Reducing self injurious behaviour in a child with severe learning difficulties: Enhancing predictability and structure

Educational Psychology in Practice

Volumn 14, Issue 3, 1998, Pages 176-182

  Norgate, Roger ^a  

^a Winchester Local Office   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0009120137     PISSN: 02667363     EISSN: 14695839     Source Type: Journal    
DOI: 10.1080/0266736980140304     Document Type: Article

References (7)

1. Hammersley, M., Gomm, R., and Woods, P., 1994. Educational Research Methods: MA in Education study guide, Milton Keynes: The Open University.
2. Harris, J., 1995. ‘Responding to pupils with severe learning disabilities, who present challenging behaviour’. British Journal of Special Education, 22(3): 109–115.
3. LaVigna, G. W., and Willis, T. J., 1995. ‘Challenging behaviour: A model for breaking the barriers to social and community integration’. Institute for Applied Behavioural Analysis Newsletter, 1(1): 8–15.
4. Mansell, J., 1994. ‘Challenging behaviour: The prospect for change’. British Journal of Learning Disability, 22(1): 2–5.
5. McLinden, M., 1995. ‘Touching the Moon’. British Journal of Special Education, 22(2): 64–69.
6. Mesibov, G. B., Schopler, E., and Hearsey, K., 1989. “ ‘Structured teaching’ ”. In Assessment and Treatment of Behaviour Problems in Autism, Edited by: Schopler, E., and Mesibov, G. B., New York: Plenum Press.
7. Warren, B., and Hoffman, J., 1992. Positive Approaches to Behaviour Change, New York: Office of Mental Retardation and Developmental Disabilities.