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Mental Health and Child Welfare: References

*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

Mental Health and Child Welfare References

  • 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.

  • Baker, D. J., Blumberg, E. R., Freeman, R., & Wieseler, N. (2002). Can psychiatric disorders be seen as establishing operations? Integrating applied behavior analysis and psychiatry. Mental Health Aspects of Developmental Disabilities, 5, 118-124.

  • Barnhill, G. P., & Myles, B. S. (2001). Attributional style and depression in adolescents with Asperger Syndrome. Journal of Positive Behavior Interventions, 3(3), 175-182. doi:10.1177/109830070100300305

  • Bazelon Center for Mental Health Law (2006, March). Way to go: School success for children with mental health care needs. Washington, D.C.

  • Benitez, D., Lattimore, J., & Wehmeyer, M. L. (2005). Promoting the involvement of students with emotional and behavioral disorders in career and vocational planning and decision-making: The Self-Determined Career Development Model. Behavioral Disorders, 30, 431-447.

  • Bruns, E. J., Suter, J. C., Force, M. M., & Burchard, J. D. (2005). Adherence to wraparound principles and association with outcomes. Journal of Child and Family Studies, 14, 521-534.

  • Bruns, E. J., Suter, J. C., & Leverentz-Brady, K. M. (2008). Is it wraparound yet? Setting quality standards for implementation of the wraparound process. Journal of Behavioral Health Services & Research, 35, 240-252.

  • Burrow-Sanchez, J. & Hawken, L. (2007). Student substance abuse: Effective practices for school prevention and intervention. New York: Guilford Press.

  • Cappella, E., Frazier, S. L., Atkins, M. S., Schoenwald, S. K., & Glisson, C. (2008). Enhancing schools' capacity to support children in poverty: An ecological model of school-based mental health services. Administration and Policy in Mental Health, 35, 395-409.

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

  • Clark, H. B., Crossland, K., Geller, D., Cripe, M., Kenney, T., Neff, B., et al. (2008). A functional approach to reducing runaway behavior and stabilizing placements for adolescents in foster care. Research in Social Work Practice, 18, 429-441.

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

  • 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.

  • Cooper, J. L., Aratani,Y., Knitzer, J., Douglas Hall, A., Masi, R. et al. (2008). Unclaimed children revisited: The status of children's mental health policy in the United States. National Center for Children in Poverty, Columbia University.

  • Cox, K., Baker, D., & Wong M. A. (2010). Wraparound retrospective: Factors predicting positive outcomes. Journal of Emotional and Behavioral Disorders 18(1), 3-13. DOI: 10.1177/1063426609336955

  • Crossland, K. A., Cigales, M., Dunlap, G., Neff, B., Clark, H. B., Giddings, T., & Blanco, A. (2008). Using staff training to decrease the use of restrictive procedures at two facilities for foster care children. Research on Social Work Practice, 18, 401-409.

  • 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.

  • 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.

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

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

  • Durand, V. M., & Carr, E. G. (1987). Social influences on "self-stimulatory" behavior: Analysis and treatment application. Journal of Applied Behavior Analysis, 20(2), 119-132.

  • 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

  • Eber, L., Nelson, C. M., & Miles, P. (1997). School-based wraparound for students with emotional and behavioral challenges. Exceptional Children, 63, 539-555.

  • Eber, L., Sugai, G., Smith, C. R., & Scott, T. M. (2002). Wraparound and positive behavioral interventions and supports in schools. Journal of Emotional and Behavioral Disorders, 10(3), 171-180.

  • Evans, S. W., Weist, M. D., & Serpell, Z. N. (2007). Advances in school-based mental health interventions: Best practices and program models. NJ: Civic Research Institute, Inc.

  • 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. L., Horner, R. H., & Reichle, J. E. (1999). Relation between heart rate and problem behaviors. American Journal on Mental Retardation, 104(4), 330-345.

  • 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.

  • Frey, A., & Walker, H. (2005). Education policy for children, youth, and families. In J. M. Jenson & M. W. Fraser (Eds.), Social policy for children and families: A risk and resilience perspective (pp. 67-81). Thousand Oaks, CA: Sage.

  • 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.

  • Guess, D., & Carr, E. (1991). Emergence and maintenance of stereotypy and self-injury. American Journal on Mental Retardation, 96(3), 299-319.

  • 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

  • Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33, 665-679.

  • 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.

  • Horner, R. H., Dunlap, G., Beasley, J., Fox. L., Bambara, L., Brown, F., et al. (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.

  • 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.

  • McCamman, S., & Rues, J. (1990). Nutrition monitoring and supplementation. In J. C. Graff, M. M. Ault, D. Guess, M. Taylor, & B. Thompson (Eds.), Health care for students with disabilities: An illustrated medical guide for the classroom. Baltimore: Brookes.

  • 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.

  • Moore, J. W., Doggertt, R. A., Edwards, R. P., & Olmi, D. J. (1999). Using functional assessment and teacher-implemented functional analysis outcomes to guide intervention for two students with attention-deficit/hyperactivity disorder. Proven Practice, 2(1), 3-9.

  • 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.

  • O'Reilly, M. F. (1997). Functional analysis of episodic self-injury correlated with recurrent otitis media. Journal of Applied Behavior Analysis, 30(1), 165-167.

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 (115-138). Baltimore: Brookes.

  • Sandman, C. A. (1991). The opiate hypothesis in Autism and self-injury. Journal of Child and Adolescent Psychopharmacology, 1, 237-248.

  • 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., Nelson, C. M., Liaupsin, C., Jolivette, K., Christle, C., & Riney, M. (2002). Addressing the needs of at-risk and adjudicated youth through positive behavior support: Effective prevention practices. Education and Treatment of Children, 25, 532-551.

  • Slaytor, E. M. (2010). Demographic and clinical characteristics of people with intellectual disabilities with and without substance abuse disorders in a Medicaid population. Intellectual and Developmental Disabilities, 48(6), 417-431. DOI: 10.1352/1934-9556-48.6.417

  • Stormont, M., Reinke, W. M., & Herman, K. C. (2010). Introduction to the special issue: Using prevention science to address mental health issues in schools. Psychology in the Schools, 47(1), 1-4. DOI: 10.1002/pits.20447

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.

Umbreit, J. (1995). Functional assessment and intervention in a regular classroom setting for the disruptive behavior of a student with attention deficit hyperactivity disorder. Behavioral Disorders, 20(4), 267-278.

VanDenBerg, J. E., & Grealish, E. M. (1996). Individualized services and supports through the wraparound process: Philosophy and procedures. Journal of Child and Family Studies, 5, 7-21.

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