Understanding and intervening with the challenging behavior of young children with autism spectrum disorder

Language, Speech, and Hearing Services in Schools

Volumn 34, Issue 3, 2003, Pages 217-227

  Buschbacher, Pamelazita W ^b   Fox, Lise ^a  

^a UNIVERSITY OF SOUTH FLORIDA   (United States)

^b UNIVERSITY OF SOUTH FLORIDA   (United States)

Author keywords

Functional assessment; Functional communication training; Person centered planning; Positive behavior support

Indexed keywords

EID: 0041903847     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461(2003/018)     Document Type: Article

References (63)

1. Albin, R. W., Lucyshyn, J. M., Horner, R. H., & Flannery, K. B. (1996). Contextual fit for behavioral support plans: A model for "goodness of fit." In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 81-98). Baltimore: Brookes.
2. Arndorfer, R. E., Miltenberger, R. G., Woster, S. H., Rortvedt, A. K, & Gaffney, T. (1994). Home-based descriptive and experimental analysis of problem behaviors in children. Topics in Early Childhood Special Education, 14(1), 64-87.
3. Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 20, 313-327.
4. Bambara, L. M., & Knoster, T. (1998). Designing positive behavior support plans. Washington, DC: American Association on Mental Retardation.
5. Bijou, S. W., Peterson, R. F., & Ault, M. H. (1968). A method to integrate descriptive and experimental field studies at the level of data and empirical concepts. Journal of Applied Behavior Analysis, 1, 175-191.
6. Billingsley, F. F., & Neel, R. S. (1985). Competing behaviors and their effects on skill generalization and maintenance. Analysis and Intervention in Developmental Disabilities, 5, 357-372.
7. Bird, F., Dores, P. A., Moniz, D., & Robinson, J. (1989). Reducing severe aggressive and self-injurious behaviors with functional communication training. American Journal on Mental Retardation, 94, 37-48.
8. Boulware, G. L., Schwartz, L., & McBride, B. (1999). Addressing challenging behaviors at home: Working with families to find solutions. Young Exceptional Children, 3, 21-27.
9. Carr, E. G. (1988). Functional equivalence as a mechanism for response generalization. In R. H. Horner, G. Dunlap, & R. L. Koegel (Eds.), Generalization and maintenance: Lifestyle changes in applied settings (pp. 221-241). Baltimore: Brookes.
10. Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., et al. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Intervention, 4, 4-16.
11. Carr, E. G., Horner, R. H., Turnbull, A., Marquis, J., Magito-McLaughlin, D., McAtee, M. L., et al. (1999). Positive behavior support as an approach for dealing with problem behavior in people with developmental disabilities: A research synthesis. Washington, DC: American Association on Mental Retardation Monograph.
12. Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C., & Smith, C. E. (1994). Communication-based interventions for problem behavior: A user's guide for producing behavior change. Baltimore: Brookes.
13. Chandler, L. K., & Dahlquist, C. M. (2002). Functional assessment: Strategies to prevent and remediate challenging behavior in school settings. Columbus, OH: Merrill.
14. Dadson, S., & Horner, R. H. (1993). Manipulating setting events to decrease problem behaviors: A case study. Applied Behavior Analysis, 30, 507-531.
15. Donnellan, A. M., Mirenda, P. L., Mesaros, R. A., & Fassbender, L. L. (1984). Analyzing the communicative functions of aberrant behavior. Journal of the Association for Persons with Severe Handicaps, 9, 201-212.
16. Dunlap, G., & Fox, L. (1999). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Support, 1(2), 77-87.
17. 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 (pp. 177-203). Baltimore: Brookes.
18. Dunlap, G., Newton, S., Fox, L., Benito, N., & Vaughn, B. (2001). Family involvement in functional assessment and positive behavior support. Focus on Autism and Other Developmental Disabilities, 16(4), 215-221.
19. Dunst, C. J. (1997). Conceptual and empirical foundations of family-centered practice. In R. J. H. Illback & C. T. Cobb (Eds.), Integrated services for children and families: Opportunities for psychological practice (pp. 75-91). Washington, DC: American Psychological Association.
