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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, MD:Brookes.

  • 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., 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.

  • 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.

  • 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., 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, MD:Brookes.

  • Carr, E.G., Levin, L., McConnachie, G., Carlson, J.I., Kemp, D.C., Smith, C.E., and 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.

  • 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.

  • 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, MD: Brookes.

  • 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., 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., & 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, MD: Brookes.

  • 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., 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.

  • 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, MD: 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.

  • 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.

  • Flannery, B.K., & Horner, R.H. (1994). The relationship between predictability and problem behavior for students with severe disabilities. Journal of Behavioral Education, 4, 157-176.

  • Flannery, B.K., O'Neill, R.E., & Horner, R.H. (1995). Including predictability in functional assessment and individual program development. Education and Treatment of Children, 18(4), 499-509.

  • Foster-Johnson, L., Ferro, J., & Dunlap, G. (1994). Preferred curricular activities and reduced problem behaviors in students with intellectual disabilities. Journal of Applied Behavior Analysis, 27, 493-504.

  • Gardner, W.I., Cole, C.L., Davidson, D.P., & Karan, O.C. (1986). Reducing aggression in individuals with developmental disabilities: An expanded stimulus control, assessment, and intervention model. Education and Training of the Mentally Retarded, 21, 3-12.

  • 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.

  • Hogan, S., & Prater, M.A. (1993). The effects of peer tutoring and self-management training on on-task, academic, and disruptive behaviors. Behavioral Disorders, 18(2), 118-128.

  • 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., & 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.H., Eberhard, J., & Sheehan, M.R. (1986). Teaching generalized table bussing: The importance of negative teaching examples. Behavior Modification, 10, 457-471.

  • 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., & 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.

  • Kennedy, C.H., & Meyer, K.A. (1996). Sleep deprivation, allergy symptoms, and negatively reinforced problem behavior. Journal of Applied Behavior Analysis, 29, 133-135.

  • 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., Childs, K.E., Dunlap, G., Clarke, S., & Falk, G.D. (1994). Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27 (1), 7-19.

  • Kern, L., Koegel, R.L., Dyer, K., Blew, P.A., & Fenton, L.R. (1982). The effects of physical exercise on self-stimulation and appropriate responding in autistic children. Journal of Autism and Developmental Disorders, 12, 399-419.

  • 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, L., Koegel, R.L., Hurley, C., & Frea, W.D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25(2), 341-353.

  • 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, 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. (1990). Extended reductions in stereotypic behavior of students with autism through a self-mangement treatment package. Journal of Applied Behavior Analysis, 23, 119-127.

  • 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.

  • Lalli, J.S., Browder, D.M., Mace, F.C., & Brown, D.K. (1993). Teacher use of descriptive analysis data to implement interventions to decrease students' problem behaviors. Journal of Applied Behavior Analysis, 26, 227-238.

  • 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.

  • Lloyd, J.W., & Landrum, T.J. (1990). Self-recording of attending to task: Treatment components and generalization of effects. In T.E. Scruggs & B.Y.L. Wong (Eds.), Intervention research in learning disabilities (pp. 235-262). New York: Springer-Verlag.

  • Lovitt, T.C. (1973). Self-management projects with children with behavioral disabilities. Journal of Learning Disabilities, 6(3), 15-28.

  • 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.

  • 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, MD: Brookes.

  • Mace, F.C., Hock, M.L., Lalli, J.S., West, B.J., Belfiore, P., Pinter, E., & Brown, D.T. (1988). Behavioral momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis, 21, 123-141.

  • Magito McLaughlin, D. & Carr, E.G. (2005). Quality of rapport as a setting event for problem behavior: Assessment and intervention. Journal of Positive Behavior Interventions, 7(2), 68-91.

  • Magito McLaughlin, D., Mullen James, K., Anderson Ryan, K., & Carr, E.G. (2002). Best practices: Finding a new direction for Christos. Journal of Positive Behavior Interventions, 4(3), 156-164.

  • 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).

  • Marshall, K.J., Lloyd, J.W., & Hallahan, D.P. (1993). Effects of training to increase self-monitoring accuracy. Journal of Behavioral Education, 3(4), 445-459.

  • Mathur, S.R., & Rutherford, R.B. (1991). Peer mediated interventions promoting social skills of children and youth with behavioral disorders. Education and Treatment of Children, 13(3), 227-242.

  • McDougall, D. (1998). Research on self-management techniques used by students with disabilities in general education settings: A descriptive review. Remedial and Special Education, 19(5), 310-320.

