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Positive Behavior Support Journal Articles

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  • Adelman, H. S., & Taylor, L. (1998). Reframing mental health in schools and expanding school reform. Educational Psychologist, 33(4), 135-152.

  • Adelman, H. S. & Taylor, L. (2003). Creating school and community partnerships for substance abuse prevention programs. Commissioned by SAMHSA's Center for Substance Abuse Prevention. Journal of Primary Prevention, 23, 331-369.
    http://smhp.psych.ucla.edu/publications/38 Creating School and Community Partnerships for Substance Abuse Prevention Programs.pdf

  • Adelman, H. S., & Taylor, L. (2003). On sustainability of project innovations as systemic change. Journal of Educational and Psychological Consultation, 14, 1-26.
    http://smhp.psych.ucla.edu/materials/selectedjournal.htm

  • Adelman, H. S. & Taylor, L. (2004). Mental health in schools: A shared agenda. Emotional & Behavioral Disorders in Youth, 4(3), 59-78.
    http://smhp.psych.ucla.edu/dbsimple.aspx?Primary=3013&Number=9988

  • Agran, M., Blanchard, C. Hughes, C., & Wehmeyer, M. L. (2002). Increasing the problem-solving skills of students with severe disabilities participating in general education. Remedial and Special Education, 23, 279-288.

  • Agran, M., Blanchard, C., Wehmeyer, M. L., & Hughes, C. (2001). Teaching students to self-regulate their behavior: The differential effects of student- versus teacher-delivered reinforcement. Research in Developmental Disabilities, 22, 319-332.

  • Agran, M., Cavin, M., Wehmeyer, M. L., & Palmer, S. (2006). Participation of students with severe disabilities in the general curriculum: The effects of the self-determined learning model of instruction. Research and Practice for Persons with Severe Disabilities, 31, 230-241.

  • Agran, M., Sinclair, T., Alper, S., Cavin, M., Wehmeyer, M., & Hughes, C. (2005). Using self-monitoring to increase following-direction skills of students with moderate to severe disabilities in general education. Education and Training in Developmental Disabilities, 40, 3-13.

  • Agran, M., Wehmeyer, M.L., Cavin, M., & Palmer, S. (2008). Promoting student active classroom participation skills through instruction to promote self-regulated learning and self-determination. Career Development for Exceptional Individuals, 31, 106-114.

  • 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, A. R., Christenson, S. L., & Sinclair, M. F. (2004). Check & Connect: The importance of relationships for promoting school engagement. Journal of School Psychology, 42, 95-113.

  • Anderson, C., Childs, K., Kincaid, D., Horner, R. H., George, H., Todd, A., Sampson, N., & Spaulding, S. (2010). Benchmarks for advanced tiers. Eugene, OR: Educational and Community Supports, University of Oregon.

  • Anderson, C., Lewis-Palmer, T., Todd, A., Horner, R. H., Sugai, G., & Sampson, N. (2007). Checklist for individual student systems. Eugene, OR: Educational and Community Supports, University of Oregon.

  • Anderson, C., Lewis-Palmer, T., Todd, A. W., Horner, R. H, Sugai, G., & Sampson N. K (2010). Individual student systems evaluation tool (Version 2.7). Eugene, OR: University of Oregon, Educational and Community Supports.

  • Anderson, C. M. & Kincaid, D. (2005). Applying behavior analysis to school violence and discipline problems: School-wide positive behavior support. The Behavior Analyst, 28, 49-63.

  • Anderson, C. M., & Long, E. S. (2002). Evaluation of structured functional assessment methodology. Journal of Applied Behavior Analysis, 35, 137-154.

  • Anderson, C. M. & Warzak, W. J. (2000). Using positive behavior support to facilitate the classroom adaptation of children with brain injuries. Proven Practice: Prevention and Remediation Solutions for Schools, 2, 72-82.

  • Andis, P., Cashman, J., Oglesby, O., Praschil, R., Adelman, H., Taylor, L., & Weist, M. (2002). A strategic and shared agenda to advance mental health in schools through family and system partnerships. The International Journal of Mental Health Promotion, 4(4).
    http://smhp.psych.ucla.edu/dbsimple.aspx?Primary=1101&Number=9959

  • Apple, A. L., Billingsley, F., & Schwartz, I. S. (2005). Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7(1), 33-46. doi:10.1177/10983007050070010401

  • Armendariz, F., & Umbreit, J. (1999). Using active responding to reduce disruptive behavior in a general education classroom. Journal of Positive Behavior Interventions, 1(3), 152-158. doi:10.1177/109830079900100303

  • Artesani, A.J., & Mallar, L. (1998). Positive behavior support in general education settings: Combining person-centered planning and functional analysis. Intervention in School and Clinic, 34(1), 33-38.

