Positive Behavior Support Through Family–School Collaboration for Young Children With Autism

Topics in Early Childhood Special Education

Volumn 31, Issue 1, 2011, Pages 22-36

  Blair, Kwang Sun Cho ^a   Lee, In Suk ^b   Cho, Su Je ^c   Dunlap, Glen ^a  

^a UNIVERSITY OF SOUTH FLORIDA   (United States)

^b Kongju National University   (South Korea)

^c FORDHAM UNIVERSITY   (United States)

Author keywords

family school collaboration; function based intervention; positive behavior support; young children with autism

Indexed keywords

EID: 79953885108     PISSN: 02711214     EISSN: None     Source Type: Journal    
DOI: 10.1177/0271121410377510     Document Type: Article

References (64)

1. Albin, R.W., Lucyshin, 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, MD: Brookes.
2. Bernhiemer, L.P., Gallimore, R., & Weisner, T. (1990). Ecological theory as a context for the individual family service plan. Journal of Early Intervention, 14, 219-233.
3. 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.
4. Blair, K.C., Umbreit, J., & Bos, C. (1999). Using functional assessment and children's preferences to improve the behavior of young children with behavioral disorders. Behavioral Disorders, 24, 151-166.
5. Blair, K.C., Umbreit, J., Dunlap, G., & Jung, G. (2007). Promoting inclusion and peer participation through assessment-based intervention. Topics in Early Childhood Special Education, 27, 134-147.
6. Brown, W.H., Odom, S.L., & Conroy, M.A. (2001). An intervention hierarchy for promoting young children's peer interactions in natural environments. Topics in Early Childhood Special Education, 21, 162-175.
7. Buschbacher, P., & Fox, L. (2003). Understanding and intervening with the challenging behavior of young children with autism spectrum disorder. Journal of Language, Speech, Hearing in the Schools, 34, 217-227.
8. Buschbacher, P., Fox, L., & Clarke, M. (2004). Recapturing desired family routines: A parent-professional behavioral collaboration. Research and Practice for Persons with Severe Disabilities, 29, 25-39.
9. Carr, E.G., Dunlap, G., Horner, R.H., Koegel, R.I., Turnbull, A.P., Sailor, W., … Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Intervention, 4, 4-16.
10. Carr, E.G., Horner, R.H., Trunbull, A.P., Marquis, J.G., McLaughlin, D.M., McAtee, M.L., … Braddock, D. (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.
11. Celiberti, D.A., & Harris, S.L. (1993). Behavioral intervention for siblings of children with autism: A focus on skills to enhance play. Behavior Therapy, 24, 573-599.
12. Cho, S., Singer, G.H.S., & Brenner, M. (2000). Adaptation and accommodation to young children with disabilities: A comparison of Korean and Korean. American parents. Topics in Early Childhood Special Education, 20, 236-249.
13. Cho, S., Singer, G.H.S., & Brenner, B. (2003). A comparison of adaptation to childhood disability in Korean immigrant and Korean mothers. Focus on Autism and Other Developmental Disabilities, 18, 9-19.
14. Christenson, S.L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33, 83-104.
15. Christenson, S.L., Rounds, T., & Franklin, M.J. (1992). Home- school collaboration: Effects, issues, and opportunities. In S. L. Christenson & J. C. Conoley (Eds.), Home-school collaboration: Enhancing children's academic and social competence (pp. 19–51). Silver Spring, MD: National Association of School Psychologists.
16. Clarke, S., Dunlap, G., & Vaughn, B. (1999). Family-centered, assessment-based intervention to improve behavior during an early morning routine. Journal of Positive Behavior Interventions, 1, 235-241.
17. Darling, R.B. (1991). Initial and continuing adaptation to the birth of a disabled child. In M. Seligman (Ed.), The family with a handicapped child (2nd ed., pp. 55–89). Boston, MA: Allyn & Bacon.
18. Dawson, G., & Osterling, J. (1997). Early intervention in autism. In M. Guralnik (Ed.), The effectiveness of early intervention (pp. 307–326). Baltimore, MD: Brookes.
19. Detrich, R. (1999). Increasing treatment fidelity by matching interventions to contextual variables within the educational setting. School Psychology Review, 28, 608-620.
20. Duda, M., Clark, S., Fox, L., & Dunlap, G. (2008). Implementation of positive behavior support with a sibling set in a home environment. Journal of Early Intervention, 30, 213-236.
