Skip to main content
Social Sci LibreTexts

4.11: References

  1. Last updated
  2. Save as PDF
  • Page ID
    58097

    • \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

    \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

    \( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)

    ( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)

    \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

    \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)

    \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

    \( \newcommand{\Span}{\mathrm{span}}\)

    \( \newcommand{\id}{\mathrm{id}}\)

    \( \newcommand{\Span}{\mathrm{span}}\)

    \( \newcommand{\kernel}{\mathrm{null}\,}\)

    \( \newcommand{\range}{\mathrm{range}\,}\)

    \( \newcommand{\RealPart}{\mathrm{Re}}\)

    \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

    \( \newcommand{\Argument}{\mathrm{Arg}}\)

    \( \newcommand{\norm}[1]{\| #1 \|}\)

    \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

    \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)

    \( \newcommand{\vectorA}[1]{\vec{#1}}      % arrow\)

    \( \newcommand{\vectorAt}[1]{\vec{\text{#1}}}      % arrow\)

    \( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

    \( \newcommand{\vectorC}[1]{\textbf{#1}} \)

    \( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)

    \( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)

    \( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)

    \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

    \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

    \(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)

    Blood, E., & Neel, R.S. (2007). From FBA to implementation: A look at what is actually being delivered. Education and Treatment of Children, 30 (4), 67–80.doi: 10.1353/etc.2007.0021

    Borgmeier, C., Loman, S. L., Hara, M., & Rodriguez, B. J. (2014). Training school personnel to identify interventions based on functional behavioral assessment. Journal of Emotional and Behavioral Disorders, 22(2), 1–12. doi: 10.1177/1063426614528244

    Browning-Wright, D., Mayer, G. R., Cook, C. R., Crews, S. D., Kraemer, B. R., & Gale, B. (2007). Effects of training using the Behavior Support Plan Quality Evaluation Guide to improve positive behavior support plans. Education and Treatment of Children, 30, 89–106. doi: 10.1353/etc.2007.0017

    Carr, E. G. (1997). The evolution of applied behavior analysis into positive behavior support. The Association for Persons with Severe Handicaps, 22(4), 208–209. doi: 10.1177/109830070200400102

    Carr, E. G., Dunlap, G., Horner, R.H., Koegel, R.L., Turnbull, A.P., Sailor, W., ...Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4 (1), 4–16. doi: 10.1177/109830070200400102

    Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C., & Smith, C. E. (1994). Communication-based intervention for problem behavior. Baltimore: Paul H. Brookes.

    Carr, J. E., Coriaty, S., Wilder, D. A., Gaunt, B. T., Dozier, C. L., Britton, L. N., . . . Reed, C. L. (2000). A review of “noncontingent” reinforcement as treatment for the aberrant behavior of individuals with developmental disabilities. Research in Developmental Disabilities, 21, 377–391. doi: 10.1016/S0891-4222(00)00050-0

    Carter, E. W., Cushing, L. S., Clark, H. M., & Kennedy, C. H. (2005). Effects of peer support interventions on students’ access to the general curriculum and social interactions. Research and Practice for Persons with Severe Disabilities, 30, 15–25. http://dx.doi.org/10.2511/rpsd.30.1.15

    Chandler, L. K., & Dahlquist, C. M. (2010). Functional assessment: Strategies to prevent and remediate challenging behaviors in school settings. Upper Saddle River, NJ: Merrill.

    Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.

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

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

    Ebanks, M. E., & Fisher, W. W. (2003). Altering the timing of academic prompts to treat destructive behavior maintained by escape. Journal of Applied Behavior Analysis, 6(3), 355–359. doi: 10.1901/jaba.2003.36-355

    Ervin, R. A., Radford, P. M., Bertsch, K., Piper, A. L., Ehrhardt, K. E, & Poling A. (2001). A descriptive analysis and critique of the empirical literature on school-based functional assessment. School Psychology Review, 30(2), 193–210.

    Fox, J. J., & Gable, R. A. (2004). Functional behavioral assessment. In R.B. Rutherford, M. M. Quinn, & S. R. Mathur (Eds.), Handbook of research in emotional and behavioral disorders (pp. 143–162). New York: Guilford.

    Haring, N. (1988). A technology for generalization. In N. Haring (Ed.), Generalization for students with severe handicaps: Strategies and solutions (pp. 5–12). Seattle: University of Washington Press.

