Behavior Management References and Resources
Alberto, P. A., & Troutman, A. C. (2008). Applied behavior analysis for teachers (8th ed.). New York: Macmillan.
Artesani, A.J., & Mallar, L. (1998). Positive behavior supports in general education settings: Combining person-centered planning and functional analysis. Intervention in school and clinic, 34, 33-38.
Bambara, L. M., & Kern, L. (2005). Individualized supports for students with problem behaviors: Designing positive behavior plans. New York: Guilford Press.
Barnard, L., & Lechtenberger, D. (2009). Student IEP participation and academic achievement. Remedial and Special Education.
Bruns, E. J., Suter, J. C., Force, M. M., & Burchard, J. D. (2005). Adherence to wraparound principles and association with outcomes. Journal of Child and Family Studies, 14, 521–534.
Burchard, J. D., Bruns, E. J., & Burchard, S. N. (2002). The wraparound approach. In B. Burns & K. Hoagwood (Eds.), Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders. New York: Oxford University Press.
Burns, B. J., & Goldman, S. K. (Eds.). (1999). Promising practices in wraparound for children with serious emotional disturbance and their families. Systems of Care: Promising
Practices in Children’s Mental Health, 1998 Series (Vol. 4). Washington, DC: Center for Effective Collaboration and Practice, American Institutes for Research.
Chandler, L.K., Dahlquist, C.M., Repp, A.C., & Feltz, C. (1999). The effects of team-based functional assessment on the behavior of students in classroom settings. Exceptional children, 66, 101-122.
Colvin, G. (2004). Managing the cycle of acting-out behavior in the classroom.Longmont, CO:
Sopris West.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
Crone, D. A., &Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford Press.
Curtiss, V.S., Mathur, S.R., Rutherford, R. B. (2002). Developing behavioral intervention plans: A step-by-step approach. Beyond Behavior 11, 28-31.
Danforth, S., & Boyle, J. R. (2007). Cases in behavior management (2nd ed.). Upper Saddle River, NJ: Pearson.
Eber, L. (2003). The art and science of wraparound: Completing the continuum of schoolwide behavioral support. Bloomington, IN: Forum on Education at Indiana University.
Eber, L., Nelson, C.M., & Miles, P. (1997). School-based wraparound for students with emotional and behavioral challenges. Exceptional Children,63, 539-555.
Fouse, B., & Wheeler, M. (1997). A treasure chest of behavioral strategies for individuals with autism. Arlington, TX: Future Horizons.
Jackson, L., & Panyan, M. V. (2002). Positive behavioral support in the classroom: Principles and practices. Baltimore: Brooks.
Jenson, W. R., Rhode, G., & Reavis, H. K. (2000). The tough kid tool box.Longmont, CO: Sopris West.
Ladd, G.W., Kochenderfer, B.J., & Coleman, C.C. (1996). Friendship quality as a predictor of young children’s early school adjustment. Child Development, 67, 1103-1118.
Lechtenberger, D. A., Mullins, F. E., & Greenwood, D. (2008). Achieving the promise: The significant role of schools in transforming children's mental health in America. Teaching Exceptional Children, 40, 56-64.
Lechtenberger, D. A., & Mullins, F. E. (2004). Promoting better family-school-community partnerships for all of America’s children. Beyond Behavior, 4, 17-22.
Lechtenberger, D. A. & Mullins, F. E. (2009). Achieving the promise: The significant role of highly qualified teachers in transforming children's mental health in America. In M. R. Dyson & D. B. Waddle (Eds.),Our promise: Achieving educational equality for America's children (pp. 505-518). Carolina Academic Press.
Lechtenberger, D. A. (2008). Strengths-based planning: The wraparound planning process. In N. Griffin-Shirley, R. Davidson, M. Shaunessey, E. Laman, & D. A. Lechtenberger (Eds.),
Using strengths-based planning for students with sensory impairments (pp.55-69). New York: Linus Publications.
Lucyshyn, J. M., Dunlap, G., Albin, R. W. (2002). Families & Positive Behavior Support: Addressing Problem Behavior in Family Contexts.Baltimore: Brooks.
