The functional effect of teacher positive and neutral affect on task performance of students with significant disabilities

Journal of Positive Behavior Interventions

Volumn 7, Issue 4, 2005, Pages 237-246

  Park, Sungho ^a,d   Singer, George H S ^b   Gibson, Mary ^c  

^a UNIVERSITY OF MICHIGAN FLINT   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

^c Santa Barbara High School   (United States)

^d UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 28844477774     PISSN: 10983007     EISSN: None     Source Type: Journal    
DOI: 10.1177/10983007050070040501     Document Type: Article

References (21)

1. Alberto, A. P., & Troutman, C. A. (2003). Applied behavior analysis for teachers. Upper Saddle River, NJ: Prentice Hall.
2. Bryan, T., & Bryan, J. (1991). Positive mood and math performance. Journal of Learning Disabilities, 24(8), 490-494.
3. Bryan, T., Mathur, S., & Sullivan, K. (1996). The impact of positive mood on learning. Learning Disability Quarterly, 19, 153-162.
4. Bryan, T., Mathur, S., Sullivan, K., & Pukys, K. (1995). The impact of induced positive affect on incarcerated males' learning. Behavioral Disorders, 20(3), 204-211.
5. Carr, E. G., McLaughlin, D. M., Giacobbe-Grieco, T., & Smith, C. E. (2003). Using mood ratings and mood induction in assessment and intervention for severe problem behavior. American Journal of Mental Retardation, 108(1), 32-55.
6. Downing, J. E. (1999). Teaching Communication Skills to Students with Severe Disabilities, Baltimore: Brookes.
7. Ekman, P. (1993). Facial expression and emotion. The American Psychologist, 48(4), 384-392.
8. Favell, J. E., Realon, R. E., & Sutton, K. A. (1996). Measuring and increasing the happiness of people with profound mental retardation and physical handicaps. Behavioral Interventions, 11(1), 47-58.
9. Forgas, J. P., Burnham, D. K., & Trimboli, C. (1988), Mood, memory, and social judgments in children. Journal of Personality and Social Psychology, 54, 697-703.
10. Green, C. W., Gardner, S. M., & Reid, D. H. (1997). Increasing indices of happiness among people with profound multiple disabilities. Journal of Applied Behavior Analysis, 30(2), 217-228.
11. Green, C. W., & Reid, D. H. (1996). Defining, validating, and increasing indices of happiness among people with profound multiple disabilities. Journal of Applied Behavior Analysis, 29(1), 67-78.
12. Green, C. W., & Reid, D. H. (1999). A behavior approach to identifying sources of happiness and unhappiness among individuals with profound multiple disabilities. Behavior Modification, 33(2), 280-293.
13. Hersen, M., & Barlow, D. H. (1976). Single case experimental designs: Strategies for studying behavior change. New York: Pergamon Press.
14. Ivancic, M. T., Barrett, G. T., Simonow, A., & Kimberly, A. (1997). A replication to increase happiness indices among some people with profound multiple disabilities. Research in Developmental Disabilities, 18(2), 79-89.
15. Lee, Y., Sugai, G., & Horner, R. H. (1999). Using an instructional intervention to reduce problem and off-task behaviors. Journal of Positive Behavior Interventions, 1(4), 195-204.
16. Logan, K. R., Jacobs, H. A., Gast, L. D., Murray, A. S., Daino, K., & Skala, C. (1998). The impact of typical peers on the perceived happiness of students with profound multiple disabilities. The Association for Persons with Severe Handicaps, 23(4), 309-318.
17. Masters, J. C., Barden, C., & Ford, M. E. (1979). Affective states, expressive behavior, and learning in children. Journal of Personality and Social Psychology, 37(3), 380-390.
18. Potts, R., Morse, M., Felleman, E., & Masters, J. C. (1986). Children's emotions and memory for affective narrative content. Motivation and Emotion, 10, 39-57.
19. Snell, M. E., & Brown, F. (2000). Instruction of students with severe disabilities. Upper Saddle River, NJ: Prentice Hall.
20. Westling, D. L., & Fox, L. (2004). Teaching students with severe disabilities. Upper Saddle River, NJ: Prentice Hall.
21. Yasutake, D., & Bryan, T. (1995). The influence of induced positive affect on middle school children with and without learning disabilities. Learning Disabilities Research & Practice, 10(1), 38-45.