21. 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.
22. Dunlap, G. (2006). The applied behavior analytic heritage of PBS: A dynamic model of action-oriented research. Journal of Positive Behavior Interventions, 8, 58-60.
23. Dunlap, G., & Fox, L. (1999a). Supporting families of young children with autism. Infants & Young Children, 12, 48-54.
24. Dunlap, G., & Fox, L. (1999b). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Interventions, 2, 77-87.
25. Dunlap, G., Hieneman, M., Knoster, T., Fox, L., Anderson, J., & Albin, R.W. (2000). Essential elements of inservice training in positive behavior support. Journal of Positive Behavior Interventions, 2, 22-32.
26. Fox, L., Dunlap, G., & Buschbacher, P. (2000). Understanding and intervening with children's challenging behavior. In A. Wetherby & B. Prizant (Eds.), Autism spectrum disorders: A transactional developmental perspective (pp. 307–331). Baltimore, MD: Brookes.
27. 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.
28. Goldstein, H., English, K., Shafer, K., & Kaczmarek, L. (1997). Interaction among preschoolers with and without disabilities: Effects of across the day peer intervention. Journal of Speech, Language, and Hearing Research, 40, 33-48.
29. Harrower, J.K., Fox, L., Dunlap, G., & Kincaid, D. (2000). Functional assessment and comprehensive early intervention. Exceptionalities, 8, 189-204.
30. Harvey, M.T., Lewis-Palmer, T., Horner, R.H., & Sugai, G. (2003). Trans-situational interventions: Generalization of behavior support across school and home environments. Behavioral Disorders, 28, 299-312.
31. Hastings, R.P., & Brown, T. (2000). Functional assessment and challenging behavior: Some future directions. Journal of the Association for Persons with Severe Handicaps, 25, 229-240.
32. Horner, R. (2000). Positive behavior support. Focus on Autism and Other Developmental Disabilities, 15, 97-105.
33. Horner, R., Carr, E., Strain, P.S., Todd, A., & Reed, H. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32, 423-446.
34. Kang, S.K., & Cho, Y.K. (2002). Portage guide to early education. Seoul, South Korea: Doseo Special Education.
35. Kim, H., Kim, E., Roh, S., Park, S., Lee, J., & Shin, J. (2008). A nation-wide survey on special education. Ansan, South Korea: Korea National Institute for Special Education.
36. Kim, U., & Chun, M. (1994). Educational “success” of Asian Americans: An indigenous perspective. Journal of Applied Developmental Psychology, 15, 329-343.
37. Kim-Rupnow, W.S. (2001). An introduction to Korean culture for rehabilitation service providers. A monograph written as part of an eleven-volume monograph series, The Rehabilitation Provider's Guide to Cultures of the Foreign-Born. New York, Buffalo: University of New York at Buffalo, Center for International Rehabilitation Research Information and Exchange.
38. Kincaid, D., George, H., & Childs, K. (2006). Review of positive behavior support training curriculum: Supervisory and direct support editions. Journal of Positive Behavior Interventions, 8, 183-188.
39. Koegel, R.L., Bimbela, A., & Schreibman, L. (1996). Collateral effects of parent training on family interaction. Journal of Autism and Developmental Disorders, 26, 347-359.
40. Lee, I., & Blair, K.C. (2005). Positive behavior support in multi-settings for a child with autism. Korean Journal of Early Childhood Special Education, 5, 162-190.
41. Lee, H.S., & Kang, W.Y. (1997). A study on needs and supports for the families of the autistic children. Korean Journal of Special Education, 20, 95-120.
42. Lucyshyn, J., Horner, R.H., Dunlap, G., & Albin, R.W., & Ben, K.R. (2002a). Positive behavior support with families. In J. Lucyshyn, G. Dunlap, & R. W. Albin (Eds.), Families and positive behavior support: Addressing problem behaviors in family contexts (pp. 3–43). Baltimore, MD: Brookes.
43. Lucyshyn, J.M., Albin, R.W., Horner, R., Mann, J.C., Mann, J.A., & Wadsworth, G. (2007). Family implementation of positive behavior support for a child with autism. Journal of Positive Behavior Interventions, 9, 131-150.