Malott, R. W., & Trojan, E. A. (2007). Principles of behavior (6th ed.). Upper Saddle River, NJ: Prentice Hall.
McDougall, P., Hymel, S., Vaillancourt, T., & Mercer, L. (2001). The consequences of early childhood rejection. In M.Leary (Ed.),Interpersonal rejection (pp. 213-247). New York: Oxford Press.
Miles, P., Bruns, E. J., Osher, T. W., Walker, J. S., & National Wraparound Initiative Advisory Group. (2006). The wraparound process user’s guide: A handbook for families. Portland, OR: National Wraparound Initiative, Research and Training Center on Family Support and Children’s Mental Health, Portland State University.
O’Neill, R. E., Horner, R. H., Albin, R. W., Storey, K., & Spraque, J. R. (1996). Functional assessment and program development for problem behavior: A practical handbook. Stamford, CT: Wadsworth Publishing.
Pearpoint, J., Forest, M., Falvey, M., & Rosenberg, R. (1997). All my life’s a circle. Toronto, ON: Inclusion Press.
Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid book: Practical classroom management strategies. Longmont, CO: Sopris West.
Riffel, L. A. (2007). Positive interventions and effective strategies. Retrieved on August 8, 2009, from
Rubin, K.H., Bukowski, W., & Parker, J. (1998). Peer interactions, relationships, and groups. In N. Eisenberg (Ed.), Handbook of Child Psychology (5th ed.), Social, emotional, and personality development (pp. 619-700). New York: Wiley.
Scheuermann, B., & Webber, J. (2001). Autism: Teaching does make a difference. Stamford, CT: Wadsworth Publishing.
Scott, T., & Eber, L. (2003). Functional assessment and wraparound as systemic school processes: Primary, secondary, and tertiary systems examples. Journal of Positive Behavior Supports, 5, 131–143.
Umbreit, J., Ferro, J., Liaupsin, C. J., & Lane, K. L. (2006). Functional behavioral assessment and function-based intervention: An effective, practical approach. Upper Saddle River, NJ: Prentice Hall.
Walker, J. S., & Schutte, K. M. (2004). Practice and process in wraparound teamwork. Journal of Emotional and Behavioral Disorders, 12, 182–192.
Webber, J., Scheuermann, B. (2008).Educating students with autism. A quick start manual. Waco, TX: Prufrock Press.
Wunderlich, K.C. (1988). Teacher’s guide to behavioral interventions: Intervention strategies for behavior problems in the educational environment.Columbia, MO: Hawthorne Educational Services.
Zirpoli, T. J. (2005). Behavior management: Applications for teachers (2nd ed.). Upper Saddle River, NJ: Pearson Education.
Website Resources:
Asperger’s Syndrome
Information provided on Asperger’s Syndrome, a neurobiological disorder named for a Viennese physician, Hans Asperger, who in 1944 published a paper which described a pattern of behaviors in several young boys who had normal intelligence and language development, but who also exhibited autistic-like behaviors and marked deficiencies in social and communication skills. In spite of the publication of his paper in the 1940's, it wasn't until 1994 that Asperger Syndrome was added to the DSM IV and only in the past few years has AS been recognized by professionals and parents.
Association for Positive Behavior Support
The Association for Positive Behavior Support (APBS) is an international organization dedicated to promoting research-based strategies that combine applied behavior analysis and biomedical science with person-centered values and systems change to increase quality of life and decrease problem behaviors. The Association is made up of professionals, family members, trainers, consumers, researchers, and administrators who are involved and interested in positive behavior support.
Beach Center
Since the founding of the Beach Center at the University of Kansas in 1988, this center has (a) conducted research, (b) carried out training and technical assistance, and (c) provided international, national, state, regional, and local service. These three activities have been conducted in collaboration with families who have members with disabilities, individuals with disabilities, professionals and policy leaders, and members of the communities to enhance the quality of life of families and individuals affected by disability.
Behavior Doctor-Dr. Laura Riffel
This site is dedicated to providing proactive strategies and solutions for behaviors that adults wish to target for change in either their personal children or the students that they teach.The information is based in behavioral theory and is written for teachers and parents who are in a hurry, want some help, and have a few minutes to read some ideas.
