Journal of Positive Behavior Interventions, 3(4), 211–224. doi:10.1177/109830070100300403

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

  • Harris, K. R. (1986). Self–monitoring of attentional behavior versus self–monitoring of productivity: Effects on on–task behavior and academic responding rate among learning disabled children. Journal of Applied Behavior Analysis, 19, 417–423.

  • Hetzroni, O. E., & Roth, T. (2003). Effects of a positive support approach to enhance communicative behaviors of children with mental retardation who have challenging behaviors. Education and Training in Developmental Disabilities, 38, 95–105.

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  • 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.

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  • Ingram, K., Lewis–Palmer, T., & Sugai, G. (2005). Function–based intervention planning: Comparing the effectiveness of FBA function–based and non–function–based intervention plans. Journal of Positive Behavior Interventions, 7(4), 224–236. doi:10.1177/10983007050070040401

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  • Jensen, C. C., McConnachie, G., & Pierson, T. (2001). Long–term multicomponent intervention to reduce severe problem behavior: A 63–month evaluation. Journal of Positive Behavior Interventions, 3(4), 225–236, 250. doi:10.1177/109830070100300404

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  • 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.

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