    Horner, R. H. (1994). Functional assessment: Contributions and future directions. Journal of Applied Behavior Analysis, 27(2), 401–404. doi: 10.1901/jaba.1994.27-401

    Horner, R. H., & Day, H. M. (1991). The effects of response efficiency on functionally equivalent competing behaviors. Journal of Applied Behavior Analysis, 24(4), 719–32. doi: 10.1901/jaba.1991.24-719

    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

    Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behavior: An analysis of the literature. Education & Treatment of Children, 25(1), 113–130.

    Kern, L., & Clarke, S. (2005). Antecedent and setting event interventions. In L.M. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors. New York: Guilford.

    Kern, L., & Dunlap, G. (1998). Curriculum modifications to promote desirable classroom behavior. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 289–308). Baltimore: Paul H. Brookes Publishing Co.

    Kern, L., Gallagher, P., Starosta, K., Hickman, W., & George, M. L. (2006). Longitudinal outcomes of functional behavioral assessment-based intervention. Journal of Positive Behavior Interventions, 8, 67–78. doi: 10.1177/10983007060080020501

    Koegel, R. L., & Koegel, L. K. (1990). Extended reductions of stereotypic behavior of students with autism through a self-management treatment package. Journal of Applied Behavior Analysis, 23, 119–127. doi: 10.1901/jaba.1990.23-119

    Loman, S.L. (2009). ABC Recording Form. In Practical FBA: Participants guidebook to the practical functional behavioral assessment training manual for school-based personnel. www.pbis.org.

    Loman, S.L., Rodriguez, B.J. & Borgmeier, C. (2014). Critical features of training practitioners to conduct function based interventions: From theory to professional development to practice. Research and Practice in the Schools.

    Loman, S.L., Strickland-Cohen, M.K., & Borgmeier, C. (2013). Basic FBA to BSP: Participant’s Guide. www.pbis.org.

    Mace, F. C., Hock, M. L., Lalli, J. S., West, B. J., Belfiore, P., Pinter, E., & Brown, D. K. (1988). Behavioral momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis, 21(2), 123–141. doi: 10.1901/jaba.1988.21-123.

    March, R.E. Horner, R.H., Lewis-Palmer, T., Brown, D., Crone, D.A., Todd, A.W., & Carr, E.G. (2000). Functional assessment checklist for teachers and staff (FACTS). Eugene: University of Oregon.

    Morrison, K., & Rosales-Ruiz, J. (1997). The effect of object preferences on task performance and stereotypy in a child with autism. Research in Developmental Disabilities, 18, 127–137. doi: 10.1016/S0891-4222(96)00046-7

    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., 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. Pacific Grove, CA: Brooks/Cole Publishing.

    Petscher, E. S., Rey, C., & Bailey, J. S. (2009). A review of empirical support for differential reinforcement of alternative behavior. Research in Developmental Disabilities, 30(3), 409–425. doi: 10.1016/j.ridd.2008.08.008

    Scott, T. M., Alter, P. J., & McQuillan, K. (2010). Functional behavior assessment in classroom settings: Scaling down to scale up. Intervention in School and Clinic, 46 (2), 87–94. doi: 10.1177/1053451210374986

    Sprague, J. R., & Horner, R. H. (1999). Low frequency, high intensity problem behavior: Toward an applied technology of functional analysis 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 Publishing.

    Strickland-Cohen, M. K., & Horner, R. H. (in press). Typical school personnel developing and implementing basic behavior support plans. Journal of Positive Behavioral Interventions.

    Van Acker, R., Boreson, L., Gable, R., & Potterton, T. (2005). Are we on the right course? Lessons learned about current FBA/BIP practices in schools. Journal of Behavioral Education, 14(1), 35–56. doi:10.1007/s10864-005-0960-5

    Wilde, L. D., Koegel, L. K., & Koegel, R. L. (1992). Increasing success in school through priming: A training manual. Santa Barbara: University of California.

    Wilder, D. A., Harris, C., Reagan, R., & Rasey, A. (2007). Functional analysis and treatment of noncompliance by preschool children. Journal of Applied Behavior Analysis, 40, 173–177. doi: 10.1901/jaba.2007.44-06

    This page titled 4.11: References is shared under a CC BY-NC 4.0 license and was authored, remixed, and/or curated by Samuel Sennott, Sheldon Loman, Kristy Lee Park, Luis F. Pérez, Michael J. Kennedy, John Romig, & Wendy J. Rodgers (Portland State University Library) .