20. Durand, V. M. (1990). Functional communication training: An intervention program for severe behavior problems. New York: Guilford Press.
21. Durand, V. M., & Carr, E. G. (1991). Functional communication training to reduce challenging behavior: Maintenance and application in new settings. Journal of Applied Behavior Analysis, 24, 251-264.
22. Durand, V. M., & Carr, E. G. (1992). An analysis of maintenance following functional communication training. Journal of Applied Behavior Analysis, 25, 777-794.
23. Field, S., & Huffman, A. (1999). The importance of family involvement for promoting self-determination in adolescents with autism and other developmental disabilities. Focus on Autism and Other Developmental Disabilities, 14, 36-41.
24. Forest, M., & Lusthaus, E. (1987). The kaleidoscope: Challenge to the cascade. In M. Forest (Ed.), More education/integration (pp. 1-16). Downsville, Ontario: G. Allen Roeher Institute.
25. Foster-Johnson, L., & Dunlap. G. (1993). Using functional assessment to develop effective, individualized interventions. Teaching Exceptional Children, 25, 44-50.
26. Fox, L., Dunlap, G., & Buschbacher, P. (2000). Understanding and intervening with children's challenging behavior: A comprehensive approach. In S. F. Warren & J. Reichle (Series Eds.) & A. M. Wetherby & B. M. Prizant (Vol. Eds.), Communication and language intervention series: Vol. 9, Autism spectrum disorders: A transactional developmental perspective (pp. 307-331). Baltimore: Brookes.
27. Fox, L., Dunlap, G., Buschbacher, P., & Valente, L. (2000). Individualized support project: Developing individualized supports for young children with autism and their families. Unpublished manuscript, University of South Florida.
28. Fox, L., Dunlap, G., & Philbrick, L. A. (1997). Providing individualized supports to young children with autism and their families. Journal of Early Intervention, 21, 1-14.
29. Harrower, J. K., Fox, L., Dunlap, G., & Kincaid, D. (2000). Functional assessment and comprehensive early intervention. Exceptionality, 8(3), 189-204.
30. Hart, C. (1995). Teaching children what parents want. In K. A. Quill (Ed.), Teaching children with autism (pp. 53-69). New York, Delmar.
31. Heineman, M., & Dunlap, G. (1999). Issues and challenges in implementing community-based support for two boys with severe behavioral difficulties. In J. R. Scotti & L. H. Meyer (Eds.), Behavioral interventions: Principles, models, and practices (pp. 366-384). Baltimore: Brookes.
32. Holburn, S. A. (1997). A renaissance in residential behavior analysis? A historical perspective and a better way to help people with challenging behavior. Behavior Analyst, 20, 61-85.
33. Horner, R. H., & Carr, E. G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. The Journal of Special Education, 31, 84-104.
34. Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K. (2000, April). Problem behavior interventions for young children with autism: A research synthesis. Paper prepared for the National Academy of Sciences Committee on Early Interventions for Children with Autism, Washington, DC.
35. Horner, R H., & Day, H. M. (1991). The effects of response efficiency on functionally equivalent competing behaviors. Journal of Applied Behavior Analysis, 24", 719-732.
36. Horner, R. H., O'Neill, R. E., & Flannery, K. B. (1993). Building effective behavior support plans from functional assessment information. In M. E. Snell (Ed.), Systematic instruction for students with severe handicaps (4th ed., pp. 184-214). Columbus, OH: Merrill. Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. §§ 1400 et seq.
37. Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. D., & Richman, G. S. (1982). Toward a functional analysis of self-injury. Analysis and Intervention in Developmental Disabilities, 2, 3-20.
38. Kennedy, C. H., & Itkonen, T. (1993). Effects of setting events on the problem of students with severe disabilities. Journal of Applied Behavior Analysis, 12, 321-327.
39. Kern, L., & Dunlap, G. (1998). Curricular modifications to promote desirable classroom behavior. In J. K. Luselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 289-307). Baltimore: Brookes.