  • Atkins, M. S., Hoagwood, K. E., Kutash, K., & Seidman, E. (2010). Toward the integration of education and mental health in schools. Administration and Policy in Mental Health and Mental Health Services Research, 37, 40-47. DOI: 10.1007/s10488-010-0299-7
    (This is available at no cost:
    http://www.springerlink.com/content/l626l94g1178t112/)

  • Atkins, M. S., McKay, M. M., Frazier, S. L., Jakobsons, L. J., Arvanitis, P., Cunningham, T.,...Lambrecht, L. (2002). Suspensions and detentions in an urban, low-income school: Punishment or reward? Journal of Abnormal Child Psychology, 30, 361-371.

  • Ayllon, T., & Michael, J. (1959). The psychiatric nurse as a behavioral engineer. Journal of the Experimental Analysis of Behavior, 2, 323-334.


  • Bae, S. J. & Wehmeyer, M. L. (2003). Perceptions of self-determination on transitional outcomes: A study of korean students, parents, and teachers. Korean Journal of Special Education, 10(2), 123-141.

  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied behavior Analysis, 1, 91-97.

  • Baer, D. M., Wolf, M. M., & Risley, T.R. (1987). Some still-current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 20, 313-327.

  • Baggett, K. M., & Carta, J. J. (2006). Using assessments to guide social-emotional intervention for very young children: An individual growth and development indicator (IGDI) of parent-child interaction. Young Exceptional Children Monograph Series, 8, 67-76.

  • Baker, C. K. (2005). The PBS triangle: Does it fit as a heuristic? A reflection on the first international conference on positive behavior support. Journal of Positive Behavior Interventions, 7(2), 120-123. doi:10.1177/10983007050070020601

  • 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.

  • Baker, M. J. (2000). Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings. Journal of Positive Behavior Interventions, 2(2), 66-84. doi:10.1177/109830070000200201

  • Baker-Ericzén, M. J., Stahmer, A. C., & Burns, A. (2007). Child demographics associated with outcomes in a community-based pivotal response training program. Journal of Positive Behavior Interventions, 9(1), 52-60. doi:10.1177/10983007070090010601

  • Baggett, K. M., & Carta, J. J. (2006). Using assessments to guide social-emotional intervention for very young children: An individual growth and development indicator (IGDI) of parent-child interaction. Young Exceptional Children Monograph Series, 8, 67-76.

  • Baldwin, J. D., & Baldwin, J. I. (2000). Some winning combinations. Journal of Positive Behavior Interventions, 2(1), 59-64. doi:10.1177/109830070000200109

  • Ballard-Krishnan, S. A., McClure, L., Schmatz, B., Travnikar, B., Friedrich, G., & Nolan, M. (2003). The Michigan PBS initiative: Advancing the spirit of collaboration by including parents in the delivery of personnel development opportunities. Journal of Positive Behavior Interventions, 5(2), 122-126. doi:10.1177/10983007030050020701

  • Bambara, L. M. (2002). Are you a behaviorist or a bonder? Smashing artificial dichotomies and entering into a dialogue of shared knowledge and multiple perspectives. Journal of Positive Behavior Interventions, 4(1), 17-20. doi:10.1177/109830070200400103

  • 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.

  • Bambara, L. M., Nonnemacher, S., & Kern, L. (2009). Sustaining school-based individualized positive behavior support: Perceived barriers and enablers. Journal of Positive Behavior Interventions, 11(3), 161-176. doi:10.1177/1098300708330878

  • Bannerman, D. J., Sheldon, J. B., Sherman, J. A., & Harchik, A. E. (1990). Balancing the right to habilitation with the right to personal liberties: The rights of people with developmental disabilities to eat too many doughnuts and take a nap. Journal of Applied Behavior Analysis, 23, 79-89.

  • Barnett, D. W., Daly, E. J., Jones, K. M., & Lentz, F. E. (2004). Response-to-intervention: Empirically based special service decisions from single-case designs of increasing and decreasing intensity. The Journal of Special Education, 38, 66-79.

  • 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

  • Barrett, S. B., Bradshaw, C. P., & Lewis-Palmer, T. (2008). Maryland statewide PBIS initiative: Systems, evaluation, and next steps. Journal of Positive Behavior Interventions, 10(2), 105-114. doi:10.1177/1098300707312541

  • Barrish, H. H., Saunders, M., & Wolf, M. M. (1969). Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2, 119-124.

