A Descriptive Analysis of Positive Behavioral Intervention Research With Young Children With Challenging Behavior

Topics in Early Childhood Special Education

Volumn 25, Issue 3, 2005, Pages 157-166

  Conroy, Maureen A ^a   Dunlap, Glen ^b   Clarke, Shelley ^b   Alter, Peter J ^a  

^a UNIVERSITY OF FLORIDA   (United States)

^b UNIVERSITY OF SOUTH FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 29144532063     PISSN: 02711214     EISSN: None     Source Type: Journal    
DOI: 10.1177/02711214050250030301     Document Type: Article

References (32)

1. Asmus, J.M., Wacker, D.P., Harding, J., Berg, W.K., Derby, M., & Kocis, E. (1999). Evaluation of antecedent stimulus parameters for the treatment of escape-maintained aberrant behavior. Journal of Applied Behavior Analysis, 32, 495—513.
2. Barkley, R.A. (2003). Attention-deficit/hyperactivity disorder. In E. J. Mash & R. A. Barkley (Eds.), Child psychopathology (2nd ed., pp. 75—143). New York: Guilford Press.
3. Campbell, S.B., & Ewing, L.J. (1990). Follow-up of hard-to-manage preschoolers: Adjustment at age 9 and predictors of continuing symptoms. Journal of Child Psychology and Psychiatry and Applied Disciplines, 31, 871—889.
4. Carr, E.G., Horner, R.H., Turnbull, A.P., Marquis, J.G., McLaughlin, D.M., 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.
5. Carr, E.G., Levin, L., McConnachie, G., Carlson, J.I., Kemp, D.C. & Smith, C.E. (1994). Communication-based intervention for problem behavior: A user's guide for producing positive change. Baltimore : Brookes.
6. Conroy, M.A., & Brown, W.H. (2004). Early identification, prevention, and early intervention with young children at risk for emotional/behavioral disorders: Issues, trends, and a call for action. Behavioral Disorders, 29(3), 224—236.
7. Conroy, M.A., Davis, C.A., Fox, J.J., & Brown, W.H. (2002). Functional assessment of behavior and effective supports for young children with challenging behavior. Assessment for Effective Instruction, 27, 35—47.
8. Conroy, M.A., Hendrickson, J.M., & Hester, P. (2004). Prevention and intervention of emotional/behavioral disorders in young children. In R. Rutherford, S. Mathur, & M. Quinn (Eds.), Handbook of research in behavioral disorders (pp. 199—215). New York: Guilford Press.
9. Council for Exceptional Children. (2003). No Child Left Behind Act of 2001. Implications for special education in policy and practice: Title I, Improving the academic achievement of the disadvantaged. Washington, DC: Author.
10. Duda, M.A., Dunlap, G., Fox, L., Lentini, R., & Clarke, S. (2004). An experimental evaluation of positive behavior support in a community preschool program. Topics in Early Childhood Special Education, 24, 143—155.
11. Dunlap, G., Conroy, M., & Kern, L. DuPaul, G., VanBrakle, J., Strain, P., et al. (2003). Research synthesis on effective intervention procedures: Executive summary. Tampa, FL: University of South Florida, Center for Evidence-based Practice: Young Children with Challenging Behavior
12. Dunlap, G., DePerczel, M., Clarke, S., Wilson, D., Wright, S., White, R., et al. (1994). Choice making to promote adaptive behavior for students with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 505—518.
13. Dunlap, G., Kern, L., DePerczel, M., Clarke, S., Wilson, D., Childs, K.E., et al. (1993). Functional analysis of classroom variables for students with emotional and behavioral disorders. Behavioral Disorders, 18, 275—291.
14. Forness, S.R. (in press). Strengthening the research base in special education: The pursuit of evidence-based practice. In T. Landrum, D. Corckett, & M. Gerber (Eds.), Strategies for achieving reform in special education. Mahwah, NJ: Erlbaum.
15. Fox, L., Dunlap, G., & Powell, D. (2002). Young children with challenging behavior: Issues and consideration for behavior support. Journal of Positive Behavior Interventions, 4, 208—217.
16. Galensky, T.L., Miltenberger, R.G., Stricker, J.M., & Garlinghouse, M.A. (2001). Functional assessment and treatment of mealtime behavior problems. Journal of Positive Behavior Interventions, 3, 211—224.
17. Grandy, S.E., & Peck, S.M. (1997). The use of functional assessment and self-management with a first grader. Child & Family Behavior Therapy, 19(2), 29—43.
18. Harding, J.W., Wacker, D.P., Berg, W.K., Cooper, L., Asmus, J., Mela, K., et al. (1999). An analysis of choice making in the assessment of young children with severe behavior problems. Journal of Applied Behavior Analysis, 32, 63—82.
19. Horner, R.H., Carr, E.G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2004). The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 75, 165— 179.
20. Kaiser, A.P., Cai, X., Hancock, T.B., & Foster, M.E. (2002). Teacher-reported behavior problems and language delays in boys and girls enrolled in Head Start. Behavioral Disorders, 28, 23—29.
21. Kazdin, A.E.(1982). Single-case research designs: Methods for clinical and applied settings. New York: Oxford University Press.
22. Lorimer, P.A., Simpson, R.L., Myles, B.S., & Ganz, J.B. (2002). The use of social stories as a preventative behavioral intervention in a home setting with a child with autism. Journal of Positive Behavior Interventions, 4, 53—60.
23. Patterson, G.R., Capaldi, D., & Bank, L. (1989). An early starter model for predicting delinquency. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 139—168). Hillsdale, NJ: Erlbaum.
24. Reeve, C.E., & Carr, E.G. (2000). Prevention of severe behavior problems in children with developmental disorders. Journal of Positive Behavior Interventions, 2, 144—160.
25. Reid, J.B., & Patterson, G.R. (1991). Early prevention and intervention with conduct problems: A social interaction model for the integration of research and practice. In G. Stoner, M. R. Shinn, & H. M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 715—739). Silver Spring, MD: National Association of School Psychologists.
26. Sasso, G.M., Conroy, M., Stichter, J.P., & Fox, J. (2001). Slowing down the bandwagon: The pseudo-validation and misapplication of functional assessment for students with EBD. Behavioral Disorders, 26(4), 282—296.
27. Stichter, J., & Conroy, M.A. (2004). A critical analysis of the role of measurement on the validity of emotional/behavioral disorder research. Behavioral Disorders, 30(1), 7—18.
28. Umbreit, J. (1995). Functional analysis of disruptive behavior in an inclusive classroom. Journal of Early Intervention, 19(4), 18—29.
29. U. S. Department of Education. (2002). No Child Left Behind executive summary. Washington, DC : Author.
30. Vollmer, T.R., Northrup, J., Ringdahl, J.E., LeBlanc, L.A., & Chauvin, T.M. (1996). Functional analysis of severe tantrums displayed by children with language delays: An outclinic assessment. Behavior Modification, 20, 97—115.
31. Webster-Stratton, C. (1997). Early intervention for families of preschool children with conduct problems. In M. J. Guralnick (Ed.), The effectiveness of early intervention. (pp. 429—454). Baltimore: Brookes.
32. Webster-Stratton, C. (2000). Oppositional-defiant and conduct disordered children. In M. Hersen & R. T. Ammerman (Eds.), Advanced abnormal child psychology (2nd ed., pp. 387—412). Mahwah, NJ: Erlbaum.