Resources

Because there are many resources available to help in the development and implementation of effective behavior intervention plans, the following are simply a sampling of possible sources of information:

Alberto, P.A., & Troutman, A.C. (1995).: Applied behavior analysis for teachers(4^th ed.).Englewood Cliffs, NJ: Merrill/Prentice-Hall.
Bullock, L.M., & Gable, R.A. (Eds.) (1997).: Making collaboration work for children, youth, families, schools, and communities. Reston, VA: Council for Children with Behavioral Disorders & Chesapeake Institute.
Carr, E. G., Robinson, S., & Polumbo, L. W. (1990).: The wrong issue: Aversive versus nonaversive treatment. The right issue: Functional versus nonfunctional treatment. In A. Repp & N. Singh (Eds.), Aversive and nonaversive treatment: The great debate in developmental disabilities (pp. 361-380). DeKalb, IL: Sycamore Press.
Carr, E. G., & Durand, V. M. (1985).: Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.
Cooper, L. J., Wacker, D. P., Thursby, D., Plagmann, L. A., Harding, J., Millard, T., & Derby, M. (1992).: Analysis of the effects of task preferences, task demands, and adult attention on child behavior in outpatient and classroom settings. Journal of Applied Behavior Analysis, 25, 823-840.
Donnellan, A. M., Mirenda, P. L., Mesaros, R. A., & Fassbender, L. L. (1984).: Analyzing the communicative functions of aberrant behavior. Journal of The Association of Persons with Severe Handicaps, 9, 201-212.
Dunlap, G., Kern, L., dePerczel, M., Clarke, S., Wilson, D., Childs, K.E., White, R., & Falk, G. D. (1993).: Functional analysis of classroom variables for students with emotional and behavioral disorders. Behavioral Disorders, 18, 275-291.
Durand, V. M. (1990).: Severe behavior problems: A functional communication training approach. New York: Guilford.
Durand, V. M. (1993).: Functional assessment and functional analysis. In M. D. Smith (Ed.). Behavior modification for exceptional children and youth. Boston: Andover Medical Publishers.
Durand, V. M., & Crimmins, D. B. (1988).: Identifying the variables maintaining self-injurious behavior. Journal of Autism and Developmental Disorders, 18, 99-117.
Fuchs, D., Fuchs, L., & Bahr, M. (1990).: Mainstream assistant teams: A scientific basis for the art of consultation. Exceptional Children, 57, 128-139.
Gable, R. A. (1996).: A critical analysis of functional assessment: Issues for researchers and practitioners. Behavioral Disorders, 22, 36-40.
Gable, R. A., Sugai, G. M., Lewis, T. J., Nelson, J. R., Cheney, D., Safran, S. P., & Safran, J. S. (1997).: Individual and systemic approaches to collaboration and consultation. Reston, VA: Council for Children with Behavioral Disorders.
Gresham, F.M. (1991).: Whatever happened to functional analysis in behavioral consultation? Journal of Educational and Psychological Consultation, 2, 387-392.
Haynes, S. N., & O"Brien, W. H. (1990): Functional analysis in behavior therapy. Clinical Psychology Review, 10, 649-668.
Hendrickson, J. M., Gable, R. A., Novak, C., & Peck, S. (1996).: Functional assessment for teaching academics. Education and Treatment of Children, 19, 257-271.
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.
Horner, R. H., Sprague, J. R., O"Brien, M., & Heathfield, L. T. (1990).: The role of response efficiency in the reduction of problem behaviors through functional equivalence training. Journal of the Association for Persons with Severe Handicaps, 15, 91-97.
Iwata, B. A., Vollmer, T. R., & Zarcone, J. R. (1990).: The experimental (functional) analysis of behavior disorders: Methodology, applications, and limitations. In A. C. Repp & N. Singh (Eds.), Aversive and nonaversive treatment: The great debate in developmental disabilities (pp. 301-330). DeKalb, IL: Sycamore Press.
Kaplan, J.S. (with Carter, J.) (1995).: Beyond behavior modification: A cognitive-behavioral approach to behavior management in the school (3rd edition). Austin, TX: Pro-Ed.
Karsh, K. G., Repp, A. C., Dahlquist, C. M., & Munk, D. (1995).: In vivo functional assessment and multi-element interventions for problem behaviors of students with disabilities in classroom settings. Journal of Behavioral Education, 5, 189-210.
Kerr, M.M., & Nelson, C.M. (1998).: Strategies for managing behavior problems in the classroom(3rd edition). New York: MacMillan.
Lawry, J. R., Storey, K., & Danko, C. D. (1993).: Analyzing behavior problems in the classroom: A case study of functional analysis. Intervention in the School and Clinic, 29, 96-100.
Lewis, T. J. (1997).: Teaching students with behavioral difficulties. Reston, VA: Council for Exceptional Children.
Lewis, T. J., Scott, T. M., & Sugai, G. M. (1994).: The problem behavior questionnaire: A teacher-based instrument to develop functional hypotheses of problem behavior in general education classrooms. Diagnostique, 19, 103-115.
Lewis, T. J., & Sugai, G. M. (1994).: Functional assessment of problem behavior: A pilot investigation of the comparative and interactive effects of teacher and peer social attention on students in general education settings. School Psychology Quarterly, 11, 1-19.
Long, N., & Morse, W.C. (1996).: Conflict in the classroom. Austin, TX: Pro-Ed.
Lovaas, O. I., Freitag, G., Gold, V. J., & Kassorla, I. C. (1965).: Experimental studies in childhood schizophrenia: Analysis of self-destructive behavior. Journal of Experimental Child Psychology, 2, 67-84.
Mathur, S. R., Quinn, M .M., & Rutherford, R.B. (1996).: Teacher-mediated behavior management strategies for children with emotional/behavioral disorders. Reston, VA: Council for Children with Behavioral Disorders.
Pierce, W. D., & Epling, W. F. (1980).: What happened to the analysis in applied behavior analysis? The Behavior Analyst, 3, 1-10.
Reed, H., Thomas, E., Sprague, J. R., & Horner, R. H. (1997).: Student guided functional assessment interview: An analysis of student and teacher agreement. Journal of Behavioral Education, 7, 33-49.
Rutherford, R.B., Quinn, M.M., & Mathur, S.R. (1996).: Effective strategies for teaching appropriate behaviors to children with emotional/behavioral disorders. Reston, VA: Council for Children with Behavioral Disorders.
Sasso, G. M., Reimers, T. M., Cooper, L. J., Wacker, D., & Berg, W. (1992).: Use of descriptive and experimental analyses to identify the functional properties of aberrant behavior in school settings. Journal of Applied Behavior Analysis, 25, 809-821.
Schmid, R. E., & Evans, W. H. (1997).: Curriculum and instruction practices for students with emotional/behavioral disorders. Reston, VA: Council for Children with Behavioral Disorders.
Sugai, G. M., Bullis, M., & Cumblad, C. (1997).: Skill development and support of educational personnel. Journal of Emotional and Behavioral Disorders, 5, 55-64.
Sugai, G. M., & Lewis, T. J. (1996).: Preferred and promising practices for social skill instruction. Focus on Exceptional Children, 29, 1-16.
Sugai, G. M., & Tindal, G. A. (1993).: Effective school consultation: An interactive approach. Pacific Grove, CA: Brooks/Cole.
Touchette, P. E., MacDonald, R. F., & Langer, S. N. (1985).; A scatter plot for identifying stimulus control of problem behavior. Journal of Applied Behavior Analysis, 18, 343-351.
Walker, H. M., Colvin, G., & Ramsey, E. (1995).: Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole.
Wood, F. M. (1994).: May I ask you why you are hitting yourself? Using oral self-reports in the functional assessment of adolescents' behavior disorders. Preventing School Failure, 38, 16-20.