  • Barry, L. M., & Messer, J. J. (2003). A practical application of self-management for students diagnosed with attention- Deficit/Hyperactivity disorder. Journal of Positive Behavior Interventions, 5(4), 238-248. doi:10.1177/10983007030050040701

  • Barry, L. M., & Singer, G. H. S. (2001). A family in crisis: Replacing the aggressive behavior of a child with autism toward an infant sibling. Journal of Positive Behavior Interventions, 3(1), 28-38. doi:10.1177/109830070100300105

  • 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.

  • Benedict, E. A., Horner, R. H., & Squires, J. K. (7007). Assessment and implementation of positive behavior support in preschools. Topics in Early Childhood Special Education, 27(3), 174-192. DOI: 10.1177/02711214070270030801
    http://tec.sagepub.com/content/27/3/174.full.pdf

  • 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.

  • Biglan, A. (1995). Translating what we know about the context of antisocial behavior in to a lower prevalence of such behavior. Journal of Applied Behavior Analysis, 28, 479-492.

  • 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

  • Blair, K., Umbreit, J., & Bos, C. (1999). Using functional assessment and children's preferences to improve the behavior of young children with behavioral disorders. Behavioral Disorders, 24(2), 151-166.

  • Blair, K. C., Umbreit, J., & Eck, S. (2000). Analysis of multiple variables related to a young child's aggressive behavior. Journal of Positive Behavior Interventions, 2(1), 33-39. doi:10.1177/109830070000200105

  • Blonigen, B. A., Harbaugh, W. T., Singell, L. D., Horner, R. H., Irvin, L. K., & Smolkowski, K. S. (2008). Application of economic analysis to school-wide positive behavior support (SWPBS) programs. Journal of Positive Behavior Interventions, 10(1), 5-19. doi:10.1177/1098300707311366

  • Blue-Banning, M., Turnbull, A. P., & Pereira, L. (2000). Group action planning as a support strategy for Hispanic families: Parent and professional perspectives. Mental Retardation, 38(2), 262-275.

  • Blue-Banning, M., Turnbull, A. P., & Pereira, L. (2002). Hispanic youth/young adults with disabilities: Parents' visions for the future. Research and Practice for Persons with Severe Disabilities, 27(3), 204-219.

  • Boettcher, M., Koegel, R. L., McNerney, E. K., & Koegel, L. K. (2003). A family-centered prevention approach to PBS in a time of crisis. Journal of Positive Behavior Interventions, 5(1), 55-59. doi:10.1177/10983007030050010901

  • Bonham, G. S., Basehart, S., Schalock, R. L., Marchand, C. B., Kirchner, N., Rumenap, J. M. & Scotti, J. (2004). Consumer-based quality of life assessment: The maryland askme! project. Mental Retardation, 42, 338-355.

  • Bohanon, H., Fenning, P., Carney, K.L., Minnis-Kim, M.J., Anderson-Harriss, S., Moroz, K.B., Hicks, K.J., Kasper, B.B., Culos, C., Sailor, W., & Piggott, T.D. (2006). Schoolwide application of positive behavior support in an urban high school: A case study. Journal of Positive Behavior Interventions, 8(3), 131-145.

  • Borgmeier, C., & Homer, R. H. (2006). An evaluation of the predictive validity of confidence ratings in identifying functional behavioral assessment hypothesis statements. Journal of Positive Behavior Interventions, 8(2), 100-105. doi:10.1177/10983007060080020101

  • Bradley, R., Danielson, L., & Doolittle, J. (2007). Responsiveness to intervention: 1997 to 2007. Teaching Exceptional Children, 39(5), 8-12.

  • Bradshaw, C. P., Debnam, K., Koth, C. W., & Leaf, P. (2009). Preliminary validation of the implementation phases inventory for assessing fidelity of schoolwide positive behavior supports. Journal of Positive Behavior Interventions, 11(3), 145-160. doi:10.1177/1098300708319126

  • Bradshaw C., Koth C., Bevans K., Ialongo N., & Leaf P. (2008). The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23, 462-473.

  • Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12(3), 133-148. doi:10.1177/1098300709334798

  • Brookman, L., Boettcher, M., Klein, E., Openden, D., Koegel, R. L., & Koegel, L. K. (2003). Facilitating social interactions in a community summer camp setting for children with autism. Journal of Positive Behavior Interventions, 5(4), 249-252. doi:10.1177/10983007030050040801

  • Brookman-Frazee, L. (2004). Using parent/clinician partnerships in parent education programs for children with autism. Journal of Positive Behavior Interventions, 6(4), 195-213. doi:10.1177/10983007040060040201

  • Brooks, A., Todd, A. W., Tofflemoyer, S., & Horner, R. H. (2003). Use of functional assessment and a self-management system to increase academic engagement and work completion. Journal of Positive Behavior Interventions, 5(3), 144-152. doi:10.1177/10983007030050030301

  • 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.

  • Brown, F., & Michaels, C.A. (2006). School-wide positive behavior support initiatives and students with severe disabilities: A time for reflection. Research and Practice for Persons with Severe Disabilities, 31(1), 57-61.

  • Brown, F., Michaels, C. A., Oliva, C. M., & Woolf, S. B. (2008). Personal paradigm shifts among ABA and PBS experts: Comparisons in treatment acceptability. Journal of Positive Behavior Interventions, 10(4), 212-227. doi:10.1177/1098300708318797

  • Brown, K. E., & Mirenda, P. (2006). Contingency mapping: Use of a novel visual support strategy as an adjunct to functional equivalence training. Journal of Positive Behavior Interventions, 8(3), 155-164. doi:10.1177/10983007060080030401

  • 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.

  • Buggey, T. (2007). A picture is worth . . . video self-modeling applications at school and home. Journal of Positive Behavior Interventions, 9(3), 151-158. doi:10.1177/10983007070090030301

  • Buggey, T., Toombs, K., Gardener, P., & Cervetti, M. (1999). Training responding behaviors in students with autism: Using videotaped self-modeling. Journal of Positive Behavior Interventions, 1(4), 205-214. doi:10.1177/109830079900100403

  • Bui, Y. N., & Turnbull, A. P. (2003). East meets west: Analysis of person-centered planning in the context of Asian American values. Education and Training and Mental Retardation and Developmental Disabilities, 38(1), 18-31.

  • Burns, M. K., Appleton, J. J., & Stehouwer, J. D. (2005). Meta-analytic review of responsiveness-to-intervention research: Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23, 381-394.

  • Buschbacher, P. W. (2002). Positive behavior support for a young child who has experienced neglect and abuse: Testimonials of a family member and professionals. Journal of Positive Behavior Interventions. Special Section on Urban Issues, 4(4), 242-248. doi:10.1177/10983007020040040701

  • 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


  • Callahan, K., & Rademacher, J. A. (1999). Using self-management strategies to increase the on-task behavior of a student with autism. Journal of Positive Behavior Interventions, 1(2), 117-122. doi:10.1177/109830079900100206

  • Cameron, M. J., Shapiro, R. L., & Ainsleigh, S. A. (2005). Bicycle riding: Pedaling made possible through positive behavioral interventions. Journal of Positive Behavior Interventions, 7(3), 153-158. doi:10.1177/10983007050070030401

  • 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.

  • 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. (1977). The motivation of self-injurious behavior: A review of some hypotheses. Psychological Bulletin, 84, 800-816.

  • Carr, E.G. (1994). Emerging themes in the functional analysis of problem behavior. Journal of Applied Behavior Analysis, 27(2), 393 399.

  • Carr, E. G. (2000). Reconceptualizing functional assessment failures: Comments on Kennedy. Journal of Positive Behavior Interventions, 2(4), 205-207. doi:10.1177/109830070000200404

  • Carr, E.G. (2006). SWPBS: The greatest good for the greatest number, or the needs of the majority trump the needs of the minority? Research and Practice for Persons with Severe Disabilities, 31(1), 54-56.

  • Carr, E. G. (2007). [The expanding vision of positive behavior support: Research perspectives on happiness, helpfulness, hopefulness](/files/Carr keynote2006.pdf). Journal of Positive Behavior Interventions, 9(1), 3-14. doi:10.1177/10983007070090010201

  • 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., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J. L., Albin, R. W., Koegel, L. K., & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), 4-16, 20. doi:10.1177/109830070200400102

  • 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., & Herbert, M. R. (2008). Integrating behavioral and biomedical approaches: A marriage made in heaven. Autism Advocate, 1, 46-52.
    http://www.autism-society.org/research/treatment guided research initiative intergrating behavioral.pdf

  • Carr, E. G., Ladd, M. V., & Schulte, C. F. (2008). Validation of the contextual assessment inventory for problem behavior. Journal of Positive Behavior Interventions, 10(2), 91-104. doi:10.1177/1098300707312543

  • 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(1), 5-25.