  • McDougall, D., & Brady, M. (1998). Initiating and fading self-management interventions to increase math fluency in general education classes. Exceptional Children, 64(2), 151-166.

  • McGimsey, J.F. & Favell, J.E. (1988). The effects of increased physical exercise on disruptive behavior in retarded persons. Journal of Autism and Developmental Disorders, 18, 167-179.

  • McLaughlin, T., Krappman, V., & Welsh, J. (1985). The effects of self-monitoring for on-task behavior with behavioral disordered special education students. Remedial and Special Education, 6(4), 42-45.

  • 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 (pp. 185-207), Baltimore: Brookes.

  • Munk, D.D., & Repp, A.C. (1994). The relationship between instructional variables and problem behavior: A review. Exceptional Children, 60(5), 390-401.

  • 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.

  • O'Reilly, M.F. (1995). Functional analysis and treatment of escape-maintained aggression correlated with sleep deprivation. Journal of Applied Behavior Analysis, 28, 225-226.

  • Parsons, M.B., Reid, D.H., Reynolds, J., & Baumgarner, M. (1990). Effects of chosen versus assigned jobs on the work performance of persons with severe handicaps. Journal of Applied Behavior Analysis, 60, 253-258.

  • Peck, C.A. (1985). Increasing opportunities for social control by children with autism and severe handicaps: Effects on student behavior and perceived classroom climate. Journal of the Association for Persons With Severe Handicaps, 10(4), 183-193.

  • 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.

  • Reichle, J., & Johnston, S.S. (1993). Replacing challenging behavior: The role of communication intervention. Topics in Language Disorders, 13(3), 61-76.

  • Reichle J. Wacker, & D.P. (Eds.). (1993). Communicative alternatives to challenging behavior: Integrating functional assessment and intervention strategies. 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.

  • Rincover, A., Cook, R., Peoples, A., & Packard, D. (1979). Sensory extinction and sensory principles for programming multiple adaptive behavior change. Journal of Applied Behavior Analysis, 12, 221-233.

  • 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, MD:Brookes.

  • Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of multiply determined challenging behavior in two boys with autism. Behavior Modification, 20(1), 60-84.

  • Smith, B.W., & Sugai, G. (2000). A self-management functional assessment-based behavior support plan for a middle school student with EBD. Journal of Positive Behavior Interventions, 2, 208-217.

  • Todd, A.W., Horner, R.H., & Sugai, G. (1999). Self-monitoring and self-recruited praise: Effects on problem behavior, academic engagement, and work completion in a typical classroom. Journal of Positive Behavioral Interventions, 1(2), 66-76.

  • Touchette, P.E., Macdonald, R.G., & Langer, S.N. (1985). A scatter plot for identifying stimulus control of problem behavior. Journal of Applied Behavior Analysis, 18, 343-351.

  • Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., Guess, D., Lassen, S., McCart, A., Park, J., Riffel, L., Turnbull, R., & Warren, J. (2002). A blueprint for schoolwide positive behavior support: Implementation of three components. Exceptional Children 68(3), 377-402.

  • Turnbull, A.P., & Turnbull, H.R. (1999). Comprehensive lifestyle support for adults with challenging behavior: From rhetoric to reality. Education and Training in Mental Retardation and Developmental Disabilities, 34, 373-394.

  • Turnbull, A.P., & Turnbull, H.R. (2000). Family-professional partnerships. In M.E. Snell, & F. Brown (Eds.), Instruction of students with severe disabilities (5th ed.). (pp. 31-66). Upper Saddle River, NJ: Merrill/Prentice Hall.

  • 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: Proed.

  • Vaughn, B.J., Dunlap, G., Fox, L., Clarke, S., and Bucy, M. (1997). Parent-professional partnership in behavioral support: A case study of community-based intervention. The Journal of the Association for Persons with Severe Handicaps, 22, 186-19.

  • Vaughn, B.J., & Horner, R.H. (1997). Identifying instructional tasks that occasion problem behaviors and assessing the effects of student versus teacher choice among these tasks. Journal of Applied Behavior Analysis, 30(2), 299-312.

  • Wang, M., McCart, A., & Turnbull, A. (2007). Implementing positive behavior support with Chinese American families: Enhancing cultural competence. Journal of Positive Behavioral Interventions, 9(1), 38-51.

  • Winterling, V., Dunlap, G., & O'Neill, R.E. (1987). The influence of task variation on the aberrant behaviors of autistic students. Education and Treatment of Children, 10(2), 105-119.

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