40. Kincaid, D. (1996). Person-centered planning. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 439-465). Baltimore: Brookes.
41. Koegel, L. K., Koegel, R. L., Harrower, J. K., & Carter, C. M. (1999). Pivotal response intervention I: Overview of approach. Journal of the Association for Persons with Severe Handicaps, 24, 174-185.
42. Koegel, L. K., Steibel, D., & Koegel, R. L. (1998). Reducing aggression in children with autism toward infant or toddler siblings. Journal of the Association for Persons with Severe Handicaps, 23, 111-118.
43. Krug, D. A., Arick, J. R., & Almond, P. J. (1980). Autism Behavior Checklist. Austin, TX: Pro-Ed.
44. Lalli, J. S., Casey, S., & Kates, K. (1995). Reducing escape behavior and increasing task completion with functional communication training, extinction, and response chaining. Journal of Applied Behavior Analysis, 28, 261-268.
45. Meyer, L. H., & Evans, I. M. (1989). Nonaversive intervention for behavior problems: A manual for home and community. Baltimore: Brookes.
46. Mount, B., & Zwernick, K. (1988). It's never too early. It's never too late. St. Paul, MN: Metropolitan Council.
47. National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press.
48. Newborg, J., Stock, J. R., & Wnek, L. (1984). Battelle Developmental Inventory. Allen, TX: DLM Teaching Resources.
49. Northrup, J., Wacker, D., Sasso, G., Steege, M., Cigrand, K., Cook, J., et al. (1991). A brief functional analysis of aggressive and alternative behavior in an outclinic setting. Journal of Applied Behavior Analysis, 24, 509-522.
50. O'Neill, R. E., Horner, R. H., Albin, R. W., Storey, K., Sprague, J. R., & Newton, J. S. (1997). Functional assessment of problem behavior: A practical assessment guide. Pacific Grove, CA: Brookes/Cole.
51. O'Neill, R. E., Vaughn, B. J., & Dunlap, G. (1998). Comprehensive behavioral support: Assessment issues and strategies. In A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 313-341). Baltimore: Brookes.
52. Pearpoint, J., O'Brien, J., & Forest, M. (1998). PATH, a workbook for planning positive possible futures: Planning alternative tomorrows with hope for schools, organizations, businesses, families. Toronto, Canada: Inclusion Press.
53. Reeve, C. E. (1996). Prevention of severe behavior problems in children with developmental disabilities. Unpublished doctoral dissertation, State University of New York at Stony Brook.
54. Slentz, K. L., & Bricker, D. (1992). Family-guided assessment for IFSP development: Jumping off the family assessment band-wagon. Journal of Early Intervention, 16, 11-19.
55. Tilly, W. D., Knoster, T. P., Kovaleski, J., Bambara, L., Dunlap, G., & Kincaid D. (1998). Functional behavioral assessment: Policy development in light of emerging research and practice. Alexandria, VA: National Association of State Directors of Special Education.
56. Touchette, P. E., MacDonald, R. F., & Langer, S. N. (1985). A scatterplot for identifying stimulus control of problem behavior. Journal of Applied Behavior Analysis, 18, 343-351.
57. Turnbull, A. P., & Ruef, M. (1996). Family perspectives on problem behavior. Mental Retardation, 34, 280-293.
58. Turnbull, A. P., & Turnbull, H. R. (1996). Group action planning as a strategy for providing comprehensive family support. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 99-114). Baltimore: Brookes.
59. Turnbull, A. P., & Turnbull, H. R. (1997). Families, professionals, and exceptionality: A special partnership (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
60. Wacker, D., Steege, M., Northus, J., Sasso, G., Berg, W., Reimers, T., et al. (1990). A component analysis of functional communication training across three topographies of severe behavior problems. Journal of Applied Behavior Analysis, 23, 417-429.
61. Walker, H. M. (1998). First steps to prevent antisocial behavior. Teaching Exceptional Children, 30(4), 16-19.
62. Walker, H. M., Colvin, G., & Ramsey, E. (1993). Antisocial behavior in schools: Strategies and best practices. Pacific Grove, CA: Brookes/Cole.
63. Wetherby, A., & Prizant, B. (1992). Facilitating language and communication development in autism: Assessment and intervention guidelines. In D. Berkell (Ed.), Autism: Identification, education and treatment (pp. 107-134). Englewood Cliffs, NJ: Erlbaum.