  • 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., Newsom, C.D., & Binkoff, J.A. (1980). Escape as a factor in the aggressive behavior of two retarded children. Journal of Applied Behavior Analysis, 13, 101-117.

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

  • Carr, E. G., Yarbrough, S. C., & Langdon, N. A. (1997). Effects of idiosyncratic stimulus variables on functional analysis outcomes. Journal of Applied Behavior Analysis, 30, 673-685.

  • Carta, J. J., Greenwood, C. R., Luze, G. J., Cline, G., & Kuntz, S. (2004). Developing a general outcome measure of growth in social skills for infants and toddlers. Journal of Early Intervention, 26, 91-114

  • Carter, C. M. (2001). Using choice with game play to increase language skills and interactive behaviors in children with autism. Journal of Positive Behavior Interventions, 3(3), 131-151. doi:10.1177/109830070100300302

  • Carter, D. R., & Horner, R. H. (2007). Adding functional behavioral assessment to first step to success: A case study. Journal of Positive Behavior Interventions, 9(4), 229-238. doi:10.1177/10983007070090040501

  • Carter, D. R., & Horner, R. H. (2009). Adding function-based behavioral support to first step to success: Integrating individualized and manualized practices. Journal of Positive Behavior Interventions, 11(1), 22-34. doi:10.1177/1098300708319125

  • Chafouleas, S. M., Riley-Tillman, T. C., & Sassu, K. A. (2006). Acceptability and reported use of daily behavior report cards among teachers. Journal of Positive Behavior Interventions, 8(3), 174-182. doi:10.1177/10983007060080030601

  • Chafouleas, S. M., Riley-Tillman, T. C., Sassu, K. A., LaFrance, M. J., & Patwa, S. S. (2007). Daily behavior report cards: An investigation of the consistency of on-task data across raters and methods. Journal of Positive Behavior Interventions, 9(1), 30-37. doi:10.1177/10983007070090010401

  • Chalfant, J. C., Pysh, M. V., & Moultrie, R. (1979). Teacher assistance teams: A model for within-building problem solving. Learning Disabilities Quarterly, 2, 85-95.

  • Chambers, C. R., Wehmeyer, M. L., Saito, Y., Lida, K. M., Lee, Y., & Singh, V. (2007). Self-determination: What do we know? Where do we go? Exceptionality, 15, 3-15.

  • Chapman, D. & Hofweber, C. (2000). Effective behavior support in British Columbia. Journal of Positive Behavior Interventions, 2(4), 235-237.

  • Charlop-Christy, M. H., & Carpenter, M. H. (2000). Modified incidental teaching sessions: A procedure for parents to increase spontaneous speech in their children with autism. Journal of Positive Behavior Interventions, 2(2), 98-112. doi:10.1177/109830070000200203

  • Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5(1), 12-21. doi:10.1177/10983007030050010101

  • Cheatham, G., & Santos, R. M. (2005). A-B-C's of bridging home and school expectations for children and families of diverse backgrounds. Young Exceptional Children, 8(3), 3-11.

  • Cheney, D., Blum, C., & Walker, B. (2004). An analysis of leadership teams' perceptions of positive behavior support and the outcomes of typically developing and at-risk students in their schools. Assessment-for-Effective-Intervention, 30, 7-24.

  • Cheney, D., Flower, A., & Templeton, T. (2008). Applying response to intervention metrics in the social domain for students at risk of developing emotional or behavioral disorders. The Journal of Special Education, 42, 108-126.

  • Cheney, D., Lynass, L., Flower, A., Waugh, M., Iwaszuk, W., Mielenz, C., & Hawken, L. (2010). The Check, Connect, and Expect Program: A targeted, tier 2 intervention in the schoolwide positive behavior support model. Preventing School Failure, 54(3), 152-158. DOI: 10.1080/10459880903492742

  • Cheney, D., Stage, S., Hawken, L., Lynass, L., Mielenz, C., & Waugh, M. (2009). A two-year outcome study of the check, connect, and expect intervention for students at-risk of severe behavior problems. Journal of Emotional and Behavioral Disorders, 17, 226-243.

  • Christ, T. J., Burns, M. K., & Ysseldyke, J. E. (2005). Conceptual confusion within response-to-intervention vernacular: Clarifying meaningful differences. Communiqué, 34, 1-2.

  • 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

  • Cihak, D., Fahrenkrog, C., Ayres, K. M., & Smith, C. (2010). The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with Autism Spectrum Disorders in the general education classroom. Journal of Positive Behavior Interventions, 12(2), 103-115. doi:10.1177/1098300709332346

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