Behavior Associates
Dr. Geoff Colvin draws on his experience as a classroom teacher, both in special and general education, school administrator, behavior consultant and research associate at the University of Oregon.
Council for Children with Behavioral Disorders
The Council for Children with Behavioral Disorders (CCBD) is dedicated to supporting the professional development and enhancing the expertise of those who work on behalf of children with challenging behavior and their families. It is a division of the Council for Exceptional Children (CEC).
Center for Effective Collaboration and Practice
Home page
Functional Behavioral Assessment
It is the mission of the Center for Effective Collaboration and Practice to support and promote a reoriented national preparedness to foster the development and the adjustment of children with or at risk of developing serious emotional disturbance. To achieve that goal, the Center is dedicated to a policy of collaboration at Federal, state, and local levels that contributes to and facilitates the production, exchange, and use of knowledge about effective practices.
Circle of Friends
This website highlights and explains the process of using a Circle of Friends approach to helping children with disabilities connect with peers.
FAPE/IDEA Partnership
The Families and Advocates Partnership for Education (FAPE) project is a partnership that aims to improve the educational outcomes for children with disabilities. It links families, advocates, and self-advocates to information about the Individuals with Disabilities Education Act (IDEA).
The project is designed to address the information needs of the 6 million families throughout the Country whose children with disabilities receive special education services.
National Dissemination Center for Children with Disabilities
Homepage
Behavior Suite
Behavior Expertise
Behavior at School
As the National Dissemination Center for Children with Disabilities, AED collects, organizes, and disseminates current information about research-based information on effective practices for educating and providing services to children with disabilities. This includes information about how the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act 2004 (IDEA) affect children with disabilities as well as information about educational research programs and initiatives involving children with disabilities.
Paula Kluth
This website is dedicated to promoting inclusive schooling and exploring positive ways of supporting students with autism and other disabilities. Most of my work involves collaborating with schools to create environments, lessons, and experiences that are inclusive, respectful, and accessible for all learners. In this web space you will find articles, web links, and resources that can be used to inspire positive change in schools and communities.
TA Center on Positive Behavioral Interventions and Supports
The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.
National Wraparound Initiative
The wraparound process is a widely-implemented approach to community-based treatment for children with emotional and behavioral disorders and their families. However, despite a history of practice innovations nationwide, the absence of standards and fully described practice procedures has frustrated providers and hindered development of a wraparound research base. The National Wraparound Initiative is an attempt to engage experts nationally in a process of defining standards and compiling specific strategies for conducting high-quality wraparound.
Person Centered Planning
Increasing Person-Centered Thinking: Improving the Quality of Person-Centered Planning
This site provides a copy of a manual that guides the reader through how to do Person Centered Planning (PCP). PCP is a term used to refer to a number of different styles of planning that share that follows an underlying set of principles to help people with challenging behaviors or other disabilities develop a plan with the person with disabilities at the focus of the planning. Additional information on PCP can also be found at:
Person-Centered Planning: Maps and Paths to the Future
Person-Centered Planning: A Tool for Transition
Person Centered Planning Education Site at Cornell University
School Behavior
This site has been designed to help educators learn about neurobehavioral disorders -- the "hidden" disabilities that can impair a student's academic, behavioral, and social-emotional functioning and that can occasionally create chaos in your classroom.
Technical Assistance Partnership for Child and Family Mental Health
The TA Partnership provides technical assistance to system of care communities that are currently funded to operate the Comprehensive Community Mental Health Services for Children and Their Families Program. The mission of the TA Partnership is "helping communities build systems of care to meet the mental health needs of children, youth, and families." The TA Partnership includes family members and professionals with extensive practice experience employed by either the American Institutes for Research or the National Federation of Families for Children’s Mental Health. Through this partnership, we model the family-professional relationships that are essential to our work.
Financial Support for Project IDEAL is provided by the Texas Council for Developmental Disabilities, with Federal funds* made available by the United States Department of Health and Human Services, Administration on Developmental Disabilities. *$599,247 (74%) DD funds; $218,725 (26%) non-federal resources from Texas Tech University.
The views contained herein do not necessarily reflect the position or policy of the funding agency[s]. No official endorsement should be inferred.
Page 1