44. Lucyshyn, J.M., Albin, R.W., & Nixon, C. (1997). Embedding comprehensive behavioral support in family ecology: An experimental, single case analysis. Journal of Consulting and Clinical Psychology, 65, 241-251.
45. Lucyshyn, J.M., Irvin, L.K., Blumberg, E.R., Laverty, R., Horner, R.H., & Sprague, J.R. (2004). Validating the construct of coercion in family routines: Expanding the unit of analysis in behavioral assessment with families with children with developmental disabilities. Research & Practices for Persons with Severe Disabilities, 29, 104-121.
46. Lucyshyn, J.M., Kayser, A.T., Irvin, L.R., & Blumberg, E.R. (2002b). Functional assessment and positive behavior support plan development at home with families: Defining effective and contextually-appropriate plans. In J. M. Lucyshyn, G. Dunlap, & R. W. Albin (Eds.), Families and positive behavioral support: Addressing problem behaviors in family context (pp. 97–132). Baltimore, MD: Brookes.
47. Minke, K.M., & Anderson, K.A. (2005). Family school collaboration and positive behavior support. Journal of Positive Behavior Interventions, 7, 181-185.
48. Moes, D.R., & Frea, W.D. (2000). Using family context to inform intervention planning for the treatment of a child with autism. Journal of Positive Behavior Interventions, 2, 40-46.
49. National Research Council. (2001). Committee on educational interventions for children with autism. Educating children with autism. Washington, DC: National Academies Press.
50. Odom, S.L., McConnell, S.R., McEvoy, M.A., Peterson, C., Ostrovsky, M., Chandler, L.K., … Skellenger, A. (1999). Relative effects of interventions supporting the social competence of young children with disabilities. Topics in Early Childhood Special Education, 19, 75-92.
51. O’Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S. (1997). Functional assessment for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brookes/Cole.
52. Paik, S. (2001). Educational productivity in South Korea and the United States. Research monograph. International Journal of Educational Research, 35, 535-607.
53. Paik, S. (2004). Korean and US families, schools, and learning. International Journal of Educational Research, 41, 71-90.
54. Peterson, S.M., Derby, K.M., Berg, W.K., & Horner, R. (2002). Collaboration with families in the functional behavior assessment of and intervention for severe behavior problems. Education and Treatment of Children, 25, 5-25.
55. Reimers, T.M., Wacker, D.P., Cooper, L.J., & DeRaad, A.O. (1992). Clinical evaluation of the variables associated with social validation and their relation to compliance. Behavioral Disorders, 18, 67-76.
56. Shin, J.Y. (2002). Social support for families of children with mental retardation: Comparison between Korea and the United States. Mental Retardation, 40, 103-118.
57. Smith, T., Buch, G.A., & Gamby, T.E. (2000). Parent-directed, intensive early intervention for children with pervasive developmental disorder. Research in Developmental Disabilities, 21, 297-309.
58. Stahr, B., Cushing, D., Lane, K.L., & Fox, J. (2006). Efficacy of a function-based intervention in decreasing off-task behavior exhibited by a student with ADHD. Journal of Positive Behavior Interventions, 8, 201-211.
59. Tsao, L., & Odom, S.L. (2006). Sibling-mediated social interaction intervention for young children with autism. Topics in Early Childhood Special Education, 26, 106-123.
60. Umbreit, J., & Blair, K. (1997). Using structural analysis to facilitate treatment of aggression and noncompliance in a young child at risk for behavioral disorders. Behavioral Disorders, 22, 75-86.
61. Wolery, M., Barton, E.E., & Hine, J.F. (2005). Evolution of applied behavior analysis in the treatment of individuals with autism. Exceptionality, 13, 11-23.
62. Wolery, M., & Garfinkle, A.N. (2002). Measures in intervention research with young children who have autism. Journal of Autism and Developmental Disorders, 32, 463-478.
63. Wolery, M., & Gast, D.L. (2000). Classroom research for young children with disabilities: Assumptions that guided the conduct of research. Topics in Early Childhood Special Education, 20, 49-55.
64. Wood, B., Blair, K.C., & Ferro, J.B. (2009). Young children with challenging behavior: Function-based assessment and intervention. Topics in Early Childhood Special Education, 29, 68-78.