Center for Effective Collaboration and Practice
American Institutes for Research
1000 Thomas Jefferson Street, NW
Suite 400
Washington, DC 20007
Toll free: (888) 457-1551
Local: (202) 944-5400
E-mail: center@air-dc.org
Web site: www.air.org

Council for Exceptional Children
1920 Association Drive
Reston, VA 22091-1589
Toll-free: (800) CEC-READ
Local: (703) 620-3660
E-mail: cec@cec.sped.org
Web site: www.cec.sped.org/

Institute on Violence and Destructive Behavior
1265 University of Oregon
Eugene, OR 97403-1265
Phone:(541) 346-3592
E-mail:ibdb@darkwing.uoregon.edu
Web site:http://darkwing.uoregon.edu/~ivdb/

National Information Center for Children and Youth with Disabilities
Academy for Educational Development
P.O. Box 1492
Washington, DC 20013-1492
Toll-free: (800) 695-0285
Local: (202) 884-8200
E-mail: nichcy@aed.org
Web site: http://nichcy.org/

Office of Special Education Programs
U.S. Department of Education
Mary E. Switzer Building
330 C Street, SW
Washington, DC 20202
Toll-Free:(800)872-5327
Local: (202) 401-2000
Web site:www.ed.gov/offices/OSERS/OSEP/index.html

OSEP's Technical Assistance and Dissemination Network
Federal Resource Center for Special Education (FRC)
Academy for Educational Development
1875 Connecticut Avenue, NW, Suite 900
Washington, DC 20009
Phone: (202) 884-8215
E-mail: frc@aed.org
Web site: www.dssc.